224
Views
0
CrossRef citations to date
0
Altmetric
METHODOLOGY

Consolidation Carnival: A Case-Based Approach to Reviewing Musculoskeletal Anatomy in an Undergraduate Medical Curriculum

ORCID Icon, ORCID Icon, , , , & ORCID Icon show all
Pages 889-897 | Received 24 Feb 2023, Accepted 29 Jul 2023, Published online: 11 Aug 2023

References

  • Craton N, Matheson GO. Training and clinical competency in musculoskeletal medicine. Identifying the problem. Sports Med. 1993;15(5):328–337. doi:10.2165/00007256-199315050-00004
  • Grunfeld R, Banks S, Fox E, Levy BA, Craig C, Black K. An assessment of musculoskeletal knowledge in graduating medical and physician assistant students and implications for musculoskeletal care providers. J Bone Joint Surg Am. 2012;94(4):343–348. doi:10.2106/JBJS.J.00417
  • Woolf AD, Akesson K. Understanding the burden of musculoskeletal conditions. The burden is huge and not reflected in national health priorities. BMJ. 2001;322(7294):1079–1080. doi:10.1136/bmj.322.7294.1079
  • Initiative USBaJ. The Burden of Musculoskeletal Diseases in the United States (BMUS). Rosemont, IL: Initiative USBaJ; 2014:11.
  • Malik KM, Beckerly R, Imani F. Musculoskeletal disorders a universal source of pain and disability misunderstood and mismanaged: a critical analysis based on the U.S. model of care. Anesth Pain Med. 2018;8(6):e85532. doi:10.5812/aapm.85532
  • Guly HR. Diagnostic errors in an accident and emergency department. Emerg Med J. 2001;18(4):263–269. doi:10.1136/emj.18.4.263
  • Hallas P, Ellingsen T. Errors in fracture diagnoses in the emergency department--characteristics of patients and diurnal variation. BMC Emerg Med. 2006;6:4. doi:10.1186/1471-227X-6-4
  • Li W, Stimec J, Camp M, Pusic M, Herman J, Boutis K. Pediatric musculoskeletal radiographs: anatomy and fractures prone to diagnostic error among emergency physicians. J Emerg Med. 2022;62(4):524–533. doi:10.1016/j.jemermed.2021.12.021
  • Chapman SJ, Hakeem AR, Marangoni G, Prasad KR. Anatomy in medical education: perceptions of undergraduate medical students. Ann Anat. 2013;195(5):409–414. doi:10.1016/j.aanat.2013.03.005
  • Irby DM, Cooke M, O’Brien BC. Calls for reform of medical education by the Carnegie Foundation for the Advancement of Teaching: 1910 and 2010. Acad Med. 2010;85(2):220–227. doi:10.1097/ACM.0b013e3181c88449
  • Drake RL, McBride JM, Lachman N, Pawlina W. Medical education in the anatomical sciences: the winds of change continue to blow. Anat Sci Educ. 2009;2(6):253–259. doi:10.1002/ase.117
  • Mitchell R, Batty L. Undergraduate perspectives on the teaching and learning of anatomy. ANZ J Surg. 2009;79(3):118–121. doi:10.1111/j.1445-2197.2008.04826.x
  • Collins JP. Modern approaches to teaching and learning anatomy. BMJ. 2008;337:a1310. doi:10.1136/bmj.a1310
  • Miller SA, Perrotti W, Silverthorn DU, Dalley AF, Rarey KE. From college to clinic: reasoning over memorization is key for understanding anatomy. Anat Rec. 2002;269(2):69–80. doi:10.1002/ar.10071
  • Bergman EM, Sieben JM, Smailbegovic I, de Bruin AB, Scherpbier AJ, van der Vleuten CP. Constructive, collaborative, contextual, and self-directed learning in surface anatomy education. Anat Sci Educ. 2013;6(2):114–124. doi:10.1002/ase.1306
  • Davis CR, Bates AS, Ellis H, Roberts AM. Human anatomy: let the students tell us how to teach. Anat Sci Educ. 2014;7(4):262–272. doi:10.1002/ase.1424
  • Johnson EO, Charchanti AV, Troupis TG. Modernization of an anatomy class: from conceptualization to implementation. A case for integrated multimodal-multidisciplinary teaching. Anat Sci Educ. 2012;5(6):354–366. doi:10.1002/ase.1296
  • Peeler J, Bergen H, Bulow A. Musculoskeletal anatomy education: evaluating the influence of different teaching and learning activities on medical students perception and academic performance. Ann Anat. 2018;219:44–50. doi:10.1016/j.aanat.2018.05.004
  • Zibis A, Mitrousias V, Varitimidis S, Raoulis V, Fyllos A, Arvanitis D. Musculoskeletal anatomy: evaluation and comparison of common teaching and learning modalities. Sci Rep. 2021;11(1):1517. doi:10.1038/s41598-020-80860-7
  • Mustafa AG, Taha NR, Zaqout S, Ahmed MS. Teaching musculoskeletal module using dissection videos: feedback from medical students. BMC Med Educ. 2021;21(1):604. doi:10.1186/s12909-021-03036-5
  • Canoso JJ, Saavedra M, Pascual-Ramos V, Sánchez-Valencia MA, Kalish RA. Musculoskeletal anatomy by self-examination: a learner-centered method for students and practitioners of musculoskeletal medicine. Ann Anat. 2020;228:151457. doi:10.1016/j.aanat.2019.151457
  • McCulloch C, Marango SP, Friedman ES, Laitman JT. Living AnatoME: teaching and learning musculoskeletal anatomy through yoga and pilates. Anat Sci Educ. 2010;3(6):279–286. doi:10.1002/ase.181
  • Thistlethwaite JE, Davies D, Ekeocha S, et al. The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23. Med Teach. 2012;34(6):e421–44. doi:10.3109/0142159X.2012.680939
  • Srinivasan M, Wilkes M, Stevenson F, Nguyen T, Slavin S. Comparing problem-based learning with case-based learning: effects of a major curricular shift at two institutions. Acad Med. 2007;82(1):74–82. doi:10.1097/01.ACM.0000249963.93776.aa
  • Eva KW, Cunnington JPW, Reiter HI, Keane DR, Norman GR. How can I know what I don’t know? Poor self assessment in a well-defined domain. Adv Health Sci Educ. 2004;9:211–224. doi:10.1023/B:AHSE.0000038209.65714.d4
  • Singh K, Bharatha A, Sa B, Adams OP, Majumder MAA. Teaching anatomy using an active and engaging learning strategy. BMC Med Educ. 2019;19(1):149. doi:10.1186/s12909-019-1590-2
  • Sangam MR, Bokan RR, Deka R, Kaur A, Deka R, Kaur A. Efficacy of Case-Based Learning in Anatomy. Cureus. 2021;13(12):e20472. doi:10.7759/cureus.20472
  • Maia D, Andrade R, Afonso J, et al. Academic Performance and Perceptions of Undergraduate Medical Students in Case-Based Learning Compared to Other Teaching Strategies: A Systematic Review with Meta-Analysis. Educ Sci. 2023;13(3):238.
  • Vedi N, Dulloo P. Students’ perception and learning on case based teaching in anatomy and physiology: an e-learning approach. J Adv Med Educ Prof. 2021;9(1):8–17. doi:10.30476/jamp.2020.87332.1304
  • Favero TG. Active review sessions can advance student learning. Adv Physiol Educ. 2011;35(3):247–248. doi:10.1152/advan.00040.2011
  • Dong H, Lio J, Sherer R, Jiang I. Some learning theories for medical educators. Med Sci Educ. 2021;31(3):1157–1172. doi:10.1007/s40670-021-01270-6
  • Ginzburg S, Brenner J, Willey J. Integration: a Strategy for Turning Knowledge into Action. Med Sci Edu. 2015;25:533–543. doi:10.1007/s40670-015-0174-y
  • Bird JB, Olvet DM, Willey JM, Brenner J. Patients don’t come with multiple choice options: essay-based assessment in UME. Med Educ Online. 2019;24(1):1649959. doi:10.1080/10872981.2019.1649959
  • Bandyopadhyay R, Biswas R. Students’ perception and attitude on methods of anatomy teaching in a medical college of West Bengal, India. J Clin Diagn Res. 2017;11(9):AC10–AC14. doi:10.7860/JCDR/2017/26112.10666
  • Radcliffe C, Lester H. Perceived stress during undergraduate medical training: a qualitative study. Med Educ. 2003;37(1):32–38. doi:10.1046/j.1365-2923.2003.01405.x
  • Yang BW, Razo J, Persky AM. Using Testing as a Learning Tool. Am J Pharm Educ. 2019;83(9):7324. doi:10.5688/ajpe7324
  • McLean SF. Case-based learning and its application in medical and health-care fields: a review of worldwide literature. J Med Educ Curric Dev. 2016;3. doi:10.4137/JMECD.S20377
  • van Diggele C, Burgess A, Mellis C Planning, preparing and structuring a small group teaching session. BMC Med Educ. 2020;20(Suppl 2):462. doi:10.1186/s12909-020-02281-4
  • Thistlethwaite JE. Learning and Teaching Anatomy Through Case-Based Learning (CBL). In: Chan L, Pawlina W, editors. Teaching Anatomy. Cham: Springer; 2015:125–132.
  • Roediger HL, Butler AC. The critical role of retrieval practice in long-term retention. Trends Cogn Sci. 2011;15(1):20–27. doi:10.1016/j.tics.2010.09.003
  • Bobby Z, Meiyappan K. ”Test-enhanced” focused self-directed learning after the teaching modules in biochemistry. Biochem Mol Biol Educ. 2018;46(5):472–477. doi:10.1002/bmb.21171
  • Larsen DP. Planning education for long-term retention: the cognitive science and implementation of retrieval practice. Semin Neurol. 2018;38(4):449–456. doi:10.1055/s-0038-1666983
  • Makhene A. The use of the Socratic inquiry to facilitate critical thinking in nursing education. Health SA. 2019;24:1224. doi:10.4102/hsag.v24i0.1224
  • Zare P, Mukundan J. The use of Socratic method as a teaching/learning tool to develop students’ critical thinking: a review of literature. Language India. 2015;15:256–265.
  • Kost A, Chen FM. Socrates was not a pimp: changing the paradigm of questioning in medical education. Acad Med. 2015;90:20–24. doi:10.1097/ACM.0000000000000446
  • Elshama SS. How to use and apply assessment tools in medical education? Iberoam J Med. 2020;2:351–359. doi:10.53986/ibjm.2020.0059
  • Cross S, Whitelock D, Mittelmeier J. Does the Quality and Quantity of Exam Revision Impact on Student Satisfaction and Performance in the Exam Itself?: perspectives from Undergraduate Distance Learners. In: EDULEARN16 Proceedings. IATED Academy; 2016:5052–5061.