Efficacy of an intensive 2-week musculoskeletal anatomy course in a medical education setting

Peeler, Jason

doi:10.1016/j.aanat.2021.151802

Cited by 4 publications

(6 citation statements)

References 28 publications

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“…The anatomy course supported student learning using radiological correlates, clinical cases, and functional anatomy tutorials, which served to reinforce "core or must know" MSK anatomy knowledge vital for future clinical learning in MSK medicine. This anatomy curriculum has been previously reported to support high levels of academic performance and student engagement among preclinical students (30,39). Additionally, previous research con rmed that the total instructional time allocated for this program's MSK anatomy course was higher than the average times recently published for accredited medical programs in United States (13) and Canada ( 14).…”

Section: Discussionmentioning

confidence: 74%

“…Admission requirements for entry into the undergraduate medical program were the same for each year. All students completed the same thirtyhour cadaveric-based MSK anatomy curriculum prior to beginning their preclinical studies in MSK medicine (30). All students then completed the same stand-alone preclinical MSK medicine course during the second year of their training.…”

Section: Methodsmentioning

confidence: 99%

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Addressing Musculoskeletal Curricular Inadequacies within Undergraduate Medical Education

Peeler

2024

Preprint

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Background: Musculoskeletal (MSK) injuries and diseases place a significant burden on the health care system. Despite this, research indicates that physician training in the area of MSK medicine has historically been inadequate, with a majority of medical students feeling that their training in MSK medicine is lacking. The goal of this investigation was to evaluate the efficacy of a new preclinical MSK curriculum that was implemented within a nationally accredited allopathic medical program. Methods: Retrospective analysis was completed on five consecutive years of preclinical MSK curricular data, including mid and end-of-course examinations and end-of-course student satisfaction surveys. Both parametric and non-parametric methods of analysis were used to examine for within and between class differences (P < 0.05). Results: The MSK curriculum covered 15 of 16 “core or must know” topics in MSK medicine, and academic performance was consistently high over the 5-year period (final course marks ranged from 76.6 ±7.1 to 81.4 ±8.1; failures/year: range from 0 to 4), being equal or above levels of student performance observed for other courses delivered during preclinical studies. Likert data from end-of-course surveys demonstrated that feedback was overwhelmingly positive (overall course satisfaction ranged from a low of 3.07/4.00 to a high of 3.56/4.00) and indicated that students felt that the new preclinical MSK curriculum did effectively support medical student learning and knowledge retention. Conclusion:Results are expected to help advance the current body of knowledge that is dedicated to improving physician learning and knowledge retention in the area of MSK medicine and provide a curricular model that could be used by other nationally accredited medical programs to help enhance MSK learning and knowledge retention at the preclinical levels of physician training.

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Section: Discussionmentioning

confidence: 74%

Section: Methodsmentioning

confidence: 99%

Addressing Musculoskeletal Curricular Inadequacies within Undergraduate Medical Education

Peeler

2024

Preprint

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“…[28][29][30][31][32] Together, these results suggest that nationally accredited medical programs should provide focused and dedicated MSK anatomy instruction with cadaveric-based learning experiences to medical students during their preclinical training, regardless of whether it is delivered as part of a stand-alone or integrated anatomy curriculum. 20,26,33 When looking at preclinical MSK education more broadly, our study identified that although 100% of the medical programs offered an identifiable MSK medicine course or block within the first 2 yrs of training, there was still significant variation in the total number of curricular hours allocated to MSK learning (mean = 58.0 hrs, SD ± 53.4, range = 6-204). In addition, there were large differences in the time devoted to learning "hands-on" MSK physical examination skills during the preclinical years (mean = 12.6 hrs, SD ± 9.7, range = 3-40).…”

Section: Discussionmentioning

confidence: 95%

Inadequacies in Undergraduate Musculoskeletal Education - A Survey of Nationally Accredited Allopathic Medical Programs in Canada

Peeler,

Mann,

Orchard

et al. 2024

Am J Phys Med Rehabil

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Objective To document the current state of MSK medicine education across nationally accredited undergraduate medical programs. Design A cross-sectional survey design was used to gather curricular data on three MSK themes: 1) anatomy education; 2) preclinical education; and 3) clerkship education. Results The survey had a 100% response rate with all 14 english language medical schools in Canada responding. The mean time spent teaching MSK anatomy was 29.8 hours (SD ± 13.7, range 12 – 60), with all but one program using some form of cadaveric-based instruction. MSK preclinical curricula averaged 58.0 hours (SD ± 53.4, range 6 - 204), with didactic lectures, case-based learning, and small group tutorials being the most common modes of instruction. Curricular content varied greatly, with only 25% of “core or must-know” MSK topics being covered in detail by all programs. MSK training in clerkship was required by only 50% of programs, most commonly being two-weeks in duration. Conclusion Results document the large variability and curricular inadequacies that exist in MSK education across nationally accredited allopathic programs and highlight the need for the identification and implementation of more consistent MSK curricular content and educational standards by all nationally accredited medical programs.

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“…There is a large and expanding body of literature regarding the content of gross anatomy units, the decline in teaching time, the advantages and disadvantages of different methods of teaching and learning, new technological innovations in the field of gross anatomy education, and resource pressures on all of these things, when applied in the training of medical doctors (Regan de Bere & Mattick, 2010; Azer et al, 2013; Drake et al, 2014; Fillmore et al, 2015; Leveritt et al, 2016; McBride & Drake, 2018; McMenamin et al, 2018; Viana et al, 2019; Peeler, 2022). There is a smaller, but still growing literature, about these issues when dealing with the undergraduate training of other health‐based professionals, such as physiotherapists, nurses, dentists, and allied health professionals (Zimanyi et al, 2019; Carroll et al, 2022; Giuriato et al, 2022; Rutenberg et al, 2022; Veazey & Robertson, 2023).…”

Section: Introductionmentioning

confidence: 99%

“…More significantly, this redesign of the unit was necessitated by the demands of teaching a comprehensive introductory anatomical sciences unit in a four‐week block (Trelease, 2020; Tripodi et al, 2020; Peeler, 2022). A difficulty in teaching an introductory anatomical sciences course in any format is finding the time to cover both the volume of content, and the development of necessary skills in using anatomical language successfully.…”

Section: Introductionmentioning

confidence: 99%

Constructive alignment: Teaching introductory gross anatomy to sport science students

Downie,

Burke

2023

Anatomical Sciences Ed

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The purpose of this descriptive article was to illustrate the process of using constructive alignment in redesigning an introductory gross anatomy unit that is taught specifically to sports science and physical education students at Victoria University. The unit was redesigned as an intensive learning unit in 2017 as part of a broader university‐wide process. The teaching team decided that the first stage of the constructive alignment process should be necessarily focused on an understanding of the career destinations of graduates from the courses. With this understanding, it became easier to work through the redesign of intended learning objectives, the shift from systemic to regional anatomy changes in content and learning support mechanisms, and alterations to assessment practices. A comparison of student pass rates for the unit from 2018 to 2023 with pass rates in the previous semester‐long version of the unit, suggests optimism about the changes that were made through the constructive alignment process. However, there were a number of other factors that may have contributed to this result, and more research is needed on the specific effectiveness of the changes made during the constructive alignment process before a confident conclusion about the success of the process can be made.

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Efficacy of an intensive 2-week musculoskeletal anatomy course in a medical education setting

Cited by 4 publications

References 28 publications

Addressing Musculoskeletal Curricular Inadequacies within Undergraduate Medical Education

Addressing Musculoskeletal Curricular Inadequacies within Undergraduate Medical Education

Inadequacies in Undergraduate Musculoskeletal Education - A Survey of Nationally Accredited Allopathic Medical Programs in Canada

Constructive alignment: Teaching introductory gross anatomy to sport science students

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