Teaching the musculoskeletal examination: are patient educators as effective as rheumatology faculty?
Abstract
BACKGROUND: Effective education of clinical skills is essential if doctors are to meet the needs of patients with rheumatic disease, but shrinking faculty numbers has made clinical teaching difficult. A solution to this problem is to utilize patient educators. PURPOSE: This study evaluates the teaching effectiveness of patient educators compared to rheumatology faculty using the musculoskeletal (MSK) examination. METHOD: Sixty-two 2nd-year medical students were randomized to receive instruction from patient educators or faculty. Tutorial groups received instructions during three, 3-hr sessions. Clinical skills were evaluated by a 9 station objective structured clinical examination. Students completed a tutor evaluation form to assess their level of satisfaction with the process. RESULTS: Faculty-taught students received a higher overall mark (66.5% vs. 62.1%,) and fewer failed than patient educator-taught students (5 vs. 0, p = 0.02). Students rated faculty educators higher than patient educators (4.13 vs. 3.58 on a 5-point Likert scale). CONCLUSION: Rheumatology faculty appear to be more effective teachers of the MSK physical exam than patient educators.
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In the experiment by Humphrey-Murto et al, significantly fewer faculty-taught students failed (0 out of 32) than patient educator-taught students (5 out of 30).
“In the experiment by Humphrey-Murto et al, significantly fewer faculty-taught students failed (0 out of 32) than patient educator-taught students (5 out of 30).62”
From Role of active patient involvement in undergraduate medical education: a systematic review (2020) · cites this paper as [62]
Students rated faculty educators higher than patient educators (4.13 vs 3.58 on a 5-point Likert scale).
“Students rated faculty educators higher than patient educators (4.13 vs 3.58 on a 5-point Likert scale).62”
From Role of active patient involvement in undergraduate medical education: a systematic review (2020) · cites this paper as [62]
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Self-citation
- Authors
- Humphrey-Murto, S., Smith, C. D., Touchie, C., & Wood, T. C.
- Affiliations
- University of Ottawa (CA)
- Venue
- Teaching and Learning in Medicine
- Publisher
- Informa UK Limited
- Published
- 2004-04
- Volume
- 16
- Issue
- 2
- Pages
- 175-180
- ISSN
- 1040-1334 (ISSN-L)
- 1532-8015
- OpenAlex
- W2064187773
- Cited by
- 25
- References
- 15
- Citations by year
- 2026: 2 · 2022: 2 · 2020: 2 · 2019: 1 · 2018: 1 · 2016: 1 · 2015: 2 · 2014: 1 · 2012: 3
- FWCI
- 0.34
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Teaching and Learning in Medicine (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Health Sciences › Medicine › Rehabilitation › Musculoskeletal Disorders and Rehabilitation
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Health Sciences › Medicine › Ophthalmology › Ophthalmology and Visual Health Research
- Keywords
- musculoskeletal examination, patient educators, clinical skills teaching, medical students, OSCE, teaching effectiveness, faculty shortage, student satisfaction
- MeSH terms
- Adult, Clinical Competence, Curriculum, Faculty, Medical, Humans, Musculoskeletal Diseases, Ontario, Patient Education as Topic, Physical Examination, Rheumatology, Students, Medical, Teaching, Problem-Based Learning
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