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The Efficacy of Blended Learning in a Pediatric Spine Deformity Management Program in Sub-Saharan Africa
Alaaeldin Azmi Ahmad1, Abdallah Abushehab, François Waterkeyn
1From the Pediatric Orthopedic Surgery, Palestine Polytechnic University, Ramallah, Palestine (Dr. Ahmad); the Teaching and Research Department, An-Najah National University, Nablus, Palestine (Dr. Abushehab); the Department of Neurosciences Grand Hôpital de Charleroi, Charleroi, Belgium (Dr. Waterkeyn); the Muhimbili Orthopedic Institute, Dar es Salaam, Tanzania (Dr. Waterkeyn, Dr. Shabani, Dr. Magogo, Dr. Mcharo, and Dr. Bureta); the Department of Neurological Surgery, Weill Cornell Brain and Spine Center, New York, NY (Dr. Waterkeyn, Dr. Sommer, Mr.Medary, Dr. Hussain, and Dr. Härtl); the Aga Khan University Hospital, Nairobi, Kenya (Ms.Cheserem); the Regional Spinal Department, UOC Ortopedia A, AOUI, Verona, Italy (Dr. Balsano); and the Department of Neurological Surgery, Monroe Carell Jr. Children's Hospital, Vanderbilt University School of Medicine, Nashville, TN (Dr. Bonfield).
Introduction:
Our study assessed the efficacy of blended learning, which combines in-person learning and e-learning, in a pediatric scoliosis training program through an international collaborative effort.
Methods:
The course comprised two parts: the online portion, where participants reviewed educational materials for 3 weeks and met with faculty once/week for discussion, and the in-person session, where participants reviewed cases in a team-based approach and came to a consensus on treatment strategy, followed by discussion with an international expert. All participants completed a needs assessment (NA) and clinical quiz at three points: before the course, after the online session, and after the in-person session, which covered various topics in pediatric spine deformity.
Results:
Thirty-six surgeons enrolled in the course from 13 College of Surgeons of East, Central and Southern Africa countries. The NA assessment scores improved significantly over the course of the surveys from 67.3, to 90.9, to 94.0 (P = 0.02). The clinical quiz scores also improved from 9.91, to 11.9, to 12.3 (P = 0.002).
Conclusion:
The blended learning approach in a pediatric spine deformity program is effective and feasible and shows a statistically significant change in participants' confidence and knowledge base in these complex pathologies. This approach should be explored further with larger numbers and/or other spinal pathologies.
