PURPOSE
Musculoskeletal (MSK) conditions are the second most common reason for
physician visits. Despite this, Canadian medical curricula devote only a
fraction of time (x?=12.6 hours) to MSK clinical skills training – far below
the >50 hours required to achieve competence. This gap contributes to
inadequate physician MSK knowledge, confidence and clinical skills causing an
overreliance on specialist referrals, lengthy wait times, and alarming rates
of misdiagnosis. This project aimed to address this gap by designing a novel,
theory-informed asynchronous MSK clinical learning curriculum (CLC).
METHODS
The curriculum was developed for second year medical students at a Canadian
accredited medical program. Fitts and Posner’s model of motor skill
acquisition guided the development, targeting the cognitive stage of
learning. Cognitive load theory principles were applied to reduce extraneous
load and enhance schema development.
RESULTS
The CLC consisted of three asynchronous modules on the shoulder, knee and
spine – common sites for MSK injury. Each module used a multimodal approach
integrating didactic lectures, computer-based resources and standardized
notes packages. Relevant anatomical structures were reviewed and physical
examination skills were chunked by region and common injury types to promote
progressive schema development. Case-based formative and summative
assessments were included to evaluate student knowledge and provide feedback.
CONCLUSIONS
This innovative, evidence-based CLC addressed critical gaps in MSK
training, and incorporated previously identified curricular elements that
enhance MSK knowledge retention. Future work will implement the curriculum
and conduct a repeated measures mixed-method interventional study to evaluate
the efficacy of the curriculum on students’ MSK knowledge and confidence.