Implementation and Impact Evaluation of a Virtual Orthopaedic Continuing Medical Education Conference in a Low-Resource Country

Ottesen, Taylor D.; Montoya, Rachel L; Ogunleye, Temi D.; Brown, Kelsey; Woolley, Pierre Marie; Dejean, J.M. Christina Barau; Qudsi, Rameez A.; Agarwal-Harding, Kiran J.; Dyer, George S.M.

doi:10.1016/j.jsurg.2021.01.002

Cited by 11 publications

(12 citation statements)

References 14 publications

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“…Many studies have shown positive attitudes toward a virtual format. [10][11][12][13] As was shown in this study, participants in these studies look positively on the ease of access and availability of the virtual format. In addition, the cost of the training course and/or travel is often a significant barrier in LMIC settings, as evidenced by this study, and can be potentially overcome through the implementation of a virtual course.…”

Section: Discussionmentioning

confidence: 81%

An Analysis of Participant Preferences Regarding Virtual Versus In-person Format of Orthopaedic Surgery Educational Materials in Low- and Middle-Income Countries

Flores,

Brown,

MacKechnie

et al. 2024

JAAOS Glob Res Rev

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Introduction: The University of California, San Francisco Institute for Global Orthopaedics and Traumatology Surgical Management and Reconstructive Training (SMART) course has instructed orthopaedic surgeons from low-resource countries on soft-tissue reconstruction. Before the COVID-19 pandemic, the course was conducted in-person; however, it was transitioned to a virtual format during the pandemic. The aim of this study was to determine participant preferences regarding a virtual or in-person SMART course format. Methods: Survey data were collected via e-mail after each SMART course using RedCap or Qualtrics. Statistical analyses were conducted using Stata. Results: There were 247 survey respondents from 44 countries representing all world regions, with Africa (125, 51%) the most represented. Of those who attended both an in-person and virtual course, most (82%) preferred the in-person format. In addition, all measured course outcomes were significantly better for participants attending the in-person course. The most common reason for not attending an in-person course was the cost of travel (38, 51%). Discussion: This study demonstrated a preference toward in-person learning for the SMART course. In addition, those surgeons participating in the in-person course endorsed increased positive outcomes from the course. Increased emphasis should be placed on in-person surgical skills training for low-resource surgeons.

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Section: Discussionmentioning

confidence: 81%

An Analysis of Participant Preferences Regarding Virtual Versus In-person Format of Orthopaedic Surgery Educational Materials in Low- and Middle-Income Countries

Flores,

Brown,

MacKechnie

et al. 2024

JAAOS Glob Res Rev

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“…As shown by the comparison, virtual solutions have been well-received and have demonstrated efficiencies for the learner and provider; at the same time, the transition to virtual learning has left some longing for a return to in-person gatherings for social reasons, networking, and to restore informal information exchanges [15][16][17][18][19]. All these factors will need to be weighed for future design in the post-COVID era.…”

Section: Discussion and Limitationsmentioning

confidence: 99%

Observations from Transforming a Continuing Education programme in the COVID-19 Era and Preparing for the Future

Kawczak

Fernandez

Frampton

et al. 2021

Journal of European CME

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The COVID-19 pandemic has significantly disrupted and transformed continuing education in the health professions to be reliant on digital learning modalities. This retrospective observational study of a large, international health system's continuing education programme compares educational activities offered, participation, and learning outcomes pre-and intra-pandemic to assess the impact of digitisation advanced because of the pandemic. There was a significant increase in internet-based activities that filled the gap of cancelled or postponed live, in-person activities to keep healthcare professionals up to date in their specialities and prepared to handle the clinical and hospital demands of the pandemic. Compared to live, in-person education, virtual activities were offered in shorter increments, reached a much larger amount of participants, and were equally effective in achieving learning outcomes. Questions remain regarding business model implications to generate adequate revenues to cover costs of virtual education. Additionally, there is a general inadequacy of digital learning environments to coalesce groups and meet social needs. Regardless, the efficiencies and effectiveness of digital modalities will be a primary method of teaching healthcare professionals going forward.

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“…The shift from offline to online teaching during school closures led to challenges, including teachers' unease with online teaching and students' difficulty in fulfilling their desire for face-to-face interaction [15] . Medical-oriented continuing education research has also emerged, examining topics such as the impact of the pandemic on online dental education [16] and the implementation and assessment of virtual osteopathic medical education conferences in low-resource countries [17] .A total of 126 studies on the impact of the epidemic on Continuing higher Education were investigated in the WOS database, representing more than one-eighth of the total number of studies related to Continuing higher Education during the epidemic, reflecting the importance and enthusiasm of this research.…”

Section: A Study On the Impact Of The Covid-19 Global Pandemic On Con...mentioning

confidence: 99%

Contrasting Advances in Continuing Higher Education Amidst COVID-19—A CNKI and WoS Literature Visual Analysis Across China and the Global Landscape

2023

IJNDE

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Based on the analysis of CNKI and WOS core databases (2020-2022), this paper constructs a knowledge map of research keywords related to domestic and international Continuing Higher Education. Using CiteSpace, the study aims to explore disparities between domestic and international research focuses. Findings indicate that international documents exhibit higher quantity and quality. Chinese research primarily emphasizes Continuing Higher Education concepts, implementation forms, and activity carriers, while international research focuses on participant types, driving forces, and the impact of the COVID-19 pandemic. Therefore, it is recommended that domestic scholars conduct extensive and high-quality research, prioritize vulnerable participants, investigate the pandemic's effects on Continuing Higher Education, and promote its development amidst this global crisis.

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Implementation and Impact Evaluation of a Virtual Orthopaedic Continuing Medical Education Conference in a Low-Resource Country

Cited by 11 publications

References 14 publications

An Analysis of Participant Preferences Regarding Virtual Versus In-person Format of Orthopaedic Surgery Educational Materials in Low- and Middle-Income Countries

An Analysis of Participant Preferences Regarding Virtual Versus In-person Format of Orthopaedic Surgery Educational Materials in Low- and Middle-Income Countries

Observations from Transforming a Continuing Education programme in the COVID-19 Era and Preparing for the Future

Contrasting Advances in Continuing Higher Education Amidst COVID-19—A CNKI and WoS Literature Visual Analysis Across China and the Global Landscape

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