Assessment of a Learning Strategy among Spine Surgeons

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dc.citation.issue1
dc.citation.volume7
dc.contributor.authorGotfryd, Alberto Ofenhejm
dc.contributor.authorAlfredo Corredor, Jose
dc.contributor.authorTeixeira, William Jacobsen
dc.contributor.authorMartins, Delio Eulalio [UNIFESP]
dc.contributor.authorMilano, Jeronimo
dc.contributor.authorIutaka, Alexandre Sadao
dc.coverageStuttgart
dc.date.accessioned2020-07-17T14:03:01Z
dc.date.available2020-07-17T14:03:01Z
dc.date.issued2017
dc.description.abstractStudy Design Pilot test, observational study. Objective To evaluate objectively the knowledge transfer provided by theoretical and practical activities during AOSpine courses for spine surgeons. Methods During two AOSpine principles courses, 62 participants underwent precourse assessment, which consisted of questions about their professional experience, preferences regarding adolescent idiopathic scoliosis (AIS) classification, and classifying the curves by means of the Lenke classification of two AIS clinical cases. Two learning strategies were used during the course. A postcourse questionnaire was applied to reclassify the same deformity cases. Differences in the correct answers of clinical cases between pre- and postcourse were analyzed, revealing the number of participants whose accuracy in classification improved after the course. Results Analysis showed a decrease in the number of participants with wrong answers in both cases after the course. In the first case, statistically significant differences were observed in both curve pattern (83.3%, p = 0.005) and lumbar spine modifier (46.6%, p = 0.049). No statistically significant improvement was seen in the sagittal thoracic modifier (33.3%, p = 0.309). In the second case, statistical improvement was obtained in curve pattern (27.4%, p = 0.018). No statistically significant improvement was seen regarding lumbar spine modifier (9.8%, p = 0.121) and sagittal thoracic modifier (12.9%, p = 0.081). Conclusion This pilot test showed objectively that learning strategies used during AOSpine courses improved the participants' knowledge. Teaching strategies must be continually improved to ensure an optimal level of knowledge transfer.en
dc.description.affiliationIrmandade Santa Casa Misericordia Sao Paulo Med S, Spine Grp, Sao Paulo, Brazil
dc.description.affiliationClin Palermo Cirugia Columna, Spine Grp, Bogota, Colombia
dc.description.affiliationInst Canc Estado Sao Paulo, Spine Surg Div, Sao Paulo, SP, Brazil
dc.description.affiliationUniv Fed Sao Paulo UNIFESP, Spine Grp, Dept Orthoped & Traumatol, Sao Paulo, Brazil
dc.description.affiliationNeurol Inst Curitiba, Spine Surg Div, Curitiba, Parana, Brazil
dc.description.affiliationUniv Sao Paulo, Fac Med, Hosp Clin, Spine Div,Orthopaed & Traumatol Inst, Sao Paulo, Brazil
dc.description.affiliationUnifespUniv Fed Sao Paulo UNIFESP, Spine Grp, Dept Orthoped & Traumatol, Sao Paulo, Brazil
dc.description.sourceWeb of Science
dc.format.extent33-38
dc.identifierhttp://dx.doi.org/10.1055/s-0036-1583289
dc.identifier.citationGlobal Spine Journal. Stuttgart, v. 7, n. 1, p. 33-38, 2017.
dc.identifier.doi10.1055/s-0036-1583289
dc.identifier.fileWOS000406458800006.pdf
dc.identifier.issn2192-5682
dc.identifier.urihttps://repositorio.unifesp.br/handle/11600/55127
dc.identifier.wosWOS:000406458800006
dc.language.isoeng
dc.publisherGeorg Thieme Verlag Kg
dc.relation.ispartofGlobal Spine Journal
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectlearning assessmenten
dc.subjectknowledge transferen
dc.subjectspine surgeryen
dc.subjectknowledge acquisitionen
dc.subjectprinciples coursesen
dc.subjectteaching strategiesen
dc.titleAssessment of a Learning Strategy among Spine Surgeonsen
dc.typeinfo:eu-repo/semantics/article
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