Impact of a Revised Curriculum Focusing on Clinical Neurology and Musculoskeletal Care on a Required Fourth-Year Medical Student Physical Medicine and Rehabilitation Clerkship

Norbury, John W.; Faulk, Clinton E.; Harrell, Kelly; Lawson, Luan; Moore, Daniel P.

doi:10.1155/2016/6197961

Cited by 7 publications

(11 citation statements)

References 14 publications

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“…[3][4][5][6][7][8][9] There are various levels of familiarity and attitude toward the different areas of PM&R; however, the field as a whole is becoming more well-known as medical students start to recognize the value of physiatric skillsets in enhancing their understanding of how to comprehensively evaluate, diagnose, and treat a wide range of pathologies. [10][11][12][13] A prior 16-item, 130-factor questionnaire administered to graduating PM&R residents by DeLisa et al found that some of the most popular factors influencing resident decisions for residency programs included: "flexibility for family obligations, opportunities to make a difference in peopleʼs lives, interest in helping people, type of patient problem encountered, and consistency with the personality." 14 Given the increasing popularity of PM&R and a lack of a dedicated study evaluating the PM&R residency websites and online content, we found a need to further address this deficit.…”

Section: Introductionmentioning

confidence: 99%

Content Evaluation of Physical Medicine and Rehabilitation Residency Websites

Patel

Abdullah

Yeh

et al. 2020

PM&R

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Background: Prospective Physical Medicine and Rehabilitation (PM&R) applicants commonly view residency program websites to make informed decisions about where to submit their applications. To our knowledge, this is the first comprehensive review of the availability and accessibility of online content for PM&R residency programs. Objective: To evaluate the comprehensiveness of PM&R residency websites to inform prospective applicants about the information readily available to them and identify deficient areas for program directors to address. Design: Cross-sectional analysis of residency program websites using quantitative and descriptive statistics. Setting: World Wide Web (Internet). Subjects: 87 PM&R civilian residency program websites listed on the Fellowship and Residency Electronic Interactive Database (FREIDA). Main Outcome Measurements: The presence or absence of 25 predetermined criteria on residency program websites. Results: The individual residency program websites had a mean AE SD of 12.3 AE 4.3 (49.1%) of the 25 criteria sought. The programs ranged from having as few as one to as many as 19 of the 25 criteria. Twenty programs had 9 or fewer criteria, 35 programs had 10 to 14 criteria, 31 programs had 15 to 18 criteria, and one program had 19 criteria available online. No PM&R residency website had all 25 criteria. There was a significant association between a program's Doximity ranking as top 20 or not and the citation of published research projects by faculty on a PM&R website (P = .026), but the other 24 criteria had no significant associations. Conclusions: Most PM&R residency websites currently do not include comprehensive information about their programs for prospective applicants.

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Section: Introductionmentioning

confidence: 99%

Content Evaluation of Physical Medicine and Rehabilitation Residency Websites

Patel

Abdullah

Yeh

et al. 2020

PM&R

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“…Longitudinally integrated clerkship structures appeared to be better suited for meaningfully collecting several entrustment data points for high-stakes entrustment decisions over time [ 18 , 29 , 30 , 33 , 37 ]. Traditional block clerkship curricula ranging from two to 12 weeks were, however, the predominant structure in the EPA-based clerkship curricula [ 20 , 22 – 27 , 32 , 36 , 38 – 44 ]. Two articles reported highly integrated, and longitudinally and specialty oriented, EPA-based curricula that covered both UME and GME, one in pediatrics [ 35 ] and one in internal medicine [ 45 ].…”

Section: Resultsmentioning

confidence: 99%

Working with entrustable professional activities in clinical education in undergraduate medical education: a scoping review

et al. 2021

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Background Entrustable professional activities (EPAs) are increasingly used in undergraduate medical education (UME). We conducted a scoping review to summarize the evidence for the use of EPAs in clinical rotations in UME. Methods We searched multiple databases for scoping reviews based on the PRISMA guidelines for articles reporting qualitative and quantitative research, as well as conceptual and curriculum development reports, on EPAs in UME clinical rotations. Results We identified 3309 records by searching through multiple databases. After the removal of duplicates, 1858 reports were screened. A total of 36 articles were used for data extraction. Of these, 47% reported on EPA and EPA-based curriculum development for clerkships, 50% reported on implementation strategies, and 53% reported on assessment methods and tools used in clerkships. Validity frameworks for developing EPAs in the context of clerkships were inconsistent. Several specialties reported feasible implementation strategies for EPA-based clerkship curricula, however, these required additional faculty time and resources. Limited exposure to clinical activities was identified as a barrier to relevant learning experiences. Educators used nationally defined, or specialty-specific EPAs, and a range of entrustability and supervision scales. We found only one study that used an empirical research approach for EPA assessment. One article reported on the earlier advancement of trainees from UME to graduate medical education based on summative entrustment decisions. Conclusions There is emerging evidence concerning how EPAs can be effectively introduced to clinical training in UME. Specialty-specific, nested EPAs with context-adapted, entrustment-supervision scales might be helpful in better leveraging their formative assessment potential.

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“…Simulation that is aligned with sound educational principles and theory and provides an authentic opportunity for practice and feedback on performance has been shown to be effective in facilitating the development of clinical competency and satisfaction of learners [5,6]. Because of such evidence, we have implemented simulation-based opportunities for our learners to develop skill in MSK physical examination and clinical reasoning in the orthopaedic clinical clerkship rotation in our university hospital.…”

Section: Introductionmentioning

confidence: 99%

Using Peer Role-playing to Improve Student Skills for Musculoskeletal Physical Examinations

Yamauchi

Hagiwara²,

Iwakura³

et al. 2020

Preprint

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Abstract The traditional curriculum for medical students in Japan does not include sufficient opportunity for the students to develop their skills for musculoskeletal examination and clinical reasoning and diagnosis. So, many residents report a lack of confidence in performing these tasks. Our aim was to assess the effectiveness of peer role-playing to improving these skills among 90 women medical students who were completing their first orthopaedic clinical clerkship. Participants were allocated into two groups. One group participated in role-play (the simulation group) and the other did not participate in role-play because of the clerkship schedule or almanac circumstance (the no-simulation group). This program consisted of two modules: the simulation-based module and the outpatient encounter module. Each module included two sessions. The simulation-based module had two parts: a structured encounter with role-play for musculoskeletal cases, and a structured debriefing with the course supervisor including self-reflection. The students’ performance was observed and assessed using the mini clinical evaluation exercise (mini-CEX) for musculoskeletal cases in the simulation-based module (Day1) and the outpatient encounter module (Day2). The simulation-based module increased the physical examination score on the mini-CEX because of the encounters with real-life patients with musculoskeletal symptoms. This result suggests that role-play as a peer enhancing simulation may help to improve the competency of medical students in performing a musculoskeletal physical examination in a clinical setting.

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Impact of a Revised Curriculum Focusing on Clinical Neurology and Musculoskeletal Care on a Required Fourth-Year Medical Student Physical Medicine and Rehabilitation Clerkship

Cited by 7 publications

References 14 publications

Content Evaluation of Physical Medicine and Rehabilitation Residency Websites

Content Evaluation of Physical Medicine and Rehabilitation Residency Websites

Working with entrustable professional activities in clinical education in undergraduate medical education: a scoping review

Using Peer Role-playing to Improve Student Skills for Musculoskeletal Physical Examinations

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