Juan J Canoso1, Miguel Ángel Saavedra2, Virginia Pascual-Ramos3, Marco Antonio Sánchez-Valencia4, Robert A Kalish5. 1. Department of Medicine, ABC Medical Center, Mexico City 01120, Mexico; Division of Rheumatology, Tufts University School of Medicine, Boston, MA 02111, United States. Electronic address: jcanoso@gmail.com. 2. Department of Medicine, Specialties Hospital "Antonio Fraga Mouret" National Medical Center La Raza, Mexico City 02990, Mexico; Postgraduate Division, National Autonomous University of Mexico (UNAM), Mexico City 04510, Mexico. 3. Postgraduate Division, National Autonomous University of Mexico (UNAM), Mexico City 04510, Mexico; Department of Immunology and Rheumatology, Research Division, National Institute of Health Sciences and Nutrition "Salvador Zubirán," Tlalpan, Mexico City 14000, Mexico. 4. Department of Anatomy at the National Autonomous University of Mexico (UNAM), Mexico City 04510, Mexico. 5. Division of Rheumatology, Tufts University School of Medicine, Boston, MA 02111, United States. Electronic address: rkalish@tuftsmedicalcenter.org.
Abstract
BACKGROUND: The authors describe a series of learner-centered exercises, highlighting a technique in which the musculoskeletal anatomy is explored and learned through self-examination, with the examiner required to identify designated structures in both the static and dynamic state. METHODS: The technique of musculoskeletal anatomy through self-examination consists of applying knowledge of the surface anatomy of a region as it exists in the static state, to the analysis and understanding of changes that occur with movement and function of that body part. The sensory input of the examined part may contribute to the overall perception of the exercise. RESULTS: Three tables provide details that allow the reader to understand and perform the exercises describing the anatomic part explored, the physical maneuver required, the expected anatomic finding(s), and their clinical relevance. CONCLUSIONS: The authors believe that musculoskeletal self-examination provides an engaging learner-centered pedagogy that may complement that which is learned in peer or model examination. The lack of cost, the absence of intimacy barriers, and the opportunity to extend the method to further areas and functions are additional benefits of musculoskeletal self-examination as a learner-centered, self-study methodology.
BACKGROUND: The authors describe a series of learner-centered exercises, highlighting a technique in which the musculoskeletal anatomy is explored and learned through self-examination, with the examiner required to identify designated structures in both the static and dynamic state. METHODS: The technique of musculoskeletal anatomy through self-examination consists of applying knowledge of the surface anatomy of a region as it exists in the static state, to the analysis and understanding of changes that occur with movement and function of that body part. The sensory input of the examined part may contribute to the overall perception of the exercise. RESULTS: Three tables provide details that allow the reader to understand and perform the exercises describing the anatomic part explored, the physical maneuver required, the expected anatomic finding(s), and their clinical relevance. CONCLUSIONS: The authors believe that musculoskeletal self-examination provides an engaging learner-centered pedagogy that may complement that which is learned in peer or model examination. The lack of cost, the absence of intimacy barriers, and the opportunity to extend the method to further areas and functions are additional benefits of musculoskeletal self-examination as a learner-centered, self-study methodology.