OUTCOMES OF THE CANADIAN ORTHOPAEDIC SURGERY MEDICAL EDUCATION COURSE (COSMEC): A NOVEL CURRICULUM TO ENHANCE MEDICAL STUDENT LEARNING
Notice bibliographique
Résumé
Medical students in Canada have limited exposure to applied musculoskeletal education and orthopaedic surgery in their mandatory medical school curricula, with recent studies highlighting this knowledge gap. The Canadian Orthopaedic Surgery Medical Education Course (COSMEC) is designed to enhance the education of medical students around orthopaedic surgery and common musculoskeletal presentations encountered in primary care. This study aims to evaluate the utility of participation in COSMEC amongst Canadian medical students. Canadian medical students were invited to participate in COSMEC, which consists of six live, virtual teaching sessions and one in-person skills session lead by orthopaedic faculty and senior residents over a 12-week period. Teaching objectives were guided by musculoskeletal objectives of the Medical Council of Canada Qualifying Examination I and expert opinion. Voluntary pre- and post-course surveys were administered to assess outcomes related to (a) participant knowledge, (b) participant-reported confidence, (c) participant interest in orthopaedic surgery. Qualitative feedback was also collected from participants following each session. A total of 432 medical students enrolled in COSMEC. A total of 136 pre-course and 84 paired post-course surveys (61.7%) were received. Of the medical student respondents, 42 (50%), 22 (26.1%), 17 (20.2%) and 4 (4.8%) were in their pre-clerkship, clerkship (i.e., core clinical rotations), elective (i.e., final years/applicants) and post-graduate (i.e., medical school graduates) stages, respectively. A total of 18 respondents (21.4%) had completed a rotation in orthopaedic surgery prior to completion of the course. Knowledge quiz scores out of 14 improved from 7.92±2.6 prior to participation in COSMEC, to 9.7±2.0 after (p<0.05). There were also significant improvements in participant-reported confidence related to performing a history and physical exam (p<0.05), developing a differential diagnosis (p<0.05), understanding the basic components of bone and joint emergencies (p<0.05) and fracture management (p<0.05), as well as describing fracture radiographs (p<0.05). A total of 68 participants were considering a career in orthopaedic surgery prior to course participation, as compared to 66 participants after (p=0.43). COSMEC is an effective learning resource for medical students, which can enhance knowledge and confidence is orthopaedic and musculoskeletal topics. It can play a useful role in augmenting core medical school curricula for medical students interested in a variety of specialties. Further studies to determine if participation in COSMEC leads to improved performance in clinical rotations and licencing examinations would be of value.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,033 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,003 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».