D A Coady1, D J Walker, L J Kay. 1. Department of Rheumatology, Freeman Hospital, Newcastle-upon-Tyne, UK. d.a.coady@ncl.ac.uk
Abstract
OBJECTIVES: To elicit the barriers to the effective teaching of musculoskeletal examination skills amongst medical students. METHODS: This was a qualitative study including six focus groups with specialities most often involved in delivering musculoskeletal clinical teaching: rheumatology, orthopaedics, general practice, and geriatrics. RESULTS: The main barriers to the delivery of effective clinical teaching included the lack of agreement on what to teach, lack of confidence in teaching amongst non-musculoskeletal specialities, and poor communication between specialities. CONCLUSIONS: There is a need to overcome the identified barriers if musculoskeletal clinical teaching to medical students is to be improved. In particular, there is a need to agree which examination skills medical students should learn.
OBJECTIVES: To elicit the barriers to the effective teaching of musculoskeletal examination skills amongst medical students. METHODS: This was a qualitative study including six focus groups with specialities most often involved in delivering musculoskeletal clinical teaching: rheumatology, orthopaedics, general practice, and geriatrics. RESULTS: The main barriers to the delivery of effective clinical teaching included the lack of agreement on what to teach, lack of confidence in teaching amongst non-musculoskeletal specialities, and poor communication between specialities. CONCLUSIONS: There is a need to overcome the identified barriers if musculoskeletal clinical teaching to medical students is to be improved. In particular, there is a need to agree which examination skills medical students should learn.
Authors: Aharon S Finestone; Simon Vulfsons; Charles Milgrom; Amnon Lahad; Shlomo Moshe; Gabriel Agar; Dan Greenberg Journal: Isr J Health Policy Res Date: 2013-11-18