There is little consistency in student contact hours and teaching activities used in medical curriculums across North America, and controversy exists regarding the most efficient or effective way to teach musculoskeletal (MSK) anatomy in medical school. The purpose of this investigation was to retrospectively examine academic performance and levels of course satisfaction among first year medical students who had completed an intensive 2-week MSK anatomy course during the pre-clerkship portion of their Association of Faculties of Medicine in Canada accredited undergraduate medical program. Course data from formative and summative student evaluations, as well as end-of-course satisfaction surveys were analyzed for a homogenous group of 549 first-year medical students over a 5-year period. Data indicated that student’s academic performance on both formative and summative evaluations for the 2-week MSK anatomy course were consistently high, and not significantly different from the results for other system-based 1^st year anatomy courses delivered over longer durations. Likert data from end-of-course surveys also suggested that student feedback regarding the course was overwhelmingly positive, and that the 2-week MSK anatomy course had the highest level of overall satisfaction when compared to all other first-year anatomy courses. These results can be used to help in the design and implementation of MSK anatomy courses within medical curriculums, and contribute to a growing body of literature which is focused on examining the effect of curricular design on MSK anatomy learning in a medical education setting.

北美医学课程中使用的学生联系时间和教学活动几乎没有一致性，关于在医学院教授肌肉骨骼 (MSK) 解剖学的最有效或最有效的方法存在争议。本次调查的目的是回顾性地检查一年级医学生的学业成绩和课程满意度水平，这些学生在加拿大医学院协会认可的医学本科生的预科阶段完成了为期 2 周的强化 MSK 解剖学课程。程序。对来自形成性和总结性学生评估以及课程结束满意度调查的课程数据在 5 年内对 549 名一年级医学生的同质群体进行了分析。^第一年的解剖课程持续时间更长。来自课程结束调查的李克特数据还表明，学生对该课程的反馈非常积极，与所有其他第一年解剖学课程相比，为期 2 周的 MSK 解剖学课程的总体满意度最高。这些结果可用于帮助设计和实施医学课程中的 MSK 解剖学课程，并有助于越来越多的文献，这些文献侧重于检查课程设计对医学教育环境中 MSK 解剖学学习的影响。