Osteopathic Medical Student Practice of Osteopathic Manipulative Treatment During School Break

Pierce-Talsma, Stacey; Hiserote, R. Mitchell; Lund, Gregg C.

doi:10.7556/jaoa.2017.033

Cited by 2 publications

(7 citation statements)

References 3 publications

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“…However osteopathic curricula, may differ depending on countries’ national laws. Indeed differently from the study of Pierce-Talsma et al [32], the present study has been designed taking into account the Italian curriculum setting which follows the European Committee for Standardization norm (CEN) EN16686 [33]. CEN norm kept the curriculum organization proposed in the “Benchmarks for Training in Osteopathy” [34] recognizing two types of educational curriculum: type I (T1), where students may enter a programme without a healthcare background; and type II (T2) for students who have prior training as healthcare professionals.…”

Section: Introductionmentioning

confidence: 76%

“…This study investigated the features and perceived usefulness of SDP during the summer break of Italian osteopathic students highlighting the possible differences between T1 and T2 curricula. A better understanding of the features and perceived usefulness of SDP of osteopathy students is critical to identify the needs of students to lead possible improvements in the academic curriculum [32].…”

Section: Discussionmentioning

confidence: 99%

“…In the first phase, two researchers (GDA, GC) independently developed a list of items in Italian language which were considered significant in order to investigate the students’ attitudes towards SDP during school summer break. The items generation started by the critical appraisal of similar studies in osteopathic education field [32, 37]. According to the study protocol researchers had to tailor the items used in the other studies to be suitable for the italian frame and to add new ones if needed.…”

Section: Methodsmentioning

confidence: 99%

“…On this basis, students of the first year were not included. As in the Pierce-Talsma et al study, students were not informed before the summer break that the survey would be distributed [32] to avoid any change of SDP practice. The survey was accessible for three weeks after the students returned from the summer break, from the 11st September 2017 to the 1st October 2017, throughout a dedicated and protected weblink.…”

Section: Methodsmentioning

confidence: 99%

“…Investigation on the autonomous practice of students during the school break with particular regard to US osteopathic curriculum has been made [32]. However osteopathic curricula, may differ depending on countries’ national laws.…”

Section: Introductionmentioning

confidence: 99%

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Self-directed learning and practice of Italian osteopathic students during summer break: a cross-sectional survey

D’Alessandro¹,

Consorti²,

Cerritelli³

2019

BMC Complement Altern Med

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Background Self-directed learning is a student-centered approach based on the students’ evaluation about their own learning needs. Self-directed practice is a component of the self-directed learning which focus on achieving manual and practical skills. Given the abundance of manual skills that students need to develop in the osteopathic curriculum, self-directed practice has become an attractive methodology. Most of the Italian osteopathic educational institutions recognize two types of educational curriculum: T1, for students without a healthcare background; and T2 for students who are already healthcare professionals. The aim of the present study is to investigate the attitudes of Italian osteopathic students toward self-directed practice during the summer break highlighting the possible differences between T1 and T2 students. Methods A web-based closed-ended survey was administered to the students attending one of the Italian osteopathic educational institutions which accepted to participate in the research. Results Two hundred sixty-eight students on 2549 participated to the survey. 64.92% of the students reported to have performed self-directed practice during the summer break. The main difficulty encountered by students in approaching self-directed practice was ‘lack of people to exercise with’. Most of the students performed self-directed practice between 1 to 5 h per week. The most common clinical condition encountered was Low Back Pain. The anatomical area most approached was lumbar spine. The most commonly simulated tests were the articular mobility tests. The techniques in which students trained the most were muscle energy techniques. Significant difference was found in self-engagement to the self-directed practice between T1 and T2 students ( p = 0.026), and in the reasons to perform self-directed practice ( p = 0.027). Conclusions The results of this study could be useful to reveal some aspects of students’ academic education and future clinical practice. Therefore this paper can be a useful tool for the institutions to develop strategies to overcome the reported problems students have towards self-directed practice. For example it should be discussed the possibility for the students to observe some senior osteopaths during their practice or to plan to maintain an open tutored didactic environment during the summer break as an extracurricular activity.

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Section: Introductionmentioning

confidence: 76%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Self-directed learning and practice of Italian osteopathic students during summer break: a cross-sectional survey

D’Alessandro¹,

Consorti²,

Cerritelli³

2019

BMC Complement Altern Med

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Osteopathic Manipulative Medicine Practice Patterns of Third-Year and Fourth-Year Osteopathic Medical Students: An Educational Research Project

Snider¹,

Couch²,

Bhatia³

2020

Journal of Osteopathic Medicine

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Context Colleges of osteopathic medicine (COMs) are required to provide hands-on osteopathic manipulative medicine (OMM) training during clerkship years, but this can be challenging given that students are in a variety of clinical sites and often train with allopathic physicians. Objective To identify student OMM practice patterns documented on required OMM practice logs detailing 10 OMM treatments each semester as part of a 3-semester third- and fourth-year clerkship curriculum and to determine whether these practice patterns varied by supervisor type (osteopathic vs allopathic) and semester. Methods The OMM practice logs from 2 class years were retrospectively reviewed for patient and supervisor characteristics and OMM treatment details. Semesters included 2 third-year semesters and an extended fourth-year semester. Results Between July 2015 and March 2018, 1018 OMM practice logs were submitted detailing 10,150 treatments involving 4655 clinical (45.9%) and 5474 volunteer (53.9%) patients. Logs contained up to 10 treatments per log; 26.0% included only clinical patients, 17.4% included only volunteer patients, and 56.6% included both. Significantly more clinical patients (1708 [36.7%]) were treated during the first semester of the third year than the other 2 semesters (P<.001). The supervisor's credentials were identified as an osteopathic physician for 6639 treatments (65.4%) and an allopathic physician for 768 (7.6%). No difference was found in the proportion of clinical to volunteer patients supervised by osteopathic or allopathic physicians (P=.34). Neuromusculoskeletal complaints accounted for 10,847 (90.7%) chief complaints, and nonneuromusculoskeletal complaints accounted for 1115 (9.3%). The most commonly treated body regions were the thoracic (6255 [61.4%]), cervical (4932 [48.4%]), and lumbar (4249 [41.7%]). More body regions were treated on clinical patients than on volunteer patients (mean, 2.7 vs 2.6, respectively; P=.04). Commonly used techniques were muscle energy (6570 [64.5%]); high-velocity, low-amplitude (4054 [39.8%]); soft tissue (3615 [35.5%]); balanced ligamentous tension/indirect techniques (2700 [26.5%]); and myofascial release (1944 [19.2%]). Conclusion More than 80% of students documented OMM practice on clinical patients for their required OMM practice logs. Both osteopathic and allopathic physicians provided supervision. Chief complaints and types of osteopathic manipulative treatment used were consistent with current clinical practice. Areas identified for enhanced didactic education included OMM for nonneuromusculoskeletal complaints.

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Osteopathic Medical Student Practice of Osteopathic Manipulative Treatment During School Break

Cited by 2 publications

References 3 publications

Self-directed learning and practice of Italian osteopathic students during summer break: a cross-sectional survey

Self-directed learning and practice of Italian osteopathic students during summer break: a cross-sectional survey

Osteopathic Manipulative Medicine Practice Patterns of Third-Year and Fourth-Year Osteopathic Medical Students: An Educational Research Project

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