Find out more about how AOTrauma engages in Faculty Development.

Learn more about the development of quality education at AOTrauma.

Quality Education

Empowering orthopedic and trauma surgeons to put theory into practice requires the highest quality instruction. AOTrauma's faculty members not only embrace life-long learning for themselves, but facilitate it for the legions of surgeons who seek to enhance their knowledge and skills in this way. The passion and dedication of AOTrauma faculty is the driving force behind the outstanding reputation of AOTrauma’s educational offerings.


AOTrauma’s vision is to continue to be a world leader and preferred provider for quality orthopedic, trauma and ORP education. Offerings focus on identifiable competencies and the closing of practice gaps. Drawing on evidence-based processes to develop faculty skills ensures a continuum of the very best learning opportunities that positively impact patient care outcomes. Measurable results are the product of our outcome-driven courses. AOTrauma works hard to ensure that quality education is challenging, fun and professionally rewarding, while maintaining accessibility, flexibility and adaptability to individual learning goals.


The integration and interdependency of four key aspects of education defines AOTrauma’s educational strategy. These key aspects are (1) clearly defined educational plans, (2) supported by relevant resources, (3) facilitated by assessments, and (4) directed faculty development. The intersection of these four aspects is always kept at the forefront of the planning process to offer competency-based curricula. To optimize the impact of educational programs and learning activities, competencies (or abilities) are seen as a combination of the specific knowledge, skills, and attitudes that enable surgeons to effectively perform in their practice, setting and meeting the standards of the profession. Nevertheless one shouldn't forget that learning doesn't entirely depend on courses and doesn't always happen as a result of conscious effort. The importance of practice, reflection and interpretation needs always to be considered.


Learning must always result in improved clinical performance, and it is important that quality education harnesses teaching methods appropriate to desired outcomes. Learning can be viewed as a progression of knowledge as it is assimilated into practice. High quality education results in verifiable outcomes that AOTrauma measures with guidance from the four stages of improved outcomes as specified by Moore et al, 2009. After acquiring and interpreting facts, one gains the ability to describe how something is done. Learners who can successfully demonstrate newly acquired knowledge in an educational setting will be more likely to successfully apply in a clinical setting what they have learned.  

*Moore et al, 2009, Achieving desired results and improved outcomes: integrating planning & assessment throughout learning activities—adapted from Miller 1990