Musculoskeletal (MSK) Radiology
Successful completion of Year 3
Additional Requirements: None
Responsible Faculty Director:
Glenn Garcia, MD
Deborah Stedman, MD
to Report on First Day
Shirl Veal, John Sealy Annex, Room 2.820 (x72849)
1, 2, 3, 4, 5, 6
excluding holiday periods 9 & 10
|The main goal of this rotation is for students to develop a better understanding of the various aspects of musculoskeletal radiology. This rotation is designed to increase the student’s expertise in the management of musculoskeletal complaints. Students will become acquainted with the multiple imaging modalities used in the diagnostic workup of musculoskeletal pathology and become familiar with common musculoskeletal interventional procedures and basic MSK imaging diagnoses.|
|At the end of the four week elective, the student should: 1. Be familiar with the fundamentals of Musculoskeletal Radiology. 2. Be able to distinguish which imaging modality is indicated in the diagnostic workup of basic musculoskeletal disorders. 3. Be able to identify common anatomical features depicted on radiographic images. 3. Recognize standardized terminology in musculoskeletal radiology interpretation. 5. Better appreciate the spectrum of musculoskeletal pathology and how it correlates with interventional management. 5. Have a general concept of routine musculoskeletal interventional procedures.|
|Description of course activities|
|The student will have the opportunity to observe and work closely with faculty, residents, and technologists in the production and interpretation of diagnostic images. They will participate in daily film review and personal teaching sessions. Additionally, students will observe interventional musculoskeletal procedures and become familiar with the basic concepts of managing musculoskeletal injuries. Approximately 300 musculoskeletal images are interpreted on a daily basis and various interventional procedures are performed within the clinic. Students will have the opportunity to observe and actively participate in the diagnosis and management of patients with a variety of MSK disorders to include arthritis, infection, internal derangements of joints and tendon disorders.|
|Type of students who would benefit from the course|
|This course is especially valuable to students who are considering a career in radiology, surgery, emergency medicine, or orthopedics. However, the basic understanding of musculoskeletal disease will prove beneficial to most medical generalists and specialists.|
|Clinical Activities (estimated schedule)|
|Day of Week||AM||PM|
|Average number of patients seen per week: 350|
|Call Schedule: N/A|
|Research Activities (estimated schedule)|
|Activity||Hours per Week|
|1. Clinical Observation|
|A.||Where are students observed on this elective?|
Patients simulators Other
|B.||Frequency - How often are students observed clinically?|
|C.||Format - What method(s) are used to document the student's clinical performance?|
Daily oral feedback
End of period oral feedback
|2. Oral Presentation|
|A.||Audience - To whom does the student present?|
|Musculoskeletal Radiology Faculty and Residents|
|B.||Frequency / Duration of Presentation(s)?|
|Once a month.|
|C.||Format - What guidelines are set for the student's presentation?|
|Develop a short 10-15 minute power point presentation on a common musculoskeletal pathology discussing the imaging techniques utilized for the diagnosis and the pathophysiology and management of this disease.|
|D.||Assessment - Who assesses the student's presentation performance?|
|Self-assessment Peer assessment Faculty assessment|
|E.||Method of content selection|
|Current cases Student-selected topic Assigned topic|
|3. Written Assignment (H&P's, notes, papers, abstracts, etc.)|
|A.||Frequency of written assignment(s)?|
|B.||Format - What guidelines are set for the student's written work?|
|Analyze and addend imaging and procedural interpretations with faculty.|
|C.||Length of written assignment(s)?|
|Abstract Annotated bibliography 1 - 2 page paper 3+ page paper|
|D.||Are recent references required? No If yes, how are they selected?|
|E.||Method of content selection - e.g. student-selected, relate to cases, etc.?|
|Observed patient cases|
|F.||Audience - Who assesses the student’s written performance?|
|Peer Assessment Faculty Assessment Other|
Written multiple choice
Written essay / short answer
|5. Extra Course Activities|
|What expectations do you have for the student to demonstrate participation in the elective (e.g. small group activities, seminars, thoughtful questions, providing resources, journal club, resident lecture attendance)?|
|Students should maintain engaged throughout the rotation. Participate in active learning by listening attentively to faculty interpretations of various imaging and taking notes as needed. Student should ask thoughtful questions and research topics of interest. Students would benefit from attending resident lunch lectures on Friday's at noon.|
|6. Additional Costs|
|Please list any additional costs and/or purchases (books, materials, movies to watch, etc.) that are required for this course. Include an estimated total cost. If there are no additional costs, please enter "None".|
|7. Other Modes of Evaluation|
|Please explain below.|
|The student is evaluated solely on the basis of daily observation by faculty. Punctuality, attendance and performance of designated responsibilities are expected. There will be no formal examinations.|
|8. If this course is an Acting Internship, please complete the following:|
|A.||Objectives for the AI should relate directly to the Entrustable Professional Activities (EPAs).
Each AI should describe how the four key Year-4 EPAs that our school has identified as being Year-4 skills are
assessed. The Year-4 objectives are:
1. Entering and discussing orders/prescriptions.Specify how the student will be given formative feedback on their clinical skills.
Year-4 students should demonstrate mastery of EPAs they developed in the clerkship year, including recommending and interpreting common diagnostic and screening tests, and performing general procedures of a physician. They should be able to demonstrate masterfully and independently skills they mastered in Years 2-3, including efficiently performing comprehensive admission-notes and succinct daily progress notes and perform accurate, concise, and hypothesis-driven clinical presentations, form clinical questions and retrieve evidence to advance patient care. They should be able to demonstrate basic understanding of and beginning mastery of collaborate as a member of the interprofessional team and identify system failures and contribute to a culture of safety improvement.
List advanced clinical skills that a student will be assured an opportunity to practice.
How specifically will this AI build on developing skills from the clerkship year to prepare students for internship?
What opportunities will typically be available to all students who take this AI (procedures, required presentations, etc.)? What opportunities may be available based on patient load/presentation or student initiative (ie. Writing a case report)?
An AI should have expectation of a minimum of 32 hours per week of clinical responsibilities. Duty hours should be capped at ACGME limits for an intern, thus up to 24 hours followed by 4 hours of activities related to patient safety, education, and handoff. Students cannot work more than 80 hours per week averaged over 4 weeks. They can only have 1 day off in a 7-day work week with 8 hours off between shifts.
Clinical responsibilities will vary depending on specialty, but how is the student functioning with work commensurate to a PGY1 with an appropriate level of training?
How is the student demonstrating drawing clinical conclusions and/or developing a management plan and documentation as an intern would do?
How and by whom will midpoint feedback be provided to the student? How will you remediate deficiencies identified at midpoint?
Acting Internship students often seek letters of recommendation following their experience. How many different Faculty will work directly with the student and have knowledge of the student’s abilities to detail in a written evaluation? Describe the degree of supervision and interaction with faculty vs. residents or other providers and how feedback will be obtained if more direct work is with residents or other providers.