Rheumatology Advance Access originally published online on May 3, 2005
Rheumatology 2005 44(9):1203; doi:10.1093/rheumatology/keh678
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LETTER TO THE EDITOR |
Undergraduate education in rheumatology: reply
University Hospitals of Leicester NHS Trust, Leicester Royal Infirmary, Rheumatology, Leicester, UK
Correspondence to: A. Samanta. E-mail: ash.samanta{at}uhl-tr.nhs.uk
I write on behalf of my co-authors to thank Adebajo et al. for their interest in our article [1] and their extremely helpful comments.
The pioneering work of the Arthritis Research Campaign in developing strategies to enhance rheumatology teaching through its education subcommittee is well recognized and acknowledged. It is very reassuring that the zeal to promote educational aims continues, and it is encouraging to note that the range of initiatives outlined by Adebajo et al. are beginning to impact on the rheumatology undergraduate curriculum within the UK.
Whilst in no way trying to detract from the excellent work that has already been done, it is believed that there is room for improvement. Unfortunately, there still exists a perception that the rheumatology curriculum and musculoskeletal teaching take second place to a number of other specialities. This assertion is made on personal observations as well as informal discussion with a number of colleagues. The time devoted to rheumatology teaching within the undergraduate curriculum is generally still an inadequate reflection of the high prevalence of musculoskeletal conditions in the community. A needs analysis based on a questionnaire survey of recently qualified medical graduates in Leicester (Samanta A, Goh L, Cavendish S, Heaney D, unpublished) indicates a lack of confidence in examining the musculoskeletal system, as well as in dealing with rheumatic conditions.
The concept of competency-based assessment is strongly supported. It is suggested that the delivery of undergraduate teaching can be enhanced further through an integrated curriculum, as well as multiprofessional and community-based teaching. The idea of a constructivist approach through spiral learning is highly attractive. This would allow the undergraduate student to move through different experiences throughout the curriculum, and to re-explore and extend previous learning by slotting new knowledge into pre-existing schemata.
The pioneering work and energy of the Arthritis Research Campaign and other organizations in promoting the undergraduate rheumatology curriculum is highly lauded. It is only through continued effort of this kind that a real change can be achieved.
The authors have declared no conflicts of interest.
References
- Goh L, Samanta A, Cavendish S, Heaney D. Rheumatology curriculum: passport to the future successful handling of the musculoskeletal burden? Rheumatology 2004;43:1468–72.
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