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Musculoskeletal Block for Second Year Medical Students that Integrates Clinical and Basic Sciences with Experiental Movement, Developed Interprofessionally
Author(s) -
Vertel Barbara,
Stevens Karen,
Damaschke Jeffrey,
Haag Sarah,
Kraut Sara,
Rhoades William
Publication year - 2020
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2020.34.s1.04960
Subject(s) - curriculum , experiential learning , modalities , medical education , context (archaeology) , medicine , multidisciplinary approach , gross anatomy , movement (music) , psychology , anatomy , pedagogy , paleontology , social science , philosophy , sociology , biology , aesthetics
We report on a Musculoskeletal (MSK) block that incorporates experiential movement with movement‐focused regional anatomy in a multidisciplinary environment. OBJECTIVES 1) Create a vertically and horizontally integrated MSK curriculum for second year (M2) medical students; 2) Coordinate content with experiential movement and anatomy; 3) Develop content with an interprofessional team of physicians, basic scientists, and physical therapists (PTs). DESCRIPTION 190 medical students participated in a newly developed MSK block in the M2 year (M1 year ‐ Scientific Foundations of Medicine, systems blocks). Co‐block Directors (one clinical, one basic sciences) led block faculty to integrate formerly M1 and M2 basic and clinical sciences courses and add clinical cases/clinical practice. Since movement is the functional consequence of the MSK system, and extended “seat time” is a continuing issue in medical school curricula, we included experiential movement and advanced function‐based anatomy sessions as components. Sessions were developed in collaboration with PT colleagues. “Movement as Medicine” offered 3 experiential movement modalities: 1) Exercise You Think You Know; 2) Yoga; 3) Conscious Movement. Students participated in 2 of the 3 modalities and submitted written reflections. Experiential sessions were coordinated with Advanced Regional Anatomy movement‐oriented demonstration sessions. PT faculty organized the Anatomy sessions, which were presented by PT and medical school faculty and student teams. Using the first year Clinical Anatomy course as a base, MSK anatomy sessions interwove cadaver prosections, models, radiological images, and clinical cases within the fuller context of MSK health and disease. OBSERVATIONS Student responses were very positive (>90% good/excellent); students appreciated the interactivity of the movement exercises, as well as their integration, and the interprofessional development opportunities. Representative comments: “I especially loved the Movement days as they were some of the most fun learning exercises I’ve had during med school. The chance to actually move was great!”; “Movement as Medicine was a cathartic experience for me.”; “It was different from other blocks because we incorporated physical classes as well as anatomy lab, which helped connect topics including from other classes like ECR.”; “I enjoyed the use of cadavers to teach orthopedic tests and review anatomy.”; “I appreciate the integration of some PT content and involvement with PT peers.”; “I was pleased to work with the PT instructors and students. Witnessing aspects of the PT regimen helped me to better understand the process that patients go through while recovering from musculoskeletal injuries.”; “Imagine if we as future physicians gave our patients initiative to live active lifestyles before they became unhealthy.” CONCLUSIONS Student participation in these active sessions enhanced anatomical application and engagement. Awareness of body language and mind‐body relationships in health and wellness was expanded. Interprofessional collaborations with PTs were modeled as an important aspect of patient care.