A structured multimodal teaching approach enhancing musculoskeletal physical examination skills among undergraduate medical students

Figures & data

Figure 1. Flow of participants among the groups receiving multimodal and traditional teaching approaches. (OSCE: objective structured clinical examination, PE: physical examination).

Figure 2. The structured multimodal approach for teaching musculoskeletal physical examination skills. (PE: physical examination, SP: simulated patient).

Table 1. Comparison of time division among the two teaching methods-based groups.

Parameter	Traditional Model (n = 76) Mean (SD)	Multimodal Model (n = 75) Mean (SD)	p-value
Total time (min) needed for the session	60.1 (6.4)	85.9 (11.6)	.01
Time taken by the facilitator (min)	45.3 (12.5)	10.5 (2.2)	.01
Total time taken for hands-on practice (min)	12.1 (4.2)	59.5 (3.6)	.01

Table 2. Comparison of OSCE results between the two study groups.

OSCE results	Assessment Type	Traditional Model (n = 76) Mean (SD)	Multimodal Model (n = 75) Mean (SD)	p-value
Combined shoulder and knee assessment	Checklist Scores	6.90 (0.87)	7.99 (0.91)	0.02
	Global Ratings	2.77 (0.71)	3.70 (0.82)	0.02
Knee assessment	Checklist Scores	6.80 (0.62)	8.03 (0.83)	0.01
	Global Ratings	2.66 (0.21)	3.71 (0.19)	0.01
Shoulder assessment	Checklist Scores	6.91 (0.52)	7.91 (0.74)	0.01
	Global Ratings	2.88 (0.15)	3.69 (0.18)	0.01

Figure 3. (a) Proportion of passing students in the multimodal and traditional teaching groups at the institutional cutoff score of 60% and modified borderline grouping-based cutoff score of 70% for knee and shoulder OSCEs, combined and separately. (b) Global-ratings-based assessment of students among the multimodal and traditional bedside teaching approaches.

Table 3. Significance of proportion-based differences between structured multimodal and traditional bedside teaching groups.

Proportional Parameters		Outcome	p-value
‘Clearly pass’ or ‘excellent’ global ratings	Overall	Higher proportion in the Multimodal method	.01
	Knee	Higher proportion in the Multimodal method	.01
	Shoulder	Higher proportion in the Multimodal method	.01
Passing students at 60% cutoff of checklist scores	Overall	Higher proportion in the Multimodal method	.12
	Knee	Higher proportion in the Multimodal method	.19
	Shoulder	Higher proportion in the Multimodal method	.23
Passing students at 70% cutoff of checklist scores	Overall	Higher proportion in the Multimodal method	.02
	Knee	Higher proportion in the Multimodal method	.04
	Shoulder	Higher proportion in the Multimodal method	.04