BACKGROUND Medical students feel they are inadequately trained in caring for patients with developmental disabilities (PWDD) (Troller et al. 2016; Salvador-Carulla et al., 2015). Consequently, PWDD may not receive timely, empathetic care from their future clinicians (Sahin and Akyol, 2010). We developed a preclinical elective, “Developing Skills with Developmental Disabilities” (DSDD), to improve student knowledge, skills, and attitudes toward paediatric PWDD. The first cohorts worked with pre-schoolers; DSDD was effective in improving student confidence working with PWDD (Penner et al. 2017). The current project compared the efficacy of DSDD using a hospital-based day-school for elementary-aged children, to previous cohorts. OBJECTIVES Our goal was to determine if changing the population being observed and the setting in which they are being observed could reproduce improvement in student confidence as seen in past cohorts. DESIGN/METHODS The DSDD module was an elective offered to preclinical medical students for credit. Students were given 6 hours of didactics on child development, assistive technologies, and breaking bad news. Students also participated in 6 clinical hours at the Glenrose Rehabilitation Hospital, where they observed school-aged PWDD in a classroom and interacted with an interdisciplinary team. Students also interviewed children’s families during medical intakes. Students completed pre- and post-elective surveys administered on a 5-point Likert scale. Questions pertained to students’ self-perceived comfort and knowledge regarding PWDD. Scores pre- and post-elective were compared using t-test analysis. This data was compared to data collected from previous cohorts, which used the same survey. RESULTS 24 students registered for DSDD, and 21 surveys were able to be analysed. Statistically significant (p<0.01) increases were present in 9/10 self-reported scores, with the statistically insignificant score pertaining to confidence using positive reinforcement. There was no significant difference in pre- and post-elective score improvement when comparing this cohort with past cohorts, across all scores. The critical components of DSDD were maintained across setting changes with significant (p<0.01) increases in students’ self-reported confidence and knowledge in working with PWDD. CONCLUSION This elective demonstrates effectiveness in different settings and ages. The general structure and principles of this elective may be applied by Paediatricians to improve medical education. Examples include having students attend developmental programmes they might provide support for, using a short set of parent interview questions and/or a child observation to improve developmental teaching, and allocating time for interaction with other allied health professionals to better understand their roles in the management of paediatric PWDD.

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Musculoskeletal anatomy education is essential to many healthcare providers but has consistently been considered difficult for various reasons. Traditional methods have focused on in-person cadaveric teaching, which became inaccessible during the COVID-19 pandemic; therefore, new teaching methods were developed to address this gap in education. This project implemented novel virtual livestream musculoskeletal anatomy teaching methodology with cadaveric prosections and evaluated the efficacy of this modality compared with traditional in-person cadaveric teaching. A targeted musculoskeletal anatomy curriculum was developed and delivered via livestream to 12 Canadian physiatry residents. Upon completing the virtual curriculum, residents completed an anonymous survey assessing this new virtual livestream cadaveric methodology compared with previous experiences with traditional in-person anatomy teaching. The survey response rate was 92%. Most participants (73%) rated the virtual livestream sessions as better than traditional in-person teaching. Reasons included better visualization of cadaveric anatomy and easy discussion among the group. T test analysis comparing both methods demonstrated the livestream method was equivalent or better across several domains. Virtual livestream teaching is a viable method for teaching the important subject of musculoskeletal anatomy. Educators should consider how to best integrate this approach into future anatomy curricula.