Redesigning an International Orthopaedic CME Course: The Effects on Participant Engagement over 5 Years

Figures & data

Table 1. AO Trauma Masters Course Changes.

Year	Change(s)
2005–2006	1. AO Learning Assessment Toolkit designed by Joseph Green piloted. (Standardised pre-and post-course needs assessment. Evaluation during the course of presentation relevancy and faculty performance) 2. Transition to problem-based learning
2007	Pilot programmes from 2006 are formalised.
2008	“Train the Trainers” approach initiated for AO Masters Courses. Expansion of the AO Learning Assessment Toolkit to other courses begins.
2009–2010	Formalised teacher training and blended online modules introduced for all orthopaedic trauma courses.

Figure 1. Course Participation.

Figure A1. Audience Response System (ARS) Questions per Course.

Figure 2. Course Evaluation. (a) Lecture Evaluation – Relevance; (b) Lecture Evaluation – Performance; (c) Discussion Evaluation – Relevance; (d) Discussion Evaluation – Performance; † = p < 0.001 (Masters Course vs. Non-Masters Course), *p < 0.0001 (2011 vs. 2007).

Figure A2. Sensitivity Analysis including AO Advanced Courses within Non-Masters Courses. (a) Course Participation; (b) Lecture Evaluation – Relevance; (c) Lecture Evaluation – Performance; (d) Discussion Evaluation – Relevance; (e) Discussion Evaluation – Performance; VET/CMF = Veterinary/Craniomaxillofacial Surgery Courses.

Figure 3. AO Masters Course Redesign Components and Execution.