Osteopathic graduates perceptions of stress and competence – A longitudinal study

Abstract

Objective: The objective of this study was to explore osteopathy students' perceptions of occupational stress and clinical practice competence, and how these perceptions changed after six months of osteopathic practice. Participants: Students who graduated in 2010 from Victoria University's osteopathy program. Method: Participants completed one survey as final year osteopathy students in November 2010 and one survey as registered osteopaths in July 2011. The surveys were developed by drawing on previous work investigating health professional capabilities and also graduates transition to practice. Key areas of exploration were work related stressors and self-perceived clinical competence. Results: Job related stressors experienced were different from those expected by students, however, the overall level of stress as a new practitioner was accurately anticipated by students. New graduates were found to experience high levels of stress caused by: managing tricky patients; feeling like they should know everything; medico-legal issues; time management; and, overwork. Students in their final months of the osteopathy program felt more competent than after six months in practice. However, they perceived a lack of competence in: establishing a prognosis and using appropriate outcome measures; managing risks; maintaining * Corresponding author. College

An overview of osteopathy graduates’ perceived preparedness at transition from educational environment to clinic environment one year after graduation: a cross sectional study

“…Our results showed that perception of preparedness increased after 1 year of practice in the same cohort assessed in a previous study (Table 2) [13]. This result is in agreement with Subramaniam et al [12] who found that Australian osteopathic graduates felt more competent after 6 months in practice, even if this study was limited by its low response rate (27%). Interestingly, in the present study no significant difference was found between male and female osteopaths as to overall perceived preparedness.…”

“…In this study, colleagues and employers considered osteopathy graduates only partially prepared for developing effective, patient centred treatment plans and promoting self-help [11]. In Australia, Subramaniam et al [12] found that osteopathy graduates felt underprepared in medico-legal procedures, risk management, paediatrics and prognosis and management of difficult patients. Differences in perceived preparedness were also reported among European osteopathic educational institutions (OEIs) [13, 14].…”

“…Furthermore, perceived preparedness may vary when graduates start their professional work. Subramaniam et al [12] reported that students in the final months of their osteopathy education programme felt more competent than after 6 months in practice. To ease the transition from the educational environment to the clinical practice, the GMC suggested assistantship, shadowing and induction, while in the field of osteopathy, the GOsC is currently developing a project for mentoring new graduates [11].…”

Learning Environment, Preparedness and Satisfaction in Osteopathy in Europe: The PreSS Study

“…Similarly, Vaughan et al (2014) found positive scores among two Australian institutions [ 17 ]. Also in Australia, Subramaniam and colleagues (2014) [ 18 ] found that students perceived a lack of competence in several clinical areas, and their lack of preparedness was linked to increased stress during the transition from student to practitioner [ 19 , 20 ]; this may negatively impact on the effectiveness and safety of osteopathic care.…”

Pain knowledge and fear-avoidance beliefs of French osteopathy students and educators towards chronic low back pain: An osteopathic educational institution-based cross-sectional survey

“…Their beliefs are crucial as they may impact both patients [20] and students' attitudes towards patients. Furthermore, finalyear osteopathy students are a population that has often been studied concerning professional identity [44], impact of language they use on patients' beliefs [45], attitudes toward psychosocial risk factors [46], clinical assessment [47][48][49], and perceived preparedness [50,51]. However, the beliefs of this specific population in a French OEI towards cLBP has to our knowledge never been evaluated.…”