Gotfryd Alberto Ofenhejm, Corredor Jose Alfredo, Teixeira William Jacobsen, Martins Delio Eulálio, Milano Jeronimo, Iutaka Alexandre Sadao
Spine Group, Irmandade da Santa Casa de Misericórdia de São Paulo Medical School and Hospitals, São Paulo, Brazil.
Spine Group, Clínica Palermo (Cirugía Columna), Bogotá D.C., Colombia.
Global Spine J. 2017 Feb;7(1):33-38. doi: 10.1055/s-0036-1583289. Epub 2017 Feb 1.
Pilot test, observational study.
To evaluate objectively the knowledge transfer provided by theoretical and practical activities during AOSpine courses for spine surgeons.
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.
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%, = 0.005) and lumbar spine modifier (46.6%, = 0.049). No statistically significant improvement was seen in the sagittal thoracic modifier (33.3%, = 0.309). In the second case, statistical improvement was obtained in curve pattern (27.4%, = 0.018). No statistically significant improvement was seen regarding lumbar spine modifier (9.8%, = 0.121) and sagittal thoracic modifier (12.9%, = 0.081).
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.
试点测试，观察性研究。
客观评估脊柱外科医生在AO脊柱课程中理论和实践活动所提供的知识传授情况。
在两次AO脊柱原则课程期间，62名参与者接受了课前评估，评估内容包括关于他们的专业经验、对青少年特发性脊柱侧凸（AIS）分类的偏好，以及通过Lenke分类法对两个AIS临床病例的曲线进行分类。课程中使用了两种学习策略。课程结束后应用问卷调查对相同的畸形病例重新进行分类。分析课前和课后临床病例正确答案的差异，揭示课程后分类准确性提高的参与者数量。
分析显示课程结束后两个病例中回答错误的参与者数量减少。在第一个病例中，在曲线类型（83.3%，P = 0.005）和腰椎修正值（46.6%，P = 0.049）方面均观察到具有统计学意义的差异。在胸椎矢状面修正值方面未观察到具有统计学意义的改善（33.3%，P = 0.309）。在第二个病例中，曲线类型方面获得了统计学上的改善（27.4%，P = 0.018）。在腰椎修正值（9.8%，P = 0.121）和胸椎矢状面修正值（12.9%，P = 0.081）方面未观察到具有统计学意义的改善。
这项试点测试客观表明，AO脊柱课程中使用的学习策略提高了参与者的知识水平。教学策略必须不断改进，以确保知识传授达到最佳水平。
