Re-introduce Musculoskeletal Course in Mod II
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Medical school education is meant to produce well-rounded physicians who can work-up, triage, and communicate intelligibly on the most common diseases seen in everyday life.
Yet, many of us will graduate medical school unable to triage simple fractures. Many of us will graduate not knowing how to properly work-up musculoskeletal injuries. This could lead to delayed or improper care for our patients in addition to rising health care costs associated with unnecessary imaging.
Musculoskeletal medicine is one of the biggest topics in primary care and general medicine -- yet it is under-emphasized in our curriculum.
In an aging population suffering from more back pain, hip fractures, osteoporosis, and osteoarthritis than ever before, it is troubling that there is no time spent focusing on bones and muscles in Mod II. Medical students must be better prepared. Our future patients are depending on us.
Help future generations of Penn Med students become better physicians by signing this petition. Help Penn Med by supporting the re-introduction of a musculoskeletal course in Mod II.
Yet, many of us will graduate medical school unable to triage simple fractures. Many of us will graduate not knowing how to properly work-up musculoskeletal injuries. This could lead to delayed or improper care for our patients in addition to rising health care costs associated with unnecessary imaging.
Musculoskeletal medicine is one of the biggest topics in primary care and general medicine -- yet it is under-emphasized in our curriculum.
In an aging population suffering from more back pain, hip fractures, osteoporosis, and osteoarthritis than ever before, it is troubling that there is no time spent focusing on bones and muscles in Mod II. Medical students must be better prepared. Our future patients are depending on us.
Help future generations of Penn Med students become better physicians by signing this petition. Help Penn Med by supporting the re-introduction of a musculoskeletal course in Mod II.
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