Posters
Presenting Author Academic/Professional Position
Resident
Academic Level (Author 1)
Resident
Discipline/Specialty (Author 1)
Family Medicine
Academic Level (Author 2)
Faculty
Discipline/Specialty (Author 2)
Family Medicine
Academic Level (Author 3)
Faculty
Discipline/Specialty (Author 3)
Family Medicine
Presentation Type
Poster
Discipline Track
Other
Medical Education
Abstract Type
Research/Clinical
Abstract
Introduction: Approximately 20-25%of patients visiting primary care present with musculoskeletal issues. 12%of board exam questions associated with musculoskeletal medicine. Only 12.5 hours are devoted to musculoskeletal education throughout the medical school curriculum • Only 5%of time allocated in MSK education during the residency(200hrs or 2 months). 77.39% of program directors believe that incoming PGY-1 residents lack sufficient MSK physical exam skills. This underscores the need for enhanced and more effective MSK training within family medicine programs.
Methods: 24 Family medicine resident at UTRGV MMC, 6 PGY-1, 8 PGY-2, 10 PGY-3. Survey and evaluation mini-test were done before intervention( 20 board exam-style MCQ) -Overall MSK and 8 sub-categories. 4-hour of lecture was done with interactive methodology -1 hour each -Hybrid method(In-person and Zoom) -300 board-style question and related subject review -Interactive methods (Slido). Post-course survey and mini-test (19 MCQ) a week after completion. Wilcoxon signed rank test for comparison of pre-and post-course confidence and score. Kruskal-Wallis test for comparison by PGY level.
Results: The study included 24 family medicine residents (6 PGY-1, 8 PGY-2, 10 PGY-3). The interactive lecture series led to significant improvements in both confidence and test scores across various musculoskeletal (MSK) subcategories. Pre-course overall confidence was moderate across all PGY levels (PGY-1: 4.5, PGY-2: 5.8, PGY-3: 5.4, p=0.252). After the intervention, there was a marked increase in confidence (PGY-1: 7.8, PGY-2: 8.0, PGY-3: 8.5, p=0.609), though the differences between PGY levels were not statistically significant. The greatest improvements in confidence were observed in the subcategories of sports medicine, chronic diseases, shoulder and elbow, and hip and knee, all with p-values less than 0.001.
Similarly, pre-course test scores were low across PGY levels (PGY-1: 50.83, PGY-2: 56.25, PGY-3: 46.5, p=0.529). Post-course test scores demonstrated significant improvement (PGY-1: 72.25, PGY-2: 81.95, PGY-3: 81.99, p=0.500). Significant gains were made in nearly all MSK subcategories, with the most substantial increases in sports medicine (p
Additionally, participants expressed high levels of satisfaction with the methodology of the intervention, with 75% strongly agreeing and 25% agreeing with the approach. This suggests that the interactive teaching format was well received by the residents.
Discussion: Lack of Confidence and Knowledge in MSK Medicine is an issue in family medicine residency training. Medical school and residency training often provide inadequate education and clinical experience in MSK medicine. Impact of Interactive Teaching Methods as follows: The use of the SLIDO real-time Q&A platform, with nearly 300 board-style questions, effectively engaged participants and facilitated active learning. Post-lecture assessments showed a statistically significant increase in overall test scores. This improvement underscores the effectiveness of interactive and intensive review sessions in enhancing MSK knowledge and exam preparedness. Despite overall gains, there was no statistically significant improvement in the spine subcategory. This outcome is likely due to the limited number of spine-related questions (only 2) included in the post-test. Future iterations of the lecture series should ensure a more comprehensive coverage of all MSK subcategories, including the spine, to address this gap. Recommendations for Future Training are as follows: To address the persistent deficiencies in MSK education, residency programs should integrate more robust and comprehensive MSK training modules. Emphasis on interactive,case-based learning and frequent assessments can help reinforce key concepts and improve confidence and competence in MSK medicine.
Recommended Citation
Yi, Changho; Kallumadanda, Sunand; and Cano, Jose, "Interactive Pathways to Musculoskeletal Proficiency: A Quality Improvement Project" (2025). Research Symposium. 48.
https://scholarworks.utrgv.edu/somrs/2025/posters/48
Included in
Interactive Pathways to Musculoskeletal Proficiency: A Quality Improvement Project
Introduction: Approximately 20-25%of patients visiting primary care present with musculoskeletal issues. 12%of board exam questions associated with musculoskeletal medicine. Only 12.5 hours are devoted to musculoskeletal education throughout the medical school curriculum • Only 5%of time allocated in MSK education during the residency(200hrs or 2 months). 77.39% of program directors believe that incoming PGY-1 residents lack sufficient MSK physical exam skills. This underscores the need for enhanced and more effective MSK training within family medicine programs.
Methods: 24 Family medicine resident at UTRGV MMC, 6 PGY-1, 8 PGY-2, 10 PGY-3. Survey and evaluation mini-test were done before intervention( 20 board exam-style MCQ) -Overall MSK and 8 sub-categories. 4-hour of lecture was done with interactive methodology -1 hour each -Hybrid method(In-person and Zoom) -300 board-style question and related subject review -Interactive methods (Slido). Post-course survey and mini-test (19 MCQ) a week after completion. Wilcoxon signed rank test for comparison of pre-and post-course confidence and score. Kruskal-Wallis test for comparison by PGY level.
Results: The study included 24 family medicine residents (6 PGY-1, 8 PGY-2, 10 PGY-3). The interactive lecture series led to significant improvements in both confidence and test scores across various musculoskeletal (MSK) subcategories. Pre-course overall confidence was moderate across all PGY levels (PGY-1: 4.5, PGY-2: 5.8, PGY-3: 5.4, p=0.252). After the intervention, there was a marked increase in confidence (PGY-1: 7.8, PGY-2: 8.0, PGY-3: 8.5, p=0.609), though the differences between PGY levels were not statistically significant. The greatest improvements in confidence were observed in the subcategories of sports medicine, chronic diseases, shoulder and elbow, and hip and knee, all with p-values less than 0.001.
Similarly, pre-course test scores were low across PGY levels (PGY-1: 50.83, PGY-2: 56.25, PGY-3: 46.5, p=0.529). Post-course test scores demonstrated significant improvement (PGY-1: 72.25, PGY-2: 81.95, PGY-3: 81.99, p=0.500). Significant gains were made in nearly all MSK subcategories, with the most substantial increases in sports medicine (p
Additionally, participants expressed high levels of satisfaction with the methodology of the intervention, with 75% strongly agreeing and 25% agreeing with the approach. This suggests that the interactive teaching format was well received by the residents.
Discussion: Lack of Confidence and Knowledge in MSK Medicine is an issue in family medicine residency training. Medical school and residency training often provide inadequate education and clinical experience in MSK medicine. Impact of Interactive Teaching Methods as follows: The use of the SLIDO real-time Q&A platform, with nearly 300 board-style questions, effectively engaged participants and facilitated active learning. Post-lecture assessments showed a statistically significant increase in overall test scores. This improvement underscores the effectiveness of interactive and intensive review sessions in enhancing MSK knowledge and exam preparedness. Despite overall gains, there was no statistically significant improvement in the spine subcategory. This outcome is likely due to the limited number of spine-related questions (only 2) included in the post-test. Future iterations of the lecture series should ensure a more comprehensive coverage of all MSK subcategories, including the spine, to address this gap. Recommendations for Future Training are as follows: To address the persistent deficiencies in MSK education, residency programs should integrate more robust and comprehensive MSK training modules. Emphasis on interactive,case-based learning and frequent assessments can help reinforce key concepts and improve confidence and competence in MSK medicine.
