Skip to main content
SpringerLink
Log in

The Art of Teaching Undergraduates

  • Chapter
  • First Online:
Book cover Rheumatology Teaching

  • 1380 Accesses

Abstract

Rheumatic conditions are common in both hospital and community settings. However, this high incidence is not reflected in the coverage of rheumatic disorders in the undergraduate medical school curriculum. Current evidence suggests that there are a number of shortcomings in undergraduate rheumatology training, in terms of the content, how this is delivered and how it is assessed. Moreover, there seems to be considerable variation across medical schools worldwide. To tackle this challenge, there is a need to recognize and prioritize rheumatology teaching within the undergraduate curriculum, to incorporate rheumatology into the core components taught in the medical schools and to have an agreement about methods of delivery and assessment of musculoskeletal clinical skills as well as knowledge. This chapter will enlighten the readers about the current situation of undergraduate teaching, the science and art of teaching the undergraduates and the new concepts in this field. It aims to serve as a resource guide for students and experts alike and provide a review of new innovative strategies to improve musculoskeletal undergraduate teaching. The chapter will conclude with discussing what should be done regarding the future of undergraduate rheumatology teaching.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 89.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 119.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  1. Cividino A. The challenges of developing online learning. J Rheumatol. 2009;36:3–4.

    Article  Google Scholar 

  2. Walker JG, Littlejohn GO. Measuring quality of life in rheumatic conditions. Clin Rheumatol. 2007;26:671–3.

    Article  PubMed  Google Scholar 

  3. Alonso J, Ferrer M, Gandek B, Ware JE Jr, Aaronson NK, Mosconi P, Rasmussen NK, Bullinger M, Fukuhara S, Kaasa S, Leplege A. Health-related quality of life associated with chronic conditions in eight countries: results from the International Quality of Life Assessment (IQOLA) project. Qual Life Res. 2004;13:283–98.

    Article  PubMed  Google Scholar 

  4. Almoallim H, Khojah E, Allehebi R, Noorwali A. Delayed diagnosis of systemic lupus erythematosus due to lack of competency skills in musculoskeletal examination. Clin Rheumatol. 2007;26:131–3.

    Article  PubMed  Google Scholar 

  5. Beattie KA, Bobba R, Bayoumi I, Chan D, Schabort I, Boulos P, Kean W, Obeid J, Mccallum R, Ioannidis G, Papaioanno A, Cividino A. Validation of the GALS musculoskeletal screening exam for use in primary care: a pilot study. BMC Musculoskelet Disord. 2008;9:115.

    Article  PubMed  PubMed Central  Google Scholar 

  6. Gagne R. The conditions of learning. New York: Holt, Rinehart and Winston; 1977.

    Google Scholar 

  7. Thompson A. Improving undergraduate musculoskeletal education: a continuing challenge. J Rheumatol. 2008;35:2298–9. https://doi.org/10.3899/jrheum.080972.

    Article  PubMed  Google Scholar 

  8. Abou-Raya A, Abou-Raya S. The inadequacies of musculoskeletal education. Clin Rheumatol. 2010;29:1121–6.

    Article  PubMed  Google Scholar 

  9. Matzkin E, Smith MEL, Freccero CD, Richardson AB. Adequacy of education in musculoskeletal medicine. J Bone Joint SurgAm. 2005;87:310–4.

    Article  Google Scholar 

  10. Beran MC, Awan H, Rowley D, Samora JB, Griesser MJ, Bishop JY. Assessment of musculoskeletal physical examination skills and attitudes of orthopaedic residents. J Bone Joint Surg. 2012;94:e36.

    Article  PubMed  Google Scholar 

  11. Comer GC, Liang E, Bishop JA. Lack of proficiency in musculoskeletal medicine among emergency medicine physicians. J Orthop Trauma. 2014;28:e85–7.

    Article  PubMed  Google Scholar 

  12. Hull P, Chaudry A, Prasthofer A, Pattison G. Optimal sequencing of bedside teaching and computer-based learning: a randomised trial. Med Educ. 2009;43:108–12.

    Article  PubMed  Google Scholar 

  13. Vioreanu MH, O’Daly BJ, Shelly MJ, Devitt BM, O’Byrne JM. Design, implementation and prospective evaluation of a new interactive musculoskeletal module for medical students in Ireland. Ir J Med Sci. 2013;182:191–9.

    Article  CAS  PubMed  Google Scholar 

  14. Day CS, Yeh AC. Evidence of educational inadequacies in region specific musculoskeletal medicine. Clin Orthop Relat Res. 2008;466:2542–7.

    Article  PubMed  PubMed Central  Google Scholar 

  15. Skelley NW, Tanaka MJ, Skelley LM, LaPorte DM. Medical student musculoskeletal education: an institutional survey. J Bone Joint Surg Am. 2012;94:1–7.

    Article  Google Scholar 

  16. Modica RF, Thundiyil JG, Chou C, Diab M, Von Scheven E. Teaching musculoskeletal physical diagnosis using a web-based tutorial and pathophysiology-focused cases. Med Educ Online. 2009;14:13.

    Article  PubMed  PubMed Central  Google Scholar 

  17. Lynch JR, Gardner GC, Parsons RR. Musculoskeletal workload versus musculoskeletal clinical confidence among primary care physicians in rural practice. Am J Orthop (Belle Mead NJ). 2005;34:487–91.

    Google Scholar 

  18. Matzkin E, Smith EL, Freccero D, Richardson AB. Adequacy of education in musculoskeletal medicine. J Bone Joint Surg Am. 2005;87:310–4.

    Article  PubMed  Google Scholar 

  19. Ramani S, Ring BN, Lowe R, Hunter D. A pilot study assessing knowledge of clinical signs and physical examination skills in incoming medicine residents. J Grad Med Educ. 2010;2:232–5.

    Article  PubMed  PubMed Central  Google Scholar 

  20. Di Caprio MR, Covey A, Bernstein J. Curricular requirements for musculoskeletal medicine. J Bone Joint Surg Am. 2003;85:565–7.

    Article  Google Scholar 

  21. Day CS, Yeh AC, Franko O, Ramirez M, Krupat E. Musculoskeletal medicine: an assessment of the attitudes and knowledge of medical students at Harvard Medical School. Acad Med. 2007;82:452–7.

    Article  PubMed  Google Scholar 

  22. Craton N, Matheson GO. Training and clinical competency in musculoskeletal medicine. Identifying the problem. Sports Med. 1993;15:328–37.

    Article  CAS  PubMed  Google Scholar 

  23. AAMC. Report VII contemporary issues in medicine: musculoskeletal medicine education, medical school objectives project no. VII. Washington, DC: Association of American Medical Colleges; 2005.

    Google Scholar 

  24. Wise EM, Walker DJ, Coady DA. Musculoskeletal education in general practice: a questionnaire survey. Clin Rheumatol. 2014;33:989–94.

    Article  CAS  PubMed  Google Scholar 

  25. Day CS, Ahn CS, Yeh AC, Tabrizi S. Early assessment of a new integrated preclinical musculoskeletal curriculum at a medical school. Am J Orthop. 2011;40:14–8.

    PubMed  Google Scholar 

  26. Al-Nammari SS, James BK, Ramachandran M. The inadequacy of musculoskeletal knowledge after foundation training in the United Kingdom. Bone Joint J. 2009;19:1413–8.

    Google Scholar 

  27. Onetti CM. Undergraduate education in rheumatology in Latin America. J Rheumatol. 1999;26(Suppl 55):22–3.

    Google Scholar 

  28. Kalla AA. Undergraduate rheumatology teaching in Africa. J Rheumatol. 1999;26(Suppl 55):26–8.

    Google Scholar 

  29. Lien IN. Undergraduate education in rheumatology in Asian Pacific countries (APLAR). J Rheumatol. 1999;26(Suppl 55):19.

    Google Scholar 

  30. Nottidge TE, Ekrikpo U, Ifesanya AO, Nnabuko RE, Dim EM, Udoinyang CI. Pre-internship Nigerian medical graduates lack basic musculoskeletal competency. Int Orthop. 2012;36:853–6.

    Article  PubMed  PubMed Central  Google Scholar 

  31. Praemer A, Furner S, Rice D. Musculoskeletal conditions in the United States. Rosemont: American Academy or Orthopaedic Surgeons; 1999.

    Google Scholar 

  32. Adebajo A, Windsor K, Hassell A, Dacre J. Rheumatology. 2005;44(9):1202–3. https://doi.org/10.1093/rheumatology/keh677.

    Article  CAS  PubMed  Google Scholar 

  33. Åkesson K, Dreinhöfer K, Woolf A. Improved education in musculoskeletal conditions is necessary for all doctors. Bull World Health Organ. 2003;81:677–83.

    PubMed  PubMed Central  Google Scholar 

  34. Woolf AD, Walsh N, Akesson K. Global core recommendations for a musculoskeletal undergraduate curriculum. Ann Rheum Dis. 2004;63(5):517–24.

    Article  CAS  PubMed  PubMed Central  Google Scholar 

  35. Coxib and traditional NSAID Trialists’ (CNT) Collaboration, Bhala N, Emberson J, Merhi A, Abramson S, Arber N, Baron JA, Bombardier C, Cannon C, Farkouh ME, FitzGerald GA, Goss P, Halls H, Hawk E, Hawkey C, Hennekens C, Hochberg M, Holland LE, Kearney PM, Laine L, Lanas A, Lance P, Laupacis A, Oates J, Patrono C, Schnitzer TJ, Solomon S, Tugwell P, Wilson K, Wittes J, Baigent C. Vascular and upper gastrointestinal effects of non-steroidal anti-inflammatory drugs: meta-analyses of individual participant data from randomised trials. Lancet. 2013;382(9894):769–79.

    Article  CAS  Google Scholar 

  36. Schmale GA. More evidence of educational inadequacies in musculoskeletal medicine. Clin Orthop Relat Res. 2005;437:251–9.

    Article  Google Scholar 

  37. DiGiovanni BF, Chu JY, Mooney CJ, Lambert DR. Maturation of medical student musculoskeletal medicine knowledge and clinical confidence. Med Educ Online 2012;17:17092.

    Article  Google Scholar 

  38. Day CS, Ahn CS, Yu Y. The addition of an upper-extremity curriculum in medical school education and its assessment. J Hand Surg Eur. 2009;34:797–9.

    Article  CAS  Google Scholar 

  39. Queally JM, Kiely PD, Shelly MJ, O’Daly BJ, O’Byrne JM, et al. Deficiencies in the education of musculoskeletal medicine in Ireland. Ir J Med Sci. 2008;177:99–105.

    Article  CAS  PubMed  Google Scholar 

  40. Clawson DK, Jackson DW, Ostergaard DJ. It’s past time to reform the musculoskeletal curriculum. Acad Med. 2001;76:709–10.

    Article  CAS  PubMed  Google Scholar 

  41. Henrickson M. Policy challenges for the pediatric rheumatology workforce: Part I. Education and economics. Pediatr Rheumatol Online J. 2011;29:23.

    Article  Google Scholar 

  42. Monrad SU, Zeller JL, Craig CL, Diponio LA. Musculoskeletal education in US medical schools: lessons from the past and suggestions for the future. Curr Rev Musculoskelet Med. 2011;4:91–8.

    Article  PubMed  PubMed Central  Google Scholar 

  43. Lynch JR, Schmale GA, Schaad DC, Leopold SS. Important demographic variables impact musculoskeletal knowledge and confidence of academic primary care physicians. J Bone Joint Surg Am. 2006;88:1589–95.

    Article  PubMed  Google Scholar 

  44. Cannella AC, Moore GF, Mikuls TR, O’Dell JR, McBrien SB, Hearth-Holmes M, Klassen LW, Snow MH, Feely MG, Fowler ZD, Burchell M, Erickson AR. Teaching rheumatology in undergraduate medical education: what are the students saying? [abstract]. Arthritis Rheumatol. 2015;67(suppl 10). http://acrabstracts.org/abstract/teaching-rheumatology-in-undergraduate-medical-education-what-are-the-students-saying/. Accessed 7 Mar 2018.

  45. Norcini J, Anderson B, Bollela V. Criteria for good assessment: consensus statement and recommendations from the Ottawa 2010 conference. Med Teach. 2011;33:206–14.

    Article  PubMed  Google Scholar 

  46. Harlen W, James M. Assessment and learning differences and relationships between formative and summative assessment. Assess Educ Princ Policy Pract. 1997;4:365–79.

    Google Scholar 

  47. Epstein RM. Assessment in medical education. N Engl J Med. 2007;356(4):387–96.

    Article  CAS  PubMed  Google Scholar 

  48. Miller GE. The assessment of clinical skills/ competence/performance. Acad Med. 1990;65(Suppl. 9):S63–7.

    Article  CAS  PubMed  Google Scholar 

  49. McCoubrie P. Improving the fairness of multiple choice questions: a literature review. Med Teach. 2004;26(8):709–12.

    Article  PubMed  Google Scholar 

  50. Gupta M, Sharma G, Pal R, Thaman R, Tikoo D. Strategic use of MCQs in undergraduate medical students to improve objectivity of formative assessment. NJIRM. 2012;3(2):113–8.

    Google Scholar 

  51. Srivastava A, Dhar A, Aggarwal CS. Why MCQ? Indian J Surg. 2004;66:246–8.

    Google Scholar 

  52. Frederiksen N. The real test bias influences of testing on teaching and learning. Am Psychoanal. 1984;39:193–202.

    Google Scholar 

  53. Schuwrith LW, Van der Vleuten CP, Donkers HH. A closer look at cueing effects in multiple choice questions. Med Educ. 1996;30:44–9.

    Article  Google Scholar 

  54. Schuwirth LW, Van der Vleuten CP. Different written assessment methods: what can be said about their strengths and weaknesses? Med Educ. 2004;38:974–9.

    Article  PubMed  Google Scholar 

  55. McDonald E. The new teacher advisor: student portfolios as an assessment tool. Educ World. http://www.educationworld.com/a_curr/columnists/mcdonald/mcdonald025.shtml. Accessed 9th Mar 2018.

  56. Van Der Vleuten CPM. The assessment of professional competence: developments, research and practical implications. Adv Health SciEduc. 1996;1:41–67.

    Article  Google Scholar 

  57. Singh T. Evaluation of knowledge. In: Singh T, Singh D, Paul VK, editors. Principles of medical education. 2nd ed. New Delhi: IAP Education Centre; 2000. p. 54.

    Google Scholar 

  58. Harden RM, Gleeson FA. Assessment of clinical competence using an objective structured clinical examination (OSCE). Med Educ. 1979;13(1):41–54.

    Article  CAS  PubMed  Google Scholar 

  59. Swanson DB, Case SM. Assessment in basic science instructions: direction for practice and research. Adv Health Sci Educ. 1997;2:71–84.

    Article  CAS  Google Scholar 

  60. Van Der Vleuten CP, Norman GR, De Graaff E. Pitfalls in the pursuit of objectivity: issue of reliability. Med Educ. 1991;25:110–8.

    Article  PubMed  Google Scholar 

  61. Epstein RM, Hundert EM. Defining and assessing professional competence. JAMA. 2002;287:226–35.

    Article  PubMed  Google Scholar 

  62. Epstein RM, Dannefer EF, Nofziger AC, et al. Comprehensive assessment of professional competence: the Rochester experiment. Teach Learn Med. 2004;16:186–96.

    Article  PubMed  Google Scholar 

  63. Mandell B. Energizing rheumatology training: put teaching back into the academic limelight. J Rheumatol. 2013;40:2. https://doi.org/10.3899/jrheum.120935.

    Article  Google Scholar 

  64. Birrane J, Misran H, Creaney M, Shorten G, Nix C. A scoping review of ultrasound teaching in undergraduate medical education. Med Sci Educ. 2017; https://doi.org/10.1007/s40670-017-0491-4.

    Article  Google Scholar 

  65. Oswald A, Bell M, Snell L, Wiseman J. The current state of musculoskeletal clinical skills teaching for pre-clerkship medical students. J Rheumatol. 2008;35:2419–26.

    Article  PubMed  Google Scholar 

  66. Miedany YE, Gaafary ME, Arousi NE, et al. Flipped learning: can rheumatology lead the shift in medical education? Ann Rheum Dis. 2017;76:431.

    Google Scholar 

  67. Raj N, Badcock LJ, Brown GA, Deighton CM, O’Reilly SC. Undergraduate musculoskeletal examination teaching by trained patient educators—a comparison with doctor-led teaching. Rheumatology (Oxford). 2006;45:1404–8.

    Article  CAS  Google Scholar 

  68. Kosmahl E. Instructional use of computers for entry-level physical therapy education. J Phys Ther Educ. 1994;8:25–31.

    Article  Google Scholar 

  69. Simpson B. Web-based and computer-assisted instruction in physical therapy education. J Phys Ther Educ. 2003;17:45–9.

    Article  Google Scholar 

  70. Barzak M, Ball P, Ledger R. The rationale and efficiency of problem-based learning and computer assisted learning in pharmaceutical education. Pharm Educ. 2001;1:105–13.

    Article  Google Scholar 

  71. Schittek-Janda M, Mattheos N, Nattestad A, Wagner A, Nebel D, Farbom D, Le D, Attstrom R. Simulation of patient encounters using a virtual patient in periodontology instruction of dental students: design, usability, and learning effect in history taking skills. Eur J Dent Educ. 2004;8:111–9.

    Article  CAS  PubMed  Google Scholar 

  72. Velan G, Killen M, Dziegielewski M, Kumar R. Development and evaluation of a computer-assisted learning module on glomerulonephritis for medical students. Med Teach. 2002;24:412–6.

    Article  PubMed  Google Scholar 

  73. Vichitvejpaisal P, Siithikongsak S, Preechakoon B, Kraiprasit K, Parakkamodom S, Manon C, Petcharatana S. Does computer-assisted instruction really help to improve the learning process? Med Teach. 2001;35:983–9.

    CAS  Google Scholar 

  74. Humphrey-Murto S, Smith CD, Touchie C, Wood TC. Teaching the musculoskeletal examination: are patient educators as effective as rheumatology faculty? Teach Learn Med. 2004;16:175–80.

    Article  PubMed  Google Scholar 

  75. Roesch A, Gruber H, Hawelka B, Hamm H, Arnold N, Popal H, Segerer J, Landthaler M, Stolz W. Computer assisted learning in medicine: a long-term evaluation of the Practical Training Programme Dermatology 2000. Med Inf Internet Med. 2003;28:147–59.

    Article  CAS  Google Scholar 

  76. Stow RC. A study of students’ attitudes, perceptions, and satisfaction regarding the use of video streaming for patient assessments in the athletic training and physical therapy classroom [Dissertation]. Bowling Green State University; 2003.

    Google Scholar 

  77. Veneri D. The role and effectiveness of computer-assisted learning in physical therapy education: a systematic review. Physiother Theory Pract. 2010;26(6):1–12. https://doi.org/10.3109/09593985.2010.493192.

    Article  Google Scholar 

  78. Averns H, Maraschiello M, van Melle E, Day A. Evaluation of a web-based teaching module on examination of the hand. J Rheumatol. 2009;36:623–7.

    Article  PubMed  Google Scholar 

  79. So HJ. Is blended learning a viable option in public health education? A case study of student satisfaction with a blended graduate course. J Public Health Manag Pract. 2009;15:59–66.

    Article  PubMed  Google Scholar 

  80. Cividino A. The challenges of developing online learning. J Rheumatol. 2009;36:470–1. https://doi.org/10.3899/jrheum.090007.

    Article  PubMed  Google Scholar 

  81. Fodor D, Badea R, Poanta L, Dumitrascu DL, Buzoianu AD, Mircea PA. The use of ultrasonography in learning clinical examination: a pilot study involving third year medical students. Med Ultrasonogr. 2012;14:177–81.

    Article  Google Scholar 

  82. Hoppmann RA, Rao VV, Poston MB, et al. An integrated ultrasound curriculum (iUSC) for medical students: 4-year experience. Crit Ultrasound J. 2011;3:1–12.

    Article  PubMed  Google Scholar 

  83. Afonso N, Amponsah D, Yang J, et al. Adding new tools to the black bag: introduction of ultrasound into the physical diagnosis course. J Gen Intern Med. 2010;25:1248–52.

    Article  PubMed  PubMed Central  Google Scholar 

  84. Brown B, Adhikari S, Marx J, Lander L, Todd GL. Introduction of ultra-sound into gross anatomy curriculum: perceptions of medical students. J Emerg Med. 2012;43:1098–102.

    Article  PubMed  Google Scholar 

  85. Dreher SM, DePhilip R, Bahner D. Ultrasound exposure during gross anatomy. J Emerg Med. 2014;46:231–40.

    Article  PubMed  Google Scholar 

  86. Dinh V, Fu J, Lu S, Chiem A, Fox C, Blaivas M. Integration of ultrasound in medical education at United States Medical Schools. J Ultrasound Med. 2016;35:413–9.

    Article  PubMed  Google Scholar 

  87. Moore CL, Copel JA. Point-of-care ultrasonography. N Engl J Med. 2011;364:749–57.

    Article  CAS  PubMed  Google Scholar 

  88. Anderson KL, Jenq KY, Fields JM, Panebianco NL, Dean AJ. Diagnosing heart failure among acutely dyspneic patients with cardiac, inferior vena cava, and lung ultrasonography. Am J Emerg Med. 2013;31:1208–14.

    Article  PubMed  Google Scholar 

  89. Kirkpatrick AW. Clinician-performed focused sonography for the resus-citation of trauma. Crit Care Med. 2007;35(suppl):S162–72.

    Article  PubMed  Google Scholar 

  90. Wu SY, Ling Q, Cao LH, Wang J, Xu MX, Zeng WA. Real-time two-dimensional ultrasound guidance for central venous cannulation: a meta-analysis. Anesthesiology. 2013;118:361–75.

    Article  PubMed  Google Scholar 

  91. Mercaldi CJ, Lanes SF. Ultrasound guidance decreases complications and improves the cost of care among patients undergoing thoracentesis and paracentesis. Chest. 2013;143:532–8.

    Article  PubMed  Google Scholar 

  92. Nicolaou S, Talsky A, Khashoggi K, Venu V. Ultrasound-guided interventional radiology in critical care. Crit Care Med. 2007;35(suppl):S186–97.

    Article  PubMed  Google Scholar 

  93. Perera P, Mailhot T, Riley D, Mandavia D. The RUSH exam: rapid ultrasound in SHock in the evaluation of the critically ill. Emerg Med Clin N Am. 2010;28:29–56. vii

    Article  Google Scholar 

  94. Smith-Bindman R, Aubin C, Bailitz J, et al. Ultrasonography versus computed tomography for suspected nephrolithiasis. N Engl J Med. 2014;371:1100–10.

    Article  CAS  PubMed  Google Scholar 

  95. Shmueli H, Burstein Y, Sagy I, et al. Briefly trained medical students can effectively identify rheumatic mitral valve injury using a hand-carried ultra-sound. Echocardiography. 2013;30:621–6.

    Article  PubMed  Google Scholar 

  96. Mollenkopf M, Tait N. Is it time to include point-of-care ultrasound in general surgery training? A review to stimulate discussion. ANZ J Surg. 2013;83:908–11.

    Article  PubMed  Google Scholar 

  97. Beggs AD, Thomas PR. Point of use ultrasound by general surgeons: review of the literature and suggestions for future practice. Int J Surg. 2013;11:12–7.

    Article  PubMed  Google Scholar 

  98. Duvall WL, Croft LB, Goldman ME. Can hand-carried ultrasound devices be extended for use by the non-cardiology medical community? Echocardiography. 2003;20:471–6.

    Article  PubMed  Google Scholar 

  99. General Medical Council. The new doctor. Recommendations on general clinical training. London: GMC; 1997.

    Google Scholar 

  100. Zeidler H. Methods in undergraduate education in rheumatology. J Rheumatol. 1999;26(Suppl. 55):35–7.

    Google Scholar 

  101. Doherty M, Woolf A. Guidelines for rheumatology undergraduate core curriculum. Ann Rheum Dis. 1999;58:133–5.

    Article  CAS  PubMed  PubMed Central  Google Scholar 

  102. Doherty M, Dacre J, Dieppe M, Snaith M. The ‘GALS’ locomotor screen. Ann Rheum Dis. 1992;51:1165–9.

    Article  CAS  PubMed  PubMed Central  Google Scholar 

  103. Walker DJ, Kay LJ. Musculoskeletal examination for medical students: the need to agree what we teach. Rheumatology. 2002;41:1221–3.

    Article  CAS  PubMed  Google Scholar 

  104. El Miedany Y, El Aroussy N, Youssef S, Almedany S, Palmer D. Teaching the millennials: using Youtube for teaching rheumatology in the standard educational settings. Ann Rheum Dis. 2018;77:1782.

    Google Scholar 

  105. Doherty M, Lanyon P. Rheumatology: what should all doctors know? Ann Rheum Dis. 2000;59:409–13.

    Article  CAS  PubMed  PubMed Central  Google Scholar 

  106. Michaelsen LK, Bauman KA, Fink LD. Team-based learning: a transformative use of small groups in college teaching. Sterling: Stylus Publishing Press; 2004.

    Google Scholar 

  107. Burgess AW, Mcgregor DM, Mellis CM. Applying established guidelines to team-based learning programs in medical schools: a systematic review. Acad Med. 2014;89(4):678–88.

    Article  PubMed  PubMed Central  Google Scholar 

  108. Michaelsen LK, Parmelee DX, McMahon KK, Levine RE. Team-based learning for health professions education: a guide to using small groups for improving learning. Sterling: Stylus Publishing Press; 2008.

    Google Scholar 

  109. Kilgour JM, Grundy L, Monrouxe LV. A rapid review of the factors affecting healthcare students’ satisfaction with small-group, active learning methods. Teach Learn Med. 2016;28(1):15–25.

    Article  PubMed  Google Scholar 

  110. Thompson BM, Schneider VF, Haidet P, et al. Team-based learning at ten medical schools: two years later. Med Educ. 2007;41(3):250–7.

    Article  PubMed  Google Scholar 

  111. Gray J, Fana GT, Campbell TB, Hakim JG, Borok MZ, Aagaard EM. Feasibility and sustainability of an interactive team-based learning method for medical education during a severe faculty shortage in Zimbabwe. BMC Med Educ. 2014;28(1):14–63.

    Google Scholar 

  112. Hunt DP, Haidet P, Coverdale JH, Richards B. The effect of using team learning in an evidence-based medicine course for medical students. Teach Learn Med. 2003;15(2):131–9.

    Article  PubMed  Google Scholar 

  113. Nieder GL, Parmelee D, Stolfi A, Hudes PD. Team-based learning in a medical gross anatomy and embryology course. Clin Anat. 2005;18(1):56–63.

    Article  PubMed  Google Scholar 

  114. Wiener H, Plass H, Marz R. Team-based learning in intensive course format for first-year medical students. Croat Med J. 2009;50(1):69–76.

    Article  PubMed  PubMed Central  Google Scholar 

  115. Fatmi M, Hartling L, Hillier T, Campbell S, Oswald AE. The effectiveness of team-based learning on learning outcomes in health professions education: BEME Guide No.30. Med Teach. 2013;35(12):1608–24.

    Article  Google Scholar 

  116. Yang LH, Jiang LY, Xu B, et al. Evaluating team-based, lecture-based, and hybrid learning methods for neurology clerkship in China: a method comparison study. BMC Med Educ. 2014;20(1):14–8.

    Google Scholar 

  117. Zeng R, Xiang LR, Zeng J, Zuo C. Applying team-based learning of diagnostics for undergraduate students: assessing teaching effectiveness by a randomized controlled trial study. Adv Med Educ Pract. 2017;8:211–8.

    Article  PubMed  PubMed Central  Google Scholar 

  118. Petrusa ER, Blackwell TA, Ainsworth MA. Reliability and validity of an objective structured clinical examination for assessing the clinical performance of residents. Arch Intern Med. 1990;150:573–7.

    Article  CAS  PubMed  Google Scholar 

  119. Gleeson F. Assessment of clinical competence using the objective structured long examination record (OSLER). Med Teach. 1997;19:7–14.

    Article  Google Scholar 

  120. Goh L, Samanta A, Cavendish S, Heney D. Rheumatology curriculum: passport to the future successful handling of the musculoskeletal burden? Rheumatology. 2004;43:1468–72.

    Article  CAS  PubMed  Google Scholar 

  121. McKinley RK, Fraser RC, Van der Vleuten C, Hastings AM. Formative assessment of the consultation performance of medical students in the setting of general practice using a modified version of the Leicester assessment package. Med Educ. 2000;34:573–9.

    Article  CAS  PubMed  Google Scholar 

  122. Pritchard L. Lifelong lessons in competence. Med Educ. 2003;37:848–9.

    Article  PubMed  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. King’s College London, Darent Valley Hospital, Dartford, Kent, UK

    Yasser El Miedany

  2. Rheumatology and Rehabilitation, Ain Shams University, Cairo, Egypt

    Yasser El Miedany

Authors
  1. Yasser El Miedany
    View author publications

    You can also search for this author in PubMed Google Scholar

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

El Miedany, Y. (2019). The Art of Teaching Undergraduates. In: Rheumatology Teaching. Springer, Cham. https://doi.org/10.1007/978-3-319-98213-7_7

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-98213-7_7

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-98212-0

  • Online ISBN: 978-3-319-98213-7

  • eBook Packages: MedicineMedicine (R0)

Publish with us

Policies and ethics

Search

Navigation