Bridging the Orthopaedic Education Gap: Implementing a Fracture Conference Curriculum for Medical Students at Institutions Without Affiliated Residency Programs.

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Publication Details

Journal
PubMed
Published
2026-09-18
DOI
https://doi.org/10.2106/jbjs.oa.26.00152
Primary Topic
Musculoskeletal Disorders and Rehabilitation
Type
article
Field-Weighted Citation Impact
0.00
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article

Bridging the Orthopaedic Education Gap: Implementing a Fracture Conference Curriculum for Medical Students at Institutions Without Affiliated Residency Programs.

Anne Boeckmann, Mitchel Hawley, David N. Shau, Carl Berghult et al.
PubMed
Musculoskeletal Disorders and Rehabilitation
article

Bridging the Orthopaedic Education Gap: Implementing a Fracture Conference Curriculum for Medical Students at Institutions Without Affiliated Residency Programs.

Anne Boeckmann, Mitchel Hawley, David N. Shau, Carl Berghult, Erica Olfson, Joseph Mellberg, Lachlan F Anderson
article en

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.

PubMedVol. 11(3)
Texas Christian University (US), University of Arizona (US), Emory University (US), Texas Institute for Hip & Knee Surgery (US)
Quality Education
Openalex Percentile: Top 14%
Musculoskeletal Disorders and Rehabilitation
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