https://orcid.org/0000-0002-8163-2944
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ABSTRACT
COVID-19 pandemic created a need to improvise and redefine blended learning to be executed fully online. Background information on the effectiveness of fully online blended learning activities, especially for surgical disciplines is limited. This study describes a fully online blended learning course format on spinal surgery and aims to provide data regarding it effectiveness. Fully online blended courses on three topics of spinal surgery designed as six-week asynchronous and followed by 3-day live parts. Learning gaps (LGs) were identified with a survey at the beginning of asynchronous part, at its end, and at the end of the live part. The effectiveness of the asynchronous and live parts was assessed by LGs and a quiz, login statistics of learners and faculty and a post-course survey. Participants’ LGs decreased in all courses, statistically significant in two. Faculty and learner login rates significantly correlated with each other. Faculty and learner satisfaction was very high. A fully online blended learning course can be delivered effectively on spine surgery with a high participant and faculty satisfaction rate. The asynchronous part contributes to learning significantly.
Acknowledgments
The authors would like to express their gratitude to AO Spine Project Managers Kate de Boer, Melanie Schatz, and Mohamed Said and also to Miriam Uhlmann, Thommy Rüegg, Rudolf Elmer, and Alain Rickli from the AO Education Institute, AO Foundation for their invaluable contributions to the courses reported in this article. Many thanks go to Monica Ghidinelli for her support by proof reading and corrections.
Disclosure statement
Ginesa Aviles, Brian Amster, and Michael Cunningham are employees of the AO Foundation. .