Implementing an established musculoskeletal educational curriculum in a new context

A study of effectiveness and feasibility

Bibliographic Data

ID15328828
AuthorsMeg Pearson (0000-0002-4274-592X, Department of Medicine, University of California, San Francisco, CA, USA, corresponding author), Andrea M Barker (0000-0003-3619-9368, Center of Excellence in Musculoskeletal Care and Education, Salt Lake City Veterans Affairs Medical Center, Salt Lake City, CT, USA), Michael J Battistone (0000-0003-4054-4443, Center of Excellence in Musculoskeletal Care and Education, Salt Lake City Veterans Affairs Medical Center, Salt Lake City, CT, USA), Stephen Bent (0000-0002-4767-9714, Department of Medicine, University of California, San Francisco, CA, USA), Krista Odden (San Francisco Veterans Affairs Health Care System, San Francisco, CA, USA), Bridget C OʼBrien (0000-0001-9591-5243, Department of Medicine, Education Scientist, Center for Faculty Educators, University of California, San Francisco, CA, USA)
Year2020
Volume25
Issue1
Pages1760466-1760466
Publication date2020-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueMedical Education Online (JOURNAL)
Journal identifiersISSN: 1087-2981 • E-ISSN: 1087-2981
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/10872981.2020.1760466
PMID32379582
OpenAlexW3021856028
LanguageEN
Citations received1
References cited19

Background : Musculoskeletal (MSK) problems are common, yet many primary care (PC) providers feel inadequately trained to manage these conditions. Previous studies describe successful MSK educational innovations at single sites, but none have reported on subsequent attempts to replicate or adapt these innovations to new contexts. This article presents a study of a national Veterans Affairs MSK training program modified to fit an existing PC educational program. Objectives : (1) To evaluate the effectiveness and feasibility of an adapted MSK curriculum in a new context. (2) To provide a model for adaptation studies in health professions education. Design : A national MSK shoulder and knee curriculum was adapted for San Francisco VA PC trainees, which included a small-group workshop and workplace learning within a newly-created MSK clinic. Effectiveness was evaluated by assessments of trainee confidence in exam and injection skills (via 5-point Likert scale) and faculty-observed performance of knee and shoulder exams (reported as percent of maximum possible score). Feasibility was evaluated by determining acceptability of the program to PC trainees (via 5-point Likert scale) and ability to implement the curriculum using local resources. Results : 52 trainees completed the training during a 2-year period. Trainees' confidence in MSK exam skills improved from 3.3 to 4.5 for shoulder, and from 3.5 to 4.6 for knee. Confidence performing joint injections improved from 2.6 to 4.2 (shoulder) and 2.5 to 4.5 (knee) (p Conclusions : Adapting an established MSK curriculum to a new context was effective and feasible. This may serve as a more efficient model for improving trainee education than de novo curriculum design at individual sites

Context (archaeology · Curriculum · Likert scale · Medical education · Pedagogy · Physical therapy · Scale (ratio · Diversity and Career in Medicine · Innovations in Medical Education · Medicine · Musculoskeletal Disorders and Rehabilitation · Psychology

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