ReviewJB & JS open access
Cross-Sectional and Radiologic Imaging as an Adjunct Teaching Modality in Musculoskeletal Anatomy Education.
Review in JB & JS open access. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
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Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Exposure to musculoskeletal (MSK) imaging is limited in medical education. Radiology integration and module-based learning have been previously shown to improve learning when integrated with anatomy education. This project aims to create, implement, and assess self-directed, image-based modules to enhance visuospatial understanding of MSK anatomy among undergraduate medical students. We hypothesize that students using this resource will show greater anatomical understanding and higher end-of-course examination scores. Methods: Two modules incorporating interactive interfaces and cross-sectional imaging with MSK anatomy were integrated into the preclinical MSK course at a single U.S. M.D. program. Data on student engagement with the module were compared with performance on the end-of-course written examination and practical examination. Subjective data on the perceived efficacy of the educational resource were collected. Results: Between the academic years of 2022 and 2025, 114 (23.5%) and 165 (33.8%) second-year medical students completed the optional spine and upper extremity modules, respectively, from 488 total enrolled in the MSK course. Those who completed the spine module and the upper extremity module had a mean 3.5% increase (p < 0.0001) and 3.3% increase (p = 0.00025) in final practical anatomy examination scores compared with those who did not use the modules. Usage of the module did not result in a statistically significant increase in final written examination scores. 98.0% of respondents on the postmodule survey reported that the modules improved their understanding of MSK anatomy. Conclusion: The results from the collected data show utilization of interactive modules incorporating imaging alongside MSK anatomy specifically improved performance on practical anatomy assessments. Integration of cross-sectional and radiologic imaging in MSK anatomy instruction can improve visuospatial understanding of anatomy among medical trainees and can be an effective method to prepare them for clinical application.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.