Consequent upon a retrospective audit of all acute tibial nail patients within GRI in 2010, it was agreed, due to variable follow-up, imaging and requirement for secondary intervention, a standardised protocol for management of acutely nailed tibial fractures within GRI was to be established. Subsequently, a Nurse Led Tibial Nail Clinic commenced in July 201. The majority of consultants (11 of 13) devolving follow up of these patients to a protocol based algorithm designed on evidence based principles and consensus expert opinion.

Aims were to standardise/improve management of tibial nail patients in terms of patient education, weight bearing, imaging, follow-up intervals and also coordinate secondary intervention via a single consultant with an interest in limb reconstruction/non union. A secondary goal was to achieve measureable outcome data for this subgroup of patients.

All patients underwent post operative radiographs prior to discharge, review in clinic at 10 days for wound assessment, 6 weeks for physiotherapy and 12 weeks where standard AP and lateral tibial radiographs were repeated. Patients are discharged at 12 weeks if the radiographs confirm bony healing on three cortices or more and fractures are clinically united. If not, repeat x rays are undertaken at 20 weeks. A parallel consultant led limb reconstruction clinic is available to review patients failing to demonstrate satisfactory progression to union with secondary intervention instigated thereafter as appropriate.

Since commencement of the Nurse Led Tibial Nail Clinic, 60 patients have been treated with a tibial nail, 44 managed in the Tibial Nail Clinic. The mean number of radiographs has reduced from 6.4 to 3.1 per patient to discharge. Clinic visits are reduced from 6.4 to 3.9 per patient to discharge. Non compliance is low with 4.6% of patients failing to attend. Secondary interventions have been low (13%), confirming a relatively benign course of healing for most patients treated with an IM nail for acute tibial fractures. There has been one non union, no deep infections, two nail removals and one DVT.

A protocol based specialist nurse led clinic is safe for patients, cost effective for the NHS and gives increased opportunity for measuring outcome and improving care in a previously heterogenously managed group of patients.

There is substantial concern about the state of musculoskeletal knowledge of junior doctors. There are also marked differences in the locomotor curricula of medical schools, raising the possibility that students may be selectively disadvantaged from gaining appropriate knowledge and/or attaining a musculoskeletal career path. The aims of this study were to assess the musculoskeletal knowledge of newly qualified doctors in the south of Scotland, and to compare this between the two medical schools (Glasgow and Edinburgh) that have different locomotor teaching programmes.

All final year medical students, from Glasgow and Edinburgh Universities (n=158 and 221, respectively), attending the compulsory ‘Preparation for Practice’ lecture course immediately after (Glasgow) or before (Edinburgh) final exams, were assessed by the Freedman and Bernstein musculoskeletal examination, previously validated with two different pass-standards: (i) 73.1% (by orthopaedic surgeons), and (ii) 70% (by physicians).

There was a significant difference (Wilcoxon two sample test; p<0.5×10⁻⁹) in the marks obtained at the two institutions, the median being 59% (IQR 50–67%) and 68% (IQR 60–76%) at Glasgow and Edinburgh respectively. The pass-rates for the two institutions (Glasgow vs. Edinburgh) were markedly different, being 17.1% vs. 32.6% for the higher pass-mark, and 21.5% vs. 48% for the lower.

The majority of newly qualified doctors in the south of Scotland have inadequate musculoskeletal knowledge. There is a substantial and statistically significant difference in the scores attained by students from two neighbouring medical schools (Glasgow and Edinburgh). The striking difference in the pass-rates can be best explained by differences in respective musculoskeletal courses. These explicit and comparative deficits raise substantial questions for musculoskeletal curriculum planning, teaching, assessment and quality assurance.

There is substantial concern about the state of musculoskeletal knowledge of junior doctors. There are also marked differences in the locomotor curricula of medical schools, raising the possibility that students may be selectively disadvantaged from gaining appropriate knowledge and/or attaining a musculoskeletal career path. The aims of this study were to assess the musculoskeletal knowledge of newly qualified doctors in the south of Scotland, and to compare this between the two medical schools (Glasgow and Edinburgh) that have different locomotor teaching programmes.

All final year medical students, from Glasgow and Edinburgh Universities (n=158 and 221, respectively), attending the compulsory ‘Preparation for Practice’ lecture course immediately after (Glasgow) or before (Edinburgh) final exams, were assessed by the Freedman and Bernstein musculoskeletal examination, previously validated with two different pass-standards: (i) 73.1% (by orthopaedic surgeons), and (ii) 70% (by physicians).

There was a significant difference (Wilcoxon two sample test; p<0.5×10⁻⁹) in the marks obtained at the two institutions, the median being 59% (IQR 50–67%) and 68% (IQR 60–76%) at Glasgow and Edinburgh respectively. The pass-rates for the two institutions (Glasgow vs. Edinburgh) were markedly different, being 17.1% vs. 32.6% for the higher pass-mark, and 21.5% vs. 48% for the lower.

The majority of newly qualified doctors in the south of Scotland have inadequate musculoskeletal knowledge. There is a substantial and statistically significant difference in the scores attained by students from two neighbouring medical schools (Glasgow and Edinburgh). The striking difference in the pass-rates can be best explained by differences in respective musculoskeletal courses. These explicit and comparative deficits raise substantial questions for musculoskeletal curriculum planning, teaching, assessment and quality assurance.