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Published on: May 20, 2018
Standardizing the Educational Experience of Medical Students Rotating With the Orthopedic Department Regardless of
Quinn Steiner1, Alex Lasinski2, Pamela Lang2,3
1University of Wisconsin School of Medicine and Public Health, Madison, Wisconsin, qsteiner@wisc.edu.
Introduction:
Musculoskeletal (MSK) conditions are frequently encountered by physicians in emergency and primary care settings. An orthopedic surgery elective provides an opportunity for medical students to develop knowledge and skills in evaluating and managing these conditions; however, increasing subspecialization and limited curricular time may restrict exposure to the breadth of MSK pathology.
Methods:
A standardized video lecture series covering common orthopedic conditions was developed for use during 2-week orthopedic surgery elective for third-year medical students at a single academic institution. Students completing the elective during May 2023 to April 2024 completed a 50-question pre-rotation knowledge assessment and were instructed to complete the video curriculum during the rotation. The same 50 question assessment was administered at the end of the rotation. Students also completed a 4 item qualitative survey evaluating the perceived educational value of the lecture series.
Results:
All 24 students (100%) completed the pre- and post-rotation assessments. Post-rotation scores were 4.96 points higher (9.9%) than pre-rotation scores (P = .0052). Nineteen students (79%) completed the post-rotation survey; 89.5% agreed or strongly agreed that the lectures improved their general knowledge of orthopedic topics, and 52.6% agreed or strongly agreed that the lectures adequately prepared them for the post-rotation assessment.
Conclusions:
Students demonstrated significant improvement in MSK knowledge after completing a 2-week orthopedic surgery rotation that incorporated a standardized video curriculum. Survey findings suggest the curriculum enhanced students' confidence in understanding MSK pathology and may help address educational gaps resulting from subspecialty based clinical assignments.
