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http://hdl.handle.net/11375/28381
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DC Field | Value | Language |
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dc.contributor.advisor | Bryant, Dianne | - |
dc.contributor.author | McNeill, Kestrel | - |
dc.date.accessioned | 2023-03-22T18:51:52Z | - |
dc.date.available | 2023-03-22T18:51:52Z | - |
dc.date.issued | 2021 | - |
dc.identifier.uri | http://hdl.handle.net/11375/28381 | - |
dc.description.abstract | Musculoskeletal (MSK) instruction has been identified as being inadequate in undergraduate medical education around the world. Just over two decades ago, there began to be recognition by medical education institutions that learners were emerging from their training lacking in both sufficient confidence and knowledge to manage MSK conditions. This was reflected in low passing rates on validated MSK knowledge assessments and in various evaluations that reported that primary care physicians, residents, and medical students generally had low confidence in their ability to accurately diagnose and treat MSK-related complaints. These gaps were linked back to problems at the undergraduate level of training, and barriers to implementing comprehensive MSK instruction were identified as a lack of time and resources dedicated to this subject area. Despite this recognized issue, little work has been done to reform Canadian medical school’s MSK curricula and identify sustainable solutions. Thus, we used the Context, Input, Process, and Product program evaluation framework situated within a sequential exploratory mixed methods approach to develop, implement, and evaluate a novel self-directed learning tool for MSK medicine at the DeGroote School of Medicine. First, a qualitative interpretive description study was used to assess student and faculty perceptions of the strengths and weaknesses of the MSK curriculum and inform the development of the learning tool. Next, a two-groups pre-test post-test design and a cross-sectional survey were used to evaluate the implementation and efficacy of the learning tool in helping medical students learn MSK medicine. Ultimately, this thesis outlines methods for evaluating MSK curricula and provides a promising learner-informed tool for assisting students in learning about MSK medicine in clinical settings. | en_US |
dc.language.iso | en | en_US |
dc.subject | musculoskeletal | en_US |
dc.subject | self-directed learning | en_US |
dc.subject | mixed methods | en_US |
dc.subject | health professions education | en_US |
dc.subject | undergraduate medical education | en_US |
dc.title | Musculoskeletal Medicine in Undergraduate Medical Education | en_US |
dc.type | Thesis | en_US |
dc.contributor.department | Health Research Methodology | en_US |
dc.description.degreetype | Thesis | en_US |
dc.description.degree | Master of Science (MSc) | en_US |
dc.description.layabstract | Musculoskeletal conditions are extremely common in the general population and are frequently seen by physicians in their day-to-day practice. Unfortunately, research has suggested that medical students are not receiving the training they need to be prepared to manage musculoskeletal conditions after they graduate. This thesis details the development and evaluation of a novel learning tool to help medical students learn about musculoskeletal medicine. This involved assessing the musculoskeletal curriculum at the DeGroote School of Medicine by engaging students and faculty members. Based on the strengths and weaknesses of the curriculum identified in this evaluation, an online learning tool was developed for students to use during their clinical rotation in orthopedic surgery through a survey and MSK knowledge assessments. The results of the evaluation show that the learning tool holds promise in helping students to learn about musculoskeletal medicine. | en_US |
Appears in Collections: | Open Access Dissertations and Theses |
Files in This Item:
File | Description | Size | Format | |
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McNeill_Kestrel_MF_finalsubmission202108_MSc.pdf | 1.14 MB | Adobe PDF | View/Open |
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