Determination of clinically relevant content for a musculoskeletal anatomy curriculum for physical medicine and rehabilitation residents

Abstract

To address the need for more clinical anatomy training in residency education, many postgraduate programs have implemented structured anatomy courses into their curriculum. Consensus often does not exist on specific content and level of detail of the content that should be included in such curricula. This article describes the use of the Delphi method to identify clinically relevant content to incorporate in a musculoskeletal anatomy curriculum for Physical Medicine and Rehabilitation (PM&R) residents. A two round modified Delphi involving PM&R experts was used to establish the curricular content. The anatomical structures and clinical conditions presented to the expert group were compiled using multiple sources: clinical musculoskeletal anatomy cases from the PM&R residency program at the University of Toronto; consultation with PM&R experts; and textbooks. In each round, experts rated the importance of each curricular item to PM&R residency education using a five-point Likert scale. Internal consistency (Cronbach's alpha) was used to determine consensus at the end of each round and agreement scores were used as an outcome measure to determine the content to include in the curriculum. The overall internal consistency in both rounds was 0.99. A total of 37 physiatrists from across Canada participated and the overall response rate over two rounds was 97%. The initial curricular list consisted of 361 items. After the second iteration, the list was reduced by 44%. By using a national consensus method we were able to objectively determine the relevant anatomical structures and clinical musculoskeletal conditions important in daily PM&R practice.

An approach toward the development of core syllabuses for the anatomical sciences

“…They are based on the premise that individual statistical predictions are stronger than unstructured, face-to-face group predictions (Keeney et al, 2011). Subsequently, they have been used in a variety of situations, especially in the healthcare professions have been employed to establish consensus in a variety of areas of emergency medicine (Kilroy and Driscoll, 2006;Kilroy and Mooney, 2007;Penciner et al, 2011), in nursing education (McKenna, 1994;Williams and Webb, 1994;Sumsion, 1998;Keeney et al, 2011), to establish consensus for diagnostic criteria (Graham et al, 2003), in GP information requirements (Green et al, 1999), for identifying applicable skills, attitudes, and practices in clinical teachers (Yeates et al, 2008), in curriculum development (Stritter et al, 1994) and musculoskeletal anatomy of physical medicine and rehabilitation residents (Lisk et al, 2014). Delphi procedures can be used to arrive at consensus on an issue or they can be used as a survey technique.…”

The development of a core syllabus for teaching musculoskeletal anatomy of the vertebral column and limbs to medical students

“…However, these have been created for gross anatomy of the whole human body. Anatomy syllabuses specific to the musculoskeletal system have been devised for clinical specialty post‐registration training in emergency medicine and physical medicine and rehabilitation but are too specialized to inform medical school programs (Kilroy and Driscoll, ; Lisk et al, ). An outcome of the Bone and Joint Decade (2000–2010) was a national framework to define musculoskeletal competencies for Australian medical schools (Australian Musculoskeletal Education Collaboration, AMSEC) (Chehade and Bachorski, ).…”

Exploring Cross-Curriculum Content of Undergraduate Musculoskeletal Therapy Courses Regarding Articular Cartilage; Implications of Surveying UK Healthcare Curriculum Providers

“…he course content itself is a relection of the demands of the practice standards that govern the professional conduct of MSK therapies [23][24][25][26]. Stand-alone curriculum assessment can be multifactorial in approach: conformity to standards; problem-based approaches; peer evaluation; student experience; course-review and baseline knowledge are key elements [15,[27][28][29][30][31]. his relection by research complements the QAA guarantee of HE quality and regulators enforcing curricula that instil gross base standards per institution.…”