Inaugural MSK Medicine Module: An innovative multidisciplinary medical education model

Abstract Background Given the increased need to enhance musculoskeletal education, an inaugural musculoskeletal (MSK) focused module was developed and evaluated as part of an orthopedic surgery training program at the University of Toronto. The educational offerings were based on a previously validated MSK Curriculum. Specifically, the aims are to evaluate the effectiveness of the module on 1) improving MSK knowledge and skills expected of graduating Orthopaedic residents and 2) the ability of residents to collaborate professionally with non-surgical MSK clinicians. Methods Nine residents initially selected to participate in the competency based curriculum for orthopaedic surgery completed this module as an essential component of their training. The module was experienced during the mid-point of training (PGY 3 equivalent). An evaluation template was developed using pre and post module multiple choice (MCQ) and short answer questions (SAQ) to assess knowledge; summary of in-training education reports (ITERs) of clinical educational experiences and; feedback obtained for scholarly presentations. Structured feedback was obtained from learners and educators to evaluate the effectiveness of the module and to inform changes to optimize future learning opportunities and environments. Results Nine residents completed the pilot study. The module was 8 weeks long. Learners rotated through clinical settings within five educational pillars. All residents demonstrated improvements in MSK medicine knowledge expected of graduating Orthopaedic residents with a 40% increase in mean MCQ scores (76% vs 60%; p<0.001) and 58% improvement in mean SAQ scores (78% vs 47%; p<0.001). Professionalism evaluations revealed performance above the expected level with a mean in-training education reports score of 4.19 out of 5 (SD: 0.44; range, 3.73 to 5). Conclusion Completing a MSK medicine module at the mid-point of postgraduate Orthopaedic training positively impacts acquisition of relevant MSK knowledge and skill, while facilitating interdisciplinary management of patients with MSK conditions using a new educational paradigm.