Evaluating Medical Students' Confidence in Musculoskeletal Examination: Implications for Improving Musculoskeletal Medicine Education
Notice bibliographique
Résumé
Introduction: Musculoskeletal (MSK) conditions are common in clinical settings, with approximately 20% of primary care and emergency department visits related to MSK issues. However, medical students in the United States and Canada often show a relative lack of confidence in conducting MSK examinations, especially when compared to their perceived examination skills of other organ systems. Objective: This study surveyed medical students at a local institution regarding their confidence with MSK examination skills, MSK examination education experience, and collected their suggestions about improving the curriculum. Methods: An anonymous, online survey was conducted among preclinical medical students at a state-funded allopathic medical school (John A Burns School of Medicine, University of Hawaii at Manoa). The survey, adapted from previous studies, included Likert scale and open-ended questions. Students reported their confidence in various physical exams, perceived preparedness for clerkships, usefulness of existing MSK clinical activities, and suggestions for improvement. Results: 64 out of 77 students from the Class of 2025 completed the survey. When compared with their perceived examination skills of other organ systems, students expressed less confidence in their ability to perform the musculoskeletal physical exam. Existing MSK teaching activities (Orthopedics, Rheumatology, and Transition to Clerkship Training), were deemed valuable by over 90% of students. It should be noted that 98.4% of students agreed that adding clinical MSK skills to their MD3 anatomy unit would be beneficial. Students also provided constructive comments and suggestions on how to integrate MSK exam curriculum with relevant anatomy units and increase small-group learning sessions for MSK exam practice. Discussion: The survey results indicated that third-year medical students lacked confidence in performing MSK examinations compared to other organ systems, aligning with findings in the existing literature. Traditionally, the Office of Medical Education (OME) incorporates MSK cases into pre-clerkship problem-based learning (PBL) sessions in the second year. The students expressed a desire for early exposure to MSK clinical skills. In response, the OME is implementing changes such as introducing MSK clinical exam skills in the first year with the collaboration of a physiatrist and the anatomy department. The same survey will be administered to future cohorts to assess the impact of these modifications, and objective outcomes such as anatomy examination results and standardized patient examination results will be collected. This initiative reflects a commitment to enhancing MSK education in medical school, with plans for further research and objective assessment.
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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 | 0,002 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| 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 ».