Hybrid learning in neurosurgery

Abstract

Hybrid learning substitutes the process of in-person, face-to-face knowledge transfer with online learning. By exploiting connectivism in the digital era through the internet and social media platforms, novel learning frameworks can and have been designed. Implementation of hybrid learning models is a timely move that has its niche embedded at the intersection of the twentieth century's digital age and the twenty-first century's age of knowledge. The application of hybrid learning in the surgical spheres, which demand duality of excellence in theory and practice, is relatively novel. It is easier to conceptualize online theoretical knowledge exchanges than it is to imagine hybrid learning as a strategy contributing to the neurosurgical practice of apprenticeship. The digital era follows the specialty of neurosurgery by almost half a century. Nevertheless, the indelible mark that computerization left on the twentieth century supports it as a feasible platform for paving the way for the age of knowledge. Harnessing digitization is increasingly important in a world riddled with uncertainty as exemplified by the COVID-19 pandemic. In addition, the globalization of neurosurgery becomes seamless when the integration of social media and virtual conferencing unite diverse groups. Qualitative feedback on early hybrid pedagogical frameworks have reported high acceptance rates and an appreciation for the innovative trends contrasting traditional learning. Pedagogy in this chapter refers to the practice of learning. This chapter delves into the definitions, learning theories, and clinical applications of hybrid learning in neurosurgery, namely diagnostics, surgical planning, skill apprenticeship, research, and global neurosurgery.