eLearning resources to supplement postgraduate neurosurgery training

Stienen, Martin N.; Schaller, Karl; Cock, Hannah R.; Lisnic, Vitalie; Regli, Luca; Thomson, Simon

doi:10.1007/s00701-016-3042-7

Cited by 24 publications

(18 citation statements)

References 49 publications

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“…Our study demonstrated little or no improvement in dermatological knowledge, skills, attitudes and satisfaction among healthcare professionals when compared DHE to traditional learning or no interventions. The results are not specific for dermatology area but are also observed in other medical education setting including nursing, neurosurgery training, palliative care, dental education (14,21,(38)(39)(40)(41). Comparable results show the potential of DHE as a complementary or even alternative intervention to traditional learning.…”

Section: Strength and Limitationsmentioning

confidence: 77%

Digital Education for Health Professions in the Field of Dermatology: A Systematic Review by Digital Health Education Collaboration

Posadzki²,

Lee³

et al. 2019

Acta Derm Venerol

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Digital education is a promising new approach with advantages such as scalability, flexibility, portability and adaptability of education. This study synthesized effectiveness evidence for health professions' digital education in dermatology, and assessed whether it can improve knowledge, skills, attitudes and satisfaction as compared to traditional learning. We found 12 studies involving in total 955 health professionals. The main learning outcomes were comparable in terms of knowledge improvement, skills enhancement and satisfaction, suggesting the potential of digital health education to be used as a complementary or alternative method to traditional learning in dermatology. It has the potential to address the increased demand for dermatology education but requires further rigorous research to maximise its potential. Digital health education is a new approach that is receiving increasing attention with advantages such as scalability and flexibility of education. This study employed a Cochrane review approach to assess the evidence for the effectiveness of health professions' digital education in dermatology to improve knowledge, skills, attitudes and satisfaction. Twelve trials (n = 955 health professionals) met our eligibility criteria. Nine studies evaluated knowledge; of those two reported that digital education improved the outcome. Five studies evaluated skill; of those 3 studies stated that digital education improved this outcome whereas 2 showed no difference when compared with control. Of the 5 studies measuring learners' satisfaction, 3 studies claimed high satisfaction scores. Two studies reported that when compared with traditional education, digital education had little effect on satisfaction. The evidence for the effectiveness of digital health education in dermatology is mixed and the overall findings are inconclusive, mainly because of the predominantly very low quality of the evidence. More methodologically robust research is needed to further inform clinicians and policymakers.

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Section: Strength and Limitationsmentioning

confidence: 77%

Digital Education for Health Professions in the Field of Dermatology: A Systematic Review by Digital Health Education Collaboration

Posadzki²,

Lee³

et al. 2019

Acta Derm Venerol

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“…The advent of the internet and the ensuing increase in resource accessibility has promoted a shift in the landscape of medical and surgical education. 15,[25][26][27] Learners are increasingly turning to multimedia platforms, and surgical videos in particular, to augment their learning from more traditional modalities (the classroom, the operating room, etc.). One recent survey of fourth-year medical students in Iowa found that 90% of the respondents turn to YouTube the night before a case to review what is expected for the following day.…”

Section: Discussionmentioning

confidence: 99%

“…include digital collections of operative videos, webinars, interactive atlases, and 3D models, now play a central role in the modern era of neurosurgical education for learners all across the globe. 25 Since its internet launch in 2016, The Neurosurgical Atlas by Aaron Cohen-Gadol, MD, has established itself as a leading international resource for neurosurgical education and particularly for microneurosurgical techniques. 24 The site currently features more than 480 text chapters ("volumes"), 9000 illustrations, 1100 educational videos, and 150 "grand-round" webinars presented by renowned neurosurgeons from across the globe.…”

mentioning

confidence: 99%

The Neurosurgical Atlas: advancing neurosurgical education in the digital age

Teton

Freedman

Tomlinson

et al. 2020

Neurosurgical Focus

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OBJECTIVEThe advent of the internet and the popularity of e-learning resources has promoted a shift in medical and surgical education today. The Neurosurgical Atlas has sought to capitalize on this shift by providing easily accessible video and online education to its users on an international scale. The rising popularity of social media has provided new avenues for expanding that global reach, and the Atlas has sought to do just that. In this study, the authors analyzed user demographics and web traffic patterns to quantify the international reach of the Atlas and examined the potential impact of social media platforms on the expansion of that reach.METHODSTwitter, Facebook, and Instagram metrics were extracted using each respective service’s analytics tool from the date of their creation through October 2019. Google Analytics was used to extract website traffic data from September 2018 to September 2019 and app data from January 2019 to October 2019. The metrics extracted included the number of platform users/followers, user demographic information, percentage of new versus returning visitors, and a number of platform-specific values.RESULTSSince the authors’ previous publication in 2017, annual website viewership has more than doubled to greater than 500,000 viewing sessions in the past year alone; international users accounted for more than 60% of the visits. The Atlas Twitter account, established in August 2012, has more than 12,000 followers, primarily hailing from the United States, the United Kingdom, Canada, and Saudi Arabia. The Atlas Facebook account, established in 2013, has just over 13,000 followers, primarily from India, Egypt, and Mexico. The Atlas Instagram account (established most recently, in December 2018) has more than 16,000 followers and the highest percentage (31%) of younger users (aged 18–24 years). The Atlas app was officially launched in May 2019, largely via promotion on the Atlas social media platforms, and has since recorded more than 60,000 viewing sessions, 80% of which were from users outside the United States.CONCLUSIONSThe Neurosurgical Atlas has attempted to leverage the many e-learning resources at its disposal to assist in spreading neurosurgical best practice on an international scale in a novel and comprehensive way. By incorporating multiple social media platforms into its repertoire, the Atlas is able to ensure awareness of and access to these resources regardless of the user’s location or platform of preference. In so doing, the Atlas represents a novel way of advancing access to neurosurgical educational resources in the digital age.

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“…The main projects dealing with the application of digital technology to improve education in the field of neurosurgery in LMICs use e-learning platforms. 4,22 E-learning has been defined as "an approach to teaching and learning, representing all or part of the educational model applied, that is based on the use of electronic media and devices as tools for improving access to training, communication and interaction and that facilitates the adoption of new ways of understanding and developing learning." 4 In 2014, Jotwani et al described the experience of Neurosurgery Education and Training School (NETS), an e-learning platform founded by a multidisciplinary team of specialists as a "free-access, online, multi-authored, multi-institutional database," providing connectivity to neurosurgeons across the world.…”

Section: Current Experiences With Digital Neurosurgical Education Dirmentioning

confidence: 99%

“…Nevertheless, the wide improvement of digital technologies observed in the last decade created a new fascinating array of supportive tools feasible to be integrated into a standard curriculum. 1,11,12,18,22 Some of these new technologies and applications have been designed to support different skills of neurosurgical training, including 3D imagination, procedural automatisms, decision-making, scientific updating and networking. Most of them are freely available online.…”

Section: Neurosurgical Digital Platformsmentioning

confidence: 99%

Neurosurgical digital teaching in low-middle income countries: beyond the frontiers of traditional education

Nicolosi¹,

Rossini²,

Zaed

et al. 2018

Neurosurgical Focus

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OBJECTIVENeurosurgical training is usually based on traditional sources of education, such as papers, books, direct surgical experience, and cadaveric hands-on courses. In low-middle income countries, standard education programs are often unavailable, mainly owing to the lack of human and economic resources. Introducing digital platforms in these settings could be an alternative solution for bridging the gap between Western and poor countries in neurosurgical knowledge.METHODSThe authors identified from the Internet the main digital platforms that could easily be adopted in low-middle income countries. They selected free/low-cost mobile content with high educational impact.RESULTSThe platforms that were identified as fulfilling the characteristics described above are WFNS Young Neurosurgeons Forum Stream, Brainbook, NeuroMind, UpSurgeOn, The Neurosurgical Atlas, Touch surgery, The 100 UCLA Subjects in Neurosurgery, Neurosurgery Survival Guide, EANS (European Association of Neurosurgical Societies) Academy, Neurosurgical.TV, 3D Neuroanatomy, The Rhoton Collection, and Hinari. These platforms consist of webinars, 3D interactive neuroanatomy and neurosurgery content, videos, and e-learning programs supported by neurosurgical associations or journals.CONCLUSIONSDigital education is an emerging tool for contributing to the spread of information in the neurosurgical community. The continuous improvement in the quality of content will rapidly increase the scientific validity of digital programs. In conclusion, the fast and easy access to digital resources could contribute to promote neurosurgical education in countries with limited facilities.

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eLearning resources to supplement postgraduate neurosurgery training

Abstract: Background: In an increasingly complex and competitive professional environment,

Cited by 24 publications

References 49 publications

Digital Education for Health Professions in the Field of Dermatology: A Systematic Review by Digital Health Education Collaboration

Digital Education for Health Professions in the Field of Dermatology: A Systematic Review by Digital Health Education Collaboration

The Neurosurgical Atlas: advancing neurosurgical education in the digital age

Neurosurgical digital teaching in low-middle income countries: beyond the frontiers of traditional education

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