Abstract
Introduction
AOSpine educational program was developed to expand knowledge and to promote integration among spine surgeons around the world. Nowadays, however, there are no available data of the effectiveness of the learning process and the level of competence acquired by participants in such activities. The aim of this study is to evaluate, objectively, the knowledge transfer provided thorough theoretical and practical activities during AOSpine courses for spine surgeons.
Material and Methods
During two principles courses of spine surgery, sixty-two participants underwent to pre-course assessment about their professional experience and preferences of adolescent idiopathic scoliosis (AIS) classification, as well as a test of curves by means of Lenke classification of two AIS clinical cases. Two learning strategies were used during the course: oral lectures and practical exercises. A post-course questionnaire was applied to retest the same deformity cases. Differences of correct answers of clinical cases between pre and post course were analyzed, revealing the number of participants who improve in the accuracy of the classification after the course.
Results
A total of 62 participants were included in the study, wherein 51 (82%) were orthopedic surgeons and 11 (18%) neurosurgeons. Analysis showed a decrease in the number of participants with wrong answer in both cases, after the course. In the first case, statistical significant differences were observed in both, curve pattern (83.3%, p = 0.005) and lumbar spine modifier (46.6%, p = 0.049). No statistical significant improvement was seen in sagittal thoracic modifier (33.3%, p = 0.309). On the second case, statistical improvement was obtained in curve pattern (27.4%, p = 0.018). No statistical significant improvement was seen regarding lumbar spine modifier (9.8%, p = 0.121) and sagittal thoracic modifier (12.9%, p = 0.081).
Conclusion
This study showed, objectively, that learning strategies used during AOSpine courses, improved the knowledge of participants. This knowledge acquisition was demonstrated through the decreased number of participants with wrong answers of two clinical cases, after the course. Teaching strategies must to be continually improved to ensure optimal level of knowledge transfer.