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• W2187150489 abstract "Background: Preclinical curricula in medical schools are moving away from teacher-centered and discipline-based curriculum to an integrated clinical model. Our medical school's Physical Medicine and Rehabilitation (PM&R) resident physicians taught clinical correlations in the gross anatomy lab for first-year medical students. This study assesses, via subjective and objective measures, whether these sessions improved student understanding of musculoskeletal and neuromuscular clinical anatomy. Design and Methods: PM&R residents taught clinical correlation sessions in the cadaver lab for two afternoons: once at the end of the dissection of the thorax, back and upper extremities, and then again after dissection of the abdomen, pelvis and lower extremities. The sessions were in small group to facilitate interaction. Students' performance on musculoskeletal questions in the National Board of Medical Examiners (NBME) anatomy subject examinat ion was evaluated to assess the effectiveness of this teaching approach. Also, surveys were completed by 288 medical students (out of 351) and also by the residents themselves. Results: Results indicate that teaching sessions by residents enhanced students’ understanding of human anatomy and, importantly, its clinical application. These educational benefits for students were found via both subjective evaluations by the students themselves as well as being corroborated objectively via external, standardized, national testing (markedly improved scores on the musculoskeletal components of the NBME, p=0.0048). It was also a positive experience for the residents, who learned the material at greater depth and gained valuable teaching skills. Conclusion: The PM&R residents teaching clinical anatomy to medical students within the cadaver lab educationally benefited both the students and the residents. Background Early introduction of clinical material (vertical integration) in the first year of undergraduate medical education is increasingly being recognized as a very important way to help medical students bridge the gap between basic sciences and clinical practice [1-4]. Typically this is done via clinical Preceptorships, problem-based learning or clinical correlation lectures. Incorporating clinical material into gross anatomy courses seems to be associated with improved scores on standardized National Board anatomy examination [5]. But little has been published on the role of adding actual resident physicians and clinicians to the teaching program specifically within gross anatomy cadaver labs. Meanwhile, teaching and learning of rehabilitative care in most medical schools lags behind medical education in other areas [6, 7], which is unfortunate since increased exposure to the specialty of PM&R in medical school has been shown to introduce numerous benefi ts for neuromuscular and musculoskeletal education and for the specialty of PM&R [8, 9]. To assist medical schools in their efforts to improve how their students are being educated about musculoskeletal conditions, the Association of American Medical Colleges (AAMC) and a panel of musculoskeletal experts developed learning objectives for undergraduate medical education [7]. Concerned about the lack of musculoskeletal teaching in undergraduate medical education at the Harvard medical school, clinicians and anatomists teamed up to introduce musculoskeletal curriculum in their classes [10]. To fill the desire to have actual clinicians teaching students directly within the cadaver labs, collaboration was formed between faculty in our gross anatomy course and in our department of PM&R. Physiatry (PM&R) is well suited for teaching clinical anatomy since physiatrists have expertise in evaluating and treating neuromuscular and musculoskeletal conditions. The goal was to institute a program in which PM&R residents teach first year medical students within the cadaver labs, in a structured small group format [11,12]. The residents have much more clinical experience than students, but they are still WebmedCentral > Research articles Page 2 of 12 WMC001483 Downloaded from http://www.webmedcentral.com on 27-Dec-2011, 10:20:34 AM close enough to their own undergraduate medical education to remember what level of understanding is being mastered at the first year medical student level. Further, by using physicians who were at the resident level, it was hoped that the students would easily relate to them and thus foster an open, interactive format. The small group sizes were similarly intended to allow more individual questions and answers. Since gross anatomy at our medical school is taught and learned primarily by cadaver dissection (65% of course time), the cadaver lab seemed to be the ideal setting for these educational sessions, so that the students could be taught clinical topics via the actual cadavers that the students were dissecting. The goal of this study was to assess the value of using PM&R residents to teach clinical anatomy to first year medical students. The outcomes of this educational program were measured by student performance in the NBME subject examination on the musculoskeletal questions, and written surveys and oral interviews with the students and residents." @default.
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• W2187150489 date "2011-01-01" @default.
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• W2187150489 title "Physical Medicine & Rehabilitation Residents Teaching Clinical Anatomy In The Gross Anatomy Lab: Enhanced Student Performance" @default.
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