ReviewJB & JS open access
Bridging the Orthopaedic Education Gap: Implementing a Fracture Conference Curriculum for Medical Students at Institutions Without Affiliated Residency Programs.
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: Access to orthopaedic education varies substantially across institutions, particularly at medical schools without affiliated residency programs. Faculty-supervised, peer-facilitated fracture conference curricula have emerged as a potential solution, yet evidence evaluating their impact remains limited. This study evaluated a structured, faculty-supervised fracture conference curriculum at medical schools without an affiliated orthopaedic department. Methods: A cross-sectional survey was administered to medical students who attended at least 1 session of a 13-module fracture conference curriculum between Fall 2022 and Spring 2026. The survey assessed pre- and postparticipation perceived familiarity across 7 orthopaedic skill domains, interest in orthopaedic surgery, agreement with 6 predefined statements evaluating educational value, and barriers to participation. Results: Forty-one respondents were included. Respondents reported consistent improvements in perceived familiarity across all 7 domains (all p < 0.001). Agreement with 6 predefined statements evaluating the program's educational value and impact had scores that were uniformly high, with respondents endorsing the low-stakes learning environment and the program's role in audition rotation preparedness. Among 10 respondents who completed an orthopaedic elective or away rotation, 90% rated the curriculum as "Very" or "Extremely" helpful. Conclusion: A structured, faculty-supervised fracture conference curriculum represents a potential approach to improving orthopaedic familiarity, specialty interest, and rotation preparedness among medical students at institutions without affiliated residency programs. This model may offer a low-resource, replicable framework for expanding orthopaedic exposure to students who currently lack access to specialty-specific education and warrants further evaluation through prospective, multi-institutional study.
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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.