Curricular Requirements for Musculoskeletal Medicine in American Medical Schools

DiCaprio, Matthew R.; Covey, Aaron S.; Bernstein, Joseph

doi:10.2106/00004623-200303000-00027

Cited by 129 publications

(88 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In 2005, AAMC raised concern that medical schools do not provide sufficient instruction on the topic. Prior studies have demonstrated an increase in preclinical instruction [4,9] but it is unclear whether there is a similar trend in clinical MSK instruction. The current study sought to assess the presence and duration of required or selective clinical instruction in MSK medicine.…”

Section: Discussionmentioning

confidence: 99%

“…Medical schools were excluded if they had not yet had a graduating class by the conclusion of the 2014-2015 academic year (n = 5), leaving a total of 136 medical schools for analysis. For the acquisition of curriculum data, a standardized method roughly approximating the method used by DiCaprio et al [9] was used. The presence and duration of a clinical clerkship in MSK medicine (orthopaedics, PM&R, rheumatology, and primary care sports medicine) as well as the presence of a required rotation in orthopaedics during the required surgical clerkship were determined.…”

Section: Methodsmentioning

confidence: 99%

“…Recent studies [1,5,9,12,13,17,21] and the American Association of Medical Colleges (AAMC) [3] have raised concern that medical schools may not give sufficient instruction on this topic. In 2003, DiCaprio et al [9] demonstrated the lack of required instruction in MSK medicine in both preclinical and clinical years of undergraduate medical education. The AAMC recommends that medical schools address these deficits by integrating a MSK medicine curriculum throughout the four years of medical school [3].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Musculoskeletal Medicine Is Underrepresented in the American Medical School Clinical Curriculum

DiGiovanni

Sundem

Southgate

et al. 2016

Clinical Orthopaedics &Amp; Related Research

View full text Add to dashboard Cite

Background Musculoskeletal (MSK) conditions are common, and their burden on the healthcare system is increasing as the general population ages. It is essential that medical students be well prepared to evaluate and treat MSK disorders in a confident manner as they enter the workforce. Recent studies and the American Association of Medical Colleges have raised concern that medical schools may not give sufficient instruction on this topic. Other authors have shown that preclinical instruction has increased over the past decade; however, it is unclear if required clinical instruction also has followed that trend. Questions/purposes The purposes of this study were: (1) to assess the presence and duration of required or selective instruction in a MSK medicine specialty within the clinical years of undergraduate medical education; and (2) to assess the current state of requirements of clinical clerkships or rotations in other surgical and nonsurgical fields for comparison with the initial findings.Methods The web sites of all 141 US medical schools were assessed to determine the content of their clinical curricula for the 2014-2015 academic year; five were excluded because they had not yet had a graduating class by the conclusion of the 2014-2015 academic year. Complete information on required rotations was obtained through the schools' web sites for all 136 (100%) medical schools. For selective experience during the surgery clerkships, complete information was available for 130 of the remaining 136 (96%) web sites. Results Mean (in weeks, ± SD) duration of core clerkships were as follows: internal medicine (10 ± 2), surgery (8 ± 2), pediatrics (7 ± 1), obstetrics/gynecology (6 ± 1), and psychiatry (5 ± 1). Other common required clerkships were: family medicine (required in 96% [131 of 136] of schools, mean duration of 6 ± 2 weeks), neurology (81% [110], 4 ± 1), and emergency medicine (55% [75], 3 ± 1). Required MSK instruction, at a mean of 2 ± 1 weeks, was only present in 15% (20 of 136) of medical schools. In addition, clinical MSK instruction was offered as a selective (eg, students pick from a selection of subspecialties such as orthopaedics, plastics, or urology during a general surgery clerkship) in 34% (44 of 130) of all medical schools. This is less than other non-core specialties: geriatrics/ambulatory care (required in 40% [54 of 136] of schools, mean duration of 3 ± 1 weeks), critical care (30% [41], mean of 3 ± 1 weeks), radiology (26% [35], mean of 3 ± 1 weeks), anesthesiology (23% [31], mean of 2 ± 1 weeks), and other surgical subspecialties (19% [26

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Musculoskeletal Medicine Is Underrepresented in the American Medical School Clinical Curriculum

DiGiovanni

Sundem

Southgate

et al. 2016

Clinical Orthopaedics &Amp; Related Research

View full text Add to dashboard Cite

show abstract

“…Anatomy instruction in clinical education is confronted with three challenges: first, the integration of basic science with clinical cases (AAMC-HHMI, 2009); second, the general need to shorten formal anatomy instruction to allow for new content to be added to the school-wide curriculum (Drake et al, 2002;Heylings, 2002;Drake et al, 2009;Gregory et al, 2009), while addressing the concern that medical students were ill-prepared in anatomy when entering clerkships and residency programs (Collins et al, 1994;Gordinier et al, 1995;Cottam, 1999;DiCaprio et al, 2003;Prince et al, 2005;Waterston and Stewart, 2005;Fitzgerald et al, 2008); and third, the value of dissection versus, technology-supported alternatives (Latman and Lanier, 2001;Heylings, 2002;McMillen et al, 2004;Granger et al, 2006;Trelease, 2006;Granger and Calleson, 2007;Winkelmann, 2007;Bergman et al, 2008;Trelease, 2008). These challenges have been faced with varying success by a number of medical schools that experimented with the design of their anatomy course .…”

Section: Introductionmentioning

confidence: 99%

Design, implementation, and evaluation of an innovative anatomy course

Rizzolo

Rando

O’Brien

et al. 2010

Anatomical Sciences Ed

100

View full text Add to dashboard Cite

Starting in 2004, a medical school gross anatomy course faced with a 30% cut in hours went through an extensive redesign, which transformed a traditional dissection course into a course with a clinical focus, learning societies, and extensive on-line learning support. Built into the redesign process was an extensive and ongoing assessment process, which included student focus groups, faculty development, surveys, and examinations. These assessments were used formatively, to enhance the course from year to year, and summatively, to determine how well the course was meeting the new learning objectives. The assessments from focus groups and faculty development prompted changes in support structures provided to students and the training and preparation of faculty. Survey results showed that, after student satisfaction declined the first year, satisfaction increased steadily through the fourth iteration as the course gained acceptance by students and faculty alike. There was a corresponding increase in the performance of students on course examinations. An additional examination given to students one and a half and three years after their anatomy course ended demonstrated the redesigned course's long-term effectiveness for retaining anatomical knowledge and applying it to clinical cases. Compared to students who took the original course, students who took the shorter, more clinical course performed as well, or better, on each section of the examination. We attribute these positive results to the innovative course design and to the changes made based on our formative assessment program. Anat Sci Educ 3: 109-120, 2010.

show abstract

“…Lack of exposure at school, along with cultural mores and prepackaged notions of orthopaedic jock-docs, inhibit many from ever entering the operating room other than a required click through general surgery [1]. That 70% of medical schools do not require a musculoskeletal clinical clerkship only undermines this opportunity [8].…”

mentioning

confidence: 99%

Gendered Innovations in Orthopaedic Science: Title IX Education: Book Learnin’ and Bone Mendin’

Ladd

2014

Clinical Orthopaedics &Amp; Related Research

View full text Add to dashboard Cite

Curricular Requirements for Musculoskeletal Medicine in American Medical Schools

Cited by 129 publications

References 4 publications

Musculoskeletal Medicine Is Underrepresented in the American Medical School Clinical Curriculum

Musculoskeletal Medicine Is Underrepresented in the American Medical School Clinical Curriculum

Design, implementation, and evaluation of an innovative anatomy course

Gendered Innovations in Orthopaedic Science: Title IX Education: Book Learnin’ and Bone Mendin’

Contact Info

Product

Resources

About