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Changing the course: Evaluation of a Novel Pedagogical Approach to Clinical Musculoskeletal Anatomy Education
Author(s) -
Rascoe Alexander,
Anderson Daniel,
Black, MD Kevin,
Lazarus, PhD Michelle
Publication year - 2015
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.29.1_supplement.691.7
Subject(s) - blueprint , curriculum , medical education , medicine , clinical practice , discipline , patient care , psychology , physical therapy , nursing , pedagogy , engineering , mechanical engineering , social science , sociology
Musculoskeletal (MSK) complaints, including back pain, represent a large percentage of physician office visits. Despite the disease burden, current literature suggests physicians are not adequately trained to care for these conditions. Enabling future providers to address MSK complaints requires revising the current medical school curriculum. Here we report a novel curriculum developed through the application of contextual learning theory and a targeted needs assessment. The course emphasizes clinical reasoning in the primary care setting and intra‐specialist communication through application of a “multi‐disciplinary” teaching approach. Throughout the course, students dissect cadavers, practice clinical reasoning skills and discuss surgical treatment options. Course participants improved by an average of 24% (p<0.05) on a validated MSK clinical anatomy free‐response examination; while a control group showed no change. Pilot data suggests this pedagogical approach results in a significant 6 month retention of the clinically applicable anatomy above that obtained by historical peers. This study demonstrates that vertical integration of basic science into clinical year medicine is an effective method for quantifiable knowledge improvement and retention. Moreover, the course design and implementation may serve as a blueprint for further vertical integration of basic sciences into clinical year medical education.