Teaching musculoskeletal examination skills to UK medical students: a comparative survey of Rheumatology and Orthopaedic education practice

• Published in: BMC medical education Vol. 14; no. 1; p. 62
• Main Author: Blake, Tim
• Format: Journal Article
• Language: English
• Published: England BioMed Central Ltd 28.03.2014; BioMed Central
• Subjects: Audiovisual Aids - utilization; Comparative analysis; Computer-Assisted Instruction - utilization; Curricula; Data collection; Education; Education, Medical, Undergraduate - methods; Education, Medical, Undergraduate - standards; Educational aspects; Humans; Information management; Learning; Legs; Medical students; Methods; Multimedia - utilization; Musculoskeletal Diseases - diagnosis; Orthopedics; Orthopedics - education; Patient education; Patient Simulation; Physical Examination - methods; Rheumatology; Rheumatology - education; Skills; Social Media - utilization; Study and teaching; Surveys; Symmetry; Teachers; Teaching; Teaching - methods; Undergraduate Study; United Kingdom; United Kingdom; United Kingdom > UK
• ISSN: 1472-6920; 1472-6920
• DOI: 10.1186/1472-6920-14-62

Specialists in Rheumatology and Orthopaedics are frequently involved in undergraduate teaching of musculoskeletal (MSK) examination skills. Students often report that specialty-led teaching is inconsistent, confusing and bears little resemblance to the curricula. The Gait, Arms, Legs and Spine (GALS) is a MSK screening tool that provides a standardised approach to examination despite it being fraught with disapproval and low uptake. Recent studies would appear to support innovative instructional methods of engaging learners such as patient educators and interactive small group teaching. This comparative cross-sectional survey evaluates the current state of undergraduate teaching in Rheumatology and Orthopaedics, including preferred teaching methods, attitudes towards GALS, and barriers to effective teaching. An electronic questionnaire was sent to specialist trainees and Consultants in the East and West Midlands region, representing 5 UK medical schools. Descriptive statistical data analysis was performed. There were 76 respondents representing 5 medical schools. There was a request for newer teaching methodologies to be used: multi-media computer-assisted learning (35.5%), audio-visual aids (31.6%), role-playing (19.7%), and social media (3.9%). It is evident that GALS is under-utilised with 50% of clinicians not using GALS in their teaching. There is a genuine desire for clinical educators to improve their teaching ability, collaborate more with curriculum planners, and feel valued by institutions. There remains a call for implementing a standardised approach to MSK clinical teaching to supersede GALS.