Bassey Rosemary, Hill Robert V, Nassrallah Zeinab, Knutson Shannon, Pinard Brian, Olvet Doreen M, Rennie William P
Department of Science Education, Donald and Barbara Zucker School of Medicine at Hofstra/ Northwell, Hempstead, NY, USA.
Adv Med Educ Pract. 2023 Aug 11;14:889-897. doi: 10.2147/AMEP.S409797. eCollection 2023.
Recent changes in undergraduate medical curricula have resulted in time constraints that are particularly challenging, especially when students must learn large blocks of musculoskeletal anatomy content. Consequently, students have resorted to rote memorization to cope, which counteracts our established collaborative self-directed learning model.
For a 6-week musculoskeletal anatomy course, two structured case-based review sessions are described, each following the completion of two five-hour lab sessions, two on the upper extremities and two on the lower extremities. These largely self-directed review sessions consisted of 6 students rotating through 7 to 8 stations every 10 minutes where clinical cases with follow-up questions were projected on large screens. The students were expected to work collaboratively to solve the cases utilizing the prosected specimens provided and discuss the accompanying answers at the end of each case.
Ninety-four per cent of the students who participated in this study agreed that the case-based review sessions provided a helpful overview of musculoskeletal anatomy content. Student performance on the open-ended, case-based musculoskeletal examination questions showed no significant difference in performance on shoulder, hand, hip, thigh, and leg questions. There was, however, a statistically significant decrease in the students' scores on a forearm question in 2021 compared to 2019.
This paper describes our integrated, collaborative musculoskeletal course, including case-based review sessions, which was positively received by students as having value in reviewing the musculoskeletal content though it was not found to improve examination performance.
本科医学课程最近的变化导致了时间限制，这尤其具有挑战性，特别是当学生必须学习大量的肌肉骨骼解剖学内容时。因此，学生们 resort to rote memorization 来应对，这与我们既定的协作式自主学习模式背道而驰。
对于一门为期6周的肌肉骨骼解剖学课程，描述了两个结构化的基于案例的复习课程，每个课程在完成两个5小时的实验课程后进行，两个实验课程分别针对上肢和下肢。这些主要是自主复习课程，由6名学生每10分钟轮流通过7到8个站点，大屏幕上会展示带有后续问题的临床病例。学生们需要协作利用提供的解剖标本解决病例，并在每个病例结束时讨论附带的答案。
参与本研究的94%的学生同意基于案例的复习课程对肌肉骨骼解剖学内容提供了有益的概述。学生在开放式基于案例的肌肉骨骼检查问题上的表现，在肩部、手部、髋部、大腿和腿部问题上没有显著差异。然而，与2019年相比，2021年学生在前臂问题上的得分有统计学意义的下降。
本文描述了我们综合的、协作式的肌肉骨骼课程，包括基于案例的复习课程，学生对该课程给予了积极评价，认为其在复习肌肉骨骼内容方面有价值，尽管未发现其能提高考试成绩。
