Sabesan Vani J, Schrotenboer Andrew, Habeck Jason, Lombardo Daniel, Stine Sasha, Jildeh Toufic R, Meiyappan Arjun
Michigan State University College of Osteopathic Medicine (Dr. Andrew Schrotenboer); the Western Michigan University, Kalamazoo, MI (Dr. Habeck and Mr. Jildeh); the Wayne State University School of Medicine, Detroit, MI (Ms. Stine); The Levitetz Department of Orthopaedic Surgery, Cleveland Clinic Florida, Weston Florida; and Cleveland Clinic Florida, Weston, FL (Dr. Meiyappan and Dr. Sabesan).
J Am Acad Orthop Surg Glob Res Rev. 2018 Jun 28;2(6):e019. doi: 10.5435/JAAOSGlobal-D-18-00019. eCollection 2018 Jun.
Musculoskeletal (MSK) disorders are one of the most common causes of disability and emergency department and physician visits in the United States. However, there is very little consistency in how physicians in training are prepared to treat MSK disorders. On the basis of published reports, medical school graduates have a relative lack of cognitive mastery in MSK medicine, even with the recent increase in instruction. This study sought to compare MSK education at an allopathic medical school with that at an osteopathic medical school.
An anonymous survey of students in medical school graduate years 2, 3, and 4 at Michigan State University College of Human Medicine (allopathic) and College of Osteopathic Medicine (osteopathic) was conducted. Questions were structured into three main categories: demographic information, content of the current MSK curriculum, and opinions regarding importance, instruction, and assessment of MSK education.
As of 2010, 83% of medical schools require MSK courses because of the United States Bone and Joint Initiative to incorporate such coursework into core curriculum. Yet only 54% of surveyed students thought that their MSK education was adequate. A greater portion of osteopathic students (57.1%) compared with allopathic students (26.8%) thought that their MSK curriculum is adequate, and as a consequence, 36.6% of allopathic students thought that they were inadequately prepared for the MSK content of US medical licensing examinations compared with 8.1% of osteopathic students. Further curriculum development and improvement is needed to advance physicians' abilities to address and treat MSK disorders. Medical students surveyed feel that this goal can be accomplished by emphasizing MSK education in third and fourth years of medical school.
These findings highlight differences in MSK education between an allopathic and osteopathic medical school. Further standardization of the curriculum in medical schools may help improve the quality of teaching student comfort levels of new physicians.
Level III.
肌肉骨骼（MSK）疾病是美国导致残疾以及患者前往急诊科就诊和看医生的最常见原因之一。然而，在培训中的医生如何准备治疗MSK疾病方面，几乎没有一致性。根据已发表的报告，即使最近教学有所增加，医学院毕业生在MSK医学方面仍相对缺乏认知掌握。本研究旨在比较一所全科医学院与一所骨科医学院的MSK教育情况。
对密歇根州立大学人类医学院（全科）和骨科医学院的二、三、四年级医学院学生进行了匿名调查。问题分为三大类：人口统计学信息、当前MSK课程内容以及关于MSK教育的重要性、教学和评估的意见。
截至2010年，由于美国骨与关节倡议将此类课程纳入核心课程，83%的医学院要求开设MSK课程。然而，只有54%的受访学生认为他们的MSK教育足够。与全科学生（26.8%）相比，更大比例的骨科学生（57.1%）认为他们的MSK课程足够，因此，36.6%的全科学生认为他们对美国医学执照考试的MSK内容准备不足，而骨科学生的这一比例为8.1%。需要进一步开展课程开发和改进，以提高医生处理和治疗MSK疾病的能力。接受调查的医学生认为，通过在医学院三、四年级强调MSK教育可以实现这一目标。
这些发现突出了全科医学院和骨科医学院在MSK教育方面的差异。医学院课程的进一步标准化可能有助于提高教学质量，提升新医生的舒适度。
三级。
