How to find the best spinal deformity course for you

Selecting the right educational event is not a trivial decision. For surgeons dealing with spinal deformities—a field where treatment decisions can profoundly affect patients’ lives—the quality of a course can make the difference between superficial exposure and a true transformation in clinical practice.

Over the years, I have attended, taught, and helped design many spine courses around the world. From these experiences, I have learned that not all courses are created equal. Some inspire, energize, and genuinely improve the way surgeons think and operate. Others, unfortunately, may deliver limited value, despite good intentions.

So, how can you recognize the difference? I suggest using a checklist of essential criteria when evaluating your next spinal deformity course. Below, I outline the top ten core elements that I consider indispensable, followed by additional characteristics that can make a course truly outstanding.

The top ten core criteria

1. Led by high-level spine deformity experts

Expertise matters. A course should be developed and taught by surgeons who are not only technically skilled but also recognized contributors to the field—through research, publications, or leadership in international societies. Faculty credibility assures participants that what they are learning is grounded in deep clinical experience and evidence, not anecdote.

Why it matters: When you learn from the very best, you access distilled knowledge gained through decades of practice, mistakes, and refinements. These are lessons you cannot simply read in textbooks or guidelines.

2. Content prepared by a global group of experts

Spinal deformity is managed differently around the world, influenced by culture, resources, and healthcare systems. Courses that bring together faculty from diverse regions expose participants to a spectrum of practices and solutions.

Why it matters: By hearing how colleagues in Asia, Europe, the Americas, or Africa approach similar challenges, you broaden your perspective. You may discover innovative approaches or low-resource adaptations that enrich your own practice.

3. Built on educational goals, not on industry interests

The foundation of a course must be clear learning objectives, not the agenda of sponsors. This means the content should be chosen because it addresses surgeons’ real needs in managing spinal deformities, not because a particular technique or implant needs promotion.

Why it matters: When education is industry-driven, it risks narrowing your vision. An educationally grounded course prioritizes patient outcomes, ensuring you leave with knowledge that is universally applicable, regardless of brand or system.

4. Designed for measurable learning outcomes

Every session should aim at ensuring participants not only “hear” the content but master it. This means the course design includes ways to test, reinforce, and confirm that the educational goals are achieved.

Why it matters: Passive exposure to slides is not enough. True learning is reflected when you can apply knowledge to solve problems, recognize patterns in cases, or perform a skill reliably. A good course ensures that by the end, participants can demonstrate this competence.

5. Prioritizes active learning (≥70%)

Too many courses rely on lectures. While lectures can inspire, they rarely translate into durable skill acquisition. The best courses devote less than 30% of the time to lectures, and more than 70% to active learning: case discussions, guided exercises, simulation, gaming, or skills practice.

Why it matters: Active engagement forces the brain to connect, apply, and remember. Studies in medical education repeatedly show that active participation leads to better retention and stronger transfer to clinical practice.

6. Uses a flipped classroom approach

Theoretical content can be delivered before the course through online modules, videos, or readings. This frees up precious face-to-face time for interaction, practice, and debate

 Why it matters: Sitting through lectures on basic concepts is not the best use of travel and time. When participants arrive already prepared, the course can immediately engage them in meaningful discussions and hands-on learning.

7. Provides standardized, validated content

Good courses do not improvise. The materials—cases, slides, readings, or skill stations—should be carefully developed, tested in previous cohorts, and refined. Standardization ensures quality and fairness, while validation confirms that the content actually achieves learning goals.

Why it matters: As surgeons, we value reproducibility and reliability. Educational content should meet the same standards. If a course is based on tested materials, you can trust that it will not waste your time with poorly designed or unstructured sessions.

8. Developed with support from educational experts

Spine surgeons are experts in deformities, but not all are trained educators. Courses that involve professionals in pedagogy and medical education bring evidence-based methods into the design.

Why it matters: Expertise in teaching methods ensures sessions are engaging, structured, and effective. This collaboration bridges the gap between subject knowledge and optimal delivery.

9. Structured roadmaps for practical exercises

Hands-on practice must not be improvised. Each practical activity should have a clear roadmap: what skill is being taught, what steps are required, and what learning points participants should take away. Faculty must ensure these objectives are reached.

Why it matters: Without structure, practical sessions risk becoming demonstrations or casual discussions. A roadmap guarantees that participants walk away with concrete, transferable skills.

10. Hands-on, learner-centered practice

In the best courses, the learners—not the faculty—are the ones performing the exercises. Experts are present, but in a supportive, mentoring role, ready to solve doubts and reinforce learning.

Why it matters: Watching a demonstration may inspire, but it rarely changes behavior. Performing the task yourself, while receiving feedback, is what builds confidence and competence.

Additional valuable characteristics

• Adaptable to the local environment: The best courses maintain standardized content but allow tailoring to the local context—be it resource availability, patient population, or cultural expectations.
• Evidence-based, up-to-date content: Content should be grounded in current best evidence, not outdated habits. References and scientific basis are essential.
• Assessment and feedback mechanisms: Pre- and post-course evaluations help participants track progress and give organizers data to improve future editions.
• Opportunities for mentorship: Good courses go beyond the event itself. They encourage long-term professional connections between participants and faculty.
• Diversity of cases: Exposure to both simple and highly complex deformities ensures participants are prepared for the real variety encountered in practice.
• Commitment to patient-centered care: Ultimately, the measure of any educational program is how well it translates into better outcomes and quality of life for patients. Courses should reinforce this ethical commitment.

Why these criteria matter

Spinal deformity surgery is one of the most challenging fields in medicine. Mistakes can have profound consequences, while success can transform a patient’s life. For this reason, the way we train ourselves and our colleagues matters deeply.

I believe that education is the most effective multiplier in medicine. One surgeon who learns effectively will improve the lives of hundreds, if not thousands, of patients over their career. That is why we must demand the highest standards for our courses.

When evaluating your next educational event, use this checklist.

Ask yourself:

• Does this course go beyond information delivery (not just listening to experts)?
• Does it truly prepare me (by a series of active learning items) to do better for my patients?

If the answer is yes, then your investment of time and energy will pay dividends—not only for you but for the many patients whose care will be improved.