1627 - PM&R Resident Feedback Following Implementation of a Revised MSK Didactic Curriculum: Strengths, Barriers, and Lessons Learned

Thursday, February 19, 2026

5:00 PM - 6:30 PM AST

Presenting Author(s)

DR

David Rivetti, MD

Resident Physician
UPMC
Gibsonia, Pennsylvania, United States

Co-Author(s)

KB

Karen Barr, MD

Associate Professor
University of Pittsburgh Medical Center
Pittsburgh, Pennsylvania, United States

Submitter(s)

DR

David Rivetti, MD

University of Pittsburgh Medical Center
Gibsonia, Pennsylvania, United States

Objectives: The goal of this quality improvement project was to determine whether a structured learning plan for MSK didactics coupled with a variety of modalities to reinforce lecture content led to more effective resident engagement with material. Additionally, barriers to participation and resident feedback to different components of the curriculum were assessed.

Design: Twenty-seven PM&R residents participated in a revamped MSK didactic curriculum over a 9-week period. At the beginning of the block, residents spent time creating a personalized learning plan and reflecting on potential barriers to success. Assigned readings related to upcoming material along with interactive lectures with a case-based emphasis and pre/post lecture quiz questions were implemented. At the conclusion of the block, residents were surveyed to determine adherence to learning plans and degree of interaction with course resources.

Results: There were 25 residents (93%) who completed post-course surveys with 80% of responders estimating that they accomplished over 40% of their learning plan. The top 2 barriers to completing 80% or more of the learning plan were competing residency related responsibilities (76%) and non-work/personal demands (68%). Residents noted that creating a learning plan was helpful for pointing out barriers (76%) and enhancing self-directed learning (60%). Nearly all residents (96%) reported that the content level of readings was at an appropriate level, however 88% of responders felt that the amount of suggested reading was too much to realistically complete. The inclusion of questions (84%) and cases (88%) throughout the MSK block helped in recalling key learning points, with the majority of residents sharing that these modalities would be beneficial in the future.

Conclusions: A revised MSK didactic curriculum centered around creating a learning plan and identifying barriers at the onset resulted in recall of key content and enhanced self-directed learning. Quiz questions and case-based lectures were beneficial for resident MSK education.