Osteopathic Philosophy and Manipulation Enhancement Program: Influence on Osteopathic Medical Students’ Interest in Osteopathic Manipulative Medicine

Volokitin, Mikhail; Ganapathiraju, Pavan V.

doi:10.7556/jaoa.2017.006

Cited by 3 publications

(6 citation statements)

References 15 publications

(15 reference statements)

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“…Contrary to numerous published studies stating that the overall usage of OMM/OMT among all DOs is decreasing, 2,3,9,10,11,12,13,14,34 respondents in this study were found to practice OMM often, and the greatest number of AAO members utilizing OMM/OMT had completed residencies within the last 5 years (96 [21.9%]).…”

Section: (Continued On Page 20) (Continued From Page 18)contrasting

confidence: 99%

“…22,23 The interest in OMM and OMT wanes after the first 2 years of medical school, and the use of OMT is declining among osteopathic residents and physicians. 2,3,9,10,11,12,13,14,24 This is true in spite of an increase in the number of colleges of osteopathic medicine (COM). 13 Ching expounded upon this by discussing osteopathic postgraduate training by stating many DOs used to complete a traditional rotating internship and then enter into practice.…”

Section: Osteopathic Recognitionmentioning

confidence: 99%

“…34 This most likely can be attributed to mentorship, whether direct or indirect, in the particular college of osteopathic medicine. Multiple studies 2,3,9,10,11,12,13,14,34 have shown that interest in utilizing OMT and the osteopathic concept decline as students participate in their clinical years of school, and one even stated that osteopathic physicians discouraged the use of OMT as a treatment modality in the hospital. 2,3 This same study elicited that OMM/OMT rotations were very valuable, perhaps secondary to mentorship and direct "hands-on" time with an attending physician.…”

Section: Mentoringmentioning

confidence: 99%

“…The use of OMM is decreasing nationwide despite the increase in the number of osteopathic medical schools. 1,3,9,10,11,12,13,14 Many have seen the single accreditation system (SAS) as the culmination of what Dr. Andrew Taylor Still would have wanted, while others have seen it as the death knell of our profession as it will further blur the lines between osteopathic and allopathic physicians. In order to maintain our osteopathic distinctiveness, we need to educate allopathic and osteopathic students, residents, and physicians in OMM and OMT.…”

Section: Introductionmentioning

confidence: 99%

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Osteopathic Manipulative Medicine in the Era of the Single Accreditation System: Can the Past Guide the Way to the Future of OMM?

Kanze¹

2020

The AAO Journal

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The purpose of this study was twofold: 1) to evaluate the education of osteopathic physicians who integrate osteopathic manipulative medicine in practice and attempt to find key factors that might be viewed as best practices to be adopted by colleges of osteopathic medicine (COMs), Departments of Osteopathic Manipulative Medicine (OMM), and postgraduate training programs; and 2) to evaluate if gross human anatomy was seen as valuable in OMM training. A 31-question, online survey was distributed to English-speaking members of the American Academy of Osteopathy (AAO) in the United States from July through October of 2016. Of the 438 respondents, 325 (74.3%) reported having a mentor in osteopathic manipulative medicine (OMM) or osteopathic manipulative treatment (OMT) while in school. In addition, 270 (61.6%) had dedicated time to practice OMT while in school, with 186 (42.5%) practicing supervised in a school clinic, 340 (77.6%) practicing during an undergraduate rotation, and 244 (55.7%) practicing after school hours. Many of the mentees participated in several of the above activities. Chi square test was applied to participants who are Fellows of the American Academy of Osteopathy (FAAOs). This test revealed that 24 of 26 (92.3%) of FAAOs, who responded, had a mentor, a statistically significant relationship between having an OMT/OMM mentor and becoming an FAAO (P=.03). Almost all survey participants (438 [99.5%]) had some type of gross anatomy while in medical school. The majority of respondents (321 [73.8%]) performed dissections, 81 (18.6%) had both prosection and dissections, 33 (7.6%) only had prosection, and 321 (73.8%) found that it was extremely helpful in their OMM training. In comparison, 341 respondents (78.2%) reported that gross anatomy was important to their specialty. The survey clearly demonstrated that early exposure to an OMM mentor leads to increased use of OMT and OMM and that a strong foundation in gross human anatomy was found to be useful for physicians across specialty training, including OMM.

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Section: (Continued On Page 20) (Continued From Page 18)contrasting

confidence: 99%

Section: Osteopathic Recognitionmentioning

confidence: 99%

Section: Mentoringmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Osteopathic Manipulative Medicine in the Era of the Single Accreditation System: Can the Past Guide the Way to the Future of OMM?

Kanze¹

2020

The AAO Journal

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“…Previous studies have reported correlation between increased exposure to OMT and higher levels of agreement with osteopathic philosophy statements and intention to use OMT. 7,8 It also has been proposed that clinical exposure to OMT during the didactic years is an effective way to encourage students to later use OMT clinically. [7][8][9] This survey yielded similar findings, with a significantly higher proportion of respondents strongly agreeing with statements about clinical utility of OMT as well as intention to use OMT in future practice among students who had received OMT from OMM fellows (Table 2).…”

Section: Discussionmentioning

confidence: 99%

Impact of Predoctoral Teaching Fellows on Osteopathic Medical Students: A Near-Peer Teaching Program Evaluation

Akers¹,

Davis²,

Keys³

et al. 2019

The AAO Journal

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Context The Touro University California College of Osteopathic Medicine (TUCOM-CA) is one of many colleges of osteopathic medicine with osteopathic manipulative medicine (OMM) predoctoral teaching fellowship programs. OMM fellows serve as near-peer teachers for preclinical osteopathic medical students (OMS) at TUCOM-CA, with the objectives of increasing student satisfaction with and understanding of the OMM curriculum. Our aim was to assess whether the TUCOM-CA fellowship program has achieved these objectives. Methods All osteopathic medical students at TUCOM-CA were sent an electronic survey. The survey items queried: frequency of and type of interaction; impact on satisfaction with and understanding of the OMM curriculum; impact on confidence in using osteopathic manipulative treatment (OMT); valuation of OMT and intention to use OMT in future clinical practice. Frequencies, means and standard deviations were calculated, omitting “no basis for evaluation” responses. Two-tailed Z-tests of proportions were utilized for analysis of statistical significance, with significance set at 95% (P<.05 ). Results In total, 156 of 538 (29.0%) responses were received, and 150 had sufficient data to analyze. Respondents reported varied rates and modes of interaction with OMM fellows (OMM lab table-training [97.3%] to early clinical experiences [30.9%]). Response means for items regarding satisfaction with and understanding of the OMM curriculum fell between “strongly agree” and “agree” for all activities. Many respondents (82.5%–83.8%) reported that interaction with OMM fellows increased their confidence in using OMT. Additionally, respondents who were treated with OMT by OMM fellows reported significantly higher agreement with statements about clinical utility of OMT (Z=2.6, P<.05) and intention to use OMT in future practice (Z=2.3, P<.05). Conclusions The majority of osteopathic medical students at TUCOM-CA reported significant agreement with the positive impact of interaction with OMM fellows on satisfaction with and understanding of the OMM curriculum. This supports the conclusion that the OMM predoctoral teaching fellowship program achieves its objectives to increase student satisfaction with and understanding of the OMM curriculum. The survey data also showed significantly stronger agreement with statements supporting valuation of OMT in clinical practice and intention to use OMT in the future, among respondents treated with OMT by OMM fellows.

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A pilot study to assess medical students' perception of their osteopathic manipulative therapy (OMT) education

Leavitt,

Sundman,

Mazzi

et al. 2024

International Journal of Osteopathic Medicine

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Osteopathic Philosophy and Manipulation Enhancement Program: Influence on Osteopathic Medical Students’ Interest in Osteopathic Manipulative Medicine

Abstract: The OPME program improved students' interest in OMM and can be modified and implemented in any college of osteopathic medicine.

Cited by 3 publications

References 15 publications

Osteopathic Manipulative Medicine in the Era of the Single Accreditation System: Can the Past Guide the Way to the Future of OMM?

Osteopathic Manipulative Medicine in the Era of the Single Accreditation System: Can the Past Guide the Way to the Future of OMM?

Impact of Predoctoral Teaching Fellows on Osteopathic Medical Students: A Near-Peer Teaching Program Evaluation

A pilot study to assess medical students' perception of their osteopathic manipulative therapy (OMT) education

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