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Osteopathic medical education

Paula M Termuhlen, Albert H O-Yurvati, Joseph J Stella
In early 2014, the Accreditation Council for Graduate Medical Education, the American Osteopathic Association, and the American Association of Colleges of Osteopathic Medicine agreed to a memorandum of understanding describing a single accreditation system for graduate medical education in the United States. Although there are many benefits, such as consistent quality of graduate medical education, alignment of competency standards, alignment with policymakers' expectations, unification of voices on graduate medical education access and funding issues, and visibility of osteopathic medicine, there are also many challenges in creating a uniform system of graduate medical education...
October 1, 2016: Journal of the American Osteopathic Association
Adam J McTighe, Robert A DiTomasso, Stephanie Felgoise, Mohammadreza Hojat
CONTEXT: Empathy is an integral component of the patient-physician relationship and involves a cognitive ability to connect with others in a meaningful fashion. Multiple longitudinal studies have shown that self-reported allopathic medical student empathy declines significantly during year 3. However, to date, only 4 cross-sectional studies have been published on osteopathic medical students' empathy. Whereas studies of allopathic medical students reported a decline in empathy, similar results were not found in osteopathic studies...
October 1, 2016: Journal of the American Osteopathic Association
Patrick J Herling, B Tanya Mohseni, Derek C Hill, Stacy Chelf, Jeffrey A Rickert, Jonathan T Leo, Natalie R Langley
Lincoln Memorial University-DeBusk College of Osteopathic Medicine (LMU-DCOM) offers an optional three-week summer Anatomy Boot Camp course (ABC) to facilitate students' transition into medical school and promote retention of anatomy subject matter. The pre-matriculation program is a supplemental instruction course that utilizes a small group learning format. Boot camp instruction is led by teaching assistants and two anatomy professors. Enrollees gain early exposure to Medical Gross Anatomy (MGA) course subject matter, which is taught in the fall semester, and learn study skills necessary to excel in medical school...
September 23, 2016: Anatomical Sciences Education
Steven J Parrillo, Doran Christensen, Howard S Teitelbaum, Erik S Glassman
Parrillo SJ , Christensen D , Teitelbaum HS , Glassman ES . A survey of disaster medical education in osteopathic medical school curricula. Prehosp Disaster Med. 2016;31(6):1-2.
September 19, 2016: Prehospital and Disaster Medicine
Millicent King Channell
Although national didactic criteria have been set for predoctoral education and assessment in osteopathic manipulative treatment, there is no criterion standard for teaching methods and assessments of osteopathic manipulative treatment competence in colleges of osteopathic medicine. This issue is more pressing with the creation of the single graduate medical education accreditation system by the American Osteopathic Association and Accreditation Council for Graduate Medical Education, which introduced the creation of "osteopathic recognition" for residencies that want to incorporate osteopathic principles and practice into their programs...
September 1, 2016: Journal of the American Osteopathic Association
Daniel J Carlat, Teddy Fagrelius, Reshma Ramachandran, Joseph S Ross, Sallyann Bergh
BACKGROUND: Best practices for conflict-of-interest (COI) policies in medical schools have evolved rapidly over the past decade, in part motivated by the American Medical Student Association (AMSA) scorecard that has publicly graded schools since 2007. This report describes the methodological update and impact of revisions to the scorecard in 2014. METHODS: The original AMSA scorecard (used annually from 2008 to 2013) was revised by a work group to improve its methodology and to increase the stringency of its criteria for scoring COI policies...
2016: BMC Medical Education
Benjamin J Wagner, John V Ashurst, Thomas Simunich, Robert Cooney
CONTEXT: Medical residency education relies heavily on the use of written and oral testing as a means of assessing a learner's knowledge acquisition. In the United States, osteopathic emergency medicine residents take an annual specialty-based resident in-service examination (RISE) for this purpose. Their performance on the RISE helps direct educators' approach to teaching and training. OBJECTIVES: To determine the correlative strength of residents' cumulative performance on a series of weekly in-house quizzes with their performance on the RISE...
August 1, 2016: Journal of the American Osteopathic Association
Raddy L Ramos, Erik Guercio, Thomas Levitan, Shannon O'Malley, Phoebe T Smith
Undergraduates choose to become neuroscience majors for a number of reasons including future career goals. Faculty and administration of undergraduate neuroscience programs understand that many neuroscience majors have aspirations of applying and matriculating to medical school (Prichard, 2015); however a quantitative understanding of this particular student population remains unknown, especially in the context of the national growth in undergraduate neuroscience education (Ramos et al., 2011). In the present report, we use medical school application data to establish a novel quantitative understanding of the number of neuroscience majors that apply and matriculate to osteopathic medical school...
2016: Journal of Undergraduate Neuroscience Education: JUNE: a Publication of FUN, Faculty for Undergraduate Neuroscience
Richard Lammers, Thomas Simunich, John Ashurst
INTRODUCTION: With the recent merger of the American Osteopathic Association (AOA) and the Accreditation Council for Graduate Medical Education (ACGME) a heightened pressure for publication may become evident. Our objective was to determine whether there was a gap in the type of both medical degree designation and advanced degree designation among authorship in three United States-based academic emergency medicine journals. METHODS: We reviewed the Journal of Emergency Medicine, Academic Emergency Medicine and Annals of Emergency Medicine for the type of degree designation that the first and senior authors had obtained for the years 1995, 2000, 2005, 2010 and 2014...
May 2016: Western Journal of Emergency Medicine
Thomas R O'Neill, Michael R Peabody, Hao Song
PURPOSE: To examine the predictive validity of the National Board of Osteopathic Medical Examiners' Comprehensive Osteopathic Medical Licensing Examination of the United States of America (COMLEX-USA) series with regard to the American Board of Family Medicine's (ABFM's) In-Training Examination (ITE) and Maintenance of Certification for Family Physicians (MC-FP) Examination. METHOD: A repeated-measures design was employed, using test scores across seven levels of training for 1,023 DOs who took the MC-FP for the first time between April 2012 and November 2014 and for whom the ABFM had ITE scores for each of their residency years...
May 31, 2016: Academic Medicine: Journal of the Association of American Medical Colleges
Lauren Renschler, Darson Rhodes, Carol Cox
This article reports on a study involving a range of health professions students who participated in similar one-semester (short) or two-semester (long) interprofessional clinical education programmes that focused on clinical assessment of senior citizens living independently in the community. Students' attitudes towards teamwork skills and perceptions of their own teamwork skills both before and after the programmes were assessed using two validated scales. Osteopathic medical student participants reported no significant changes in attitudes towards interprofessional healthcare teamwork skills or their perceptions of their own interprofessional teamwork skills after either the one- or two-semester programmes...
May 2016: Journal of Interprofessional Care
Grace D Brannan
In general, physicians' interest in research continues to be a challenge. The lack of research culture is more pronounced in the osteopathic medical profession, which is historically not research oriented. With increasing focus on evidence-based medicine and with the single accreditation system for graduate medical education in motion, growing research and scholarly activities among osteopathic physicians and students and residents becomes imperative. This article illustrates how an educational consortium, such as an osteopathic postdoctoral training institution, can play a pivotal role in creating a culture of research through broad-based training of medical students and residents...
May 1, 2016: Journal of the American Osteopathic Association
Jennifer G Christner, Gary Beck Dallaghan, Gregory Briscoe, Petra Casey, Ruth Marie E Fincher, Lynn M Manfred, Katherine I Margo, Peter Muscarella, Joshua E Richardson, Joseph Safdieh, Beat D Steiner
ISSUE: Community-based instruction is invaluable to medical students, as it provides "real-world" opportunities for observing and following patients over time while refining history taking, physical examination, differential diagnosis, and patient management skills. Community-based ambulatory settings can be more conducive to practicing these skills than highly specialized, academically based practice sites. The Association of American Medical Colleges and other national medical education organizations have expressed concern about recruitment and retention of preceptors to provide high-quality educational experiences in community-based practice sites...
July 2016: Teaching and Learning in Medicine
Jordan S Orange, Filiz O Seeborg, Marcia Boyle, Christopher Scalchunes, Vivian Hernandez-Trujillo
Primary immunodeficiency diseases (PIDs) include over 250 diverse disorders. The current study assessed management of PID by family practice physicians. The American Academy of Allergy, Asthma, and Immunology Primary Immunodeficiency Committee and the Immune Deficiency Foundation conducted an incentivized mail survey of family practice physician members of the American Medical Association and the American Osteopathic Association in direct patient care. Responses were compared with subspecialist immunologist responses from a similar survey...
2016: Frontiers in Medicine
Chinwe Onyekere, Sandra Ross, Alexa Namba, Justin C Ross, Barry D Mann
BACKGROUND: Healthcare providers must be equipped to recognize and address patients' psychosocial needs to improve overall health outcomes. To give future healthcare providers the tools and training necessary to identify and address psychosocial issues, Lankenau Medical Center in partnership with the Philadelphia College of Osteopathic Medicine designed the Medical Student Advocate (MSA) program. METHODS: The MSA program places volunteer second-year osteopathic medical students in care coordination teams at Lankenau Medical Associates, a primary care practice serving a diverse patient population in the Philadelphia, PA, region...
2016: Ochsner Journal
Bulmaro Martinez, Maura Biszewski
No abstract text is available yet for this article.
April 2016: Journal of the American Osteopathic Association
Jeanne M Sandella, Alex Peters, Larissa L Smith, John R Gimpel
CONTEXT: Since 2002, osteopathic medical schools have made curricular changes to further enhance the clinical skills of their students, to prepare them for residency training, and to pass the Comprehensive Osteopathic Medical Licensing Examination-USA Level 2-Performance Evaluation (COMLEX-USA Level 2-PE). OBJECTIVE: To report how students at osteopathic medical schools prepare for the COMLEX-USA Level 2-PE, and to investigate the effect of these techniques on examination performance...
April 2016: Journal of the American Osteopathic Association
Michael D Stillman, Karen Hughes Miller, Craig H Ziegler, Ashish Upadhyay, Charlene K Mitchell
CONTEXT: Medical students must consider many overt variables when entering the National Resident Matching Program. However, changes with the single graduate medical education accreditation system have caused a gap in knowledge about more subtle considerations, including what, if any, influence the presence of osteopathic physician (ie, DO) and international medical graduate (IMG) house officers has on allopathic students' residency program preferences. Program directors and selection committee members may assume students' implicit bias without substantiating evidence...
April 2016: Journal of the American Osteopathic Association
Robyn Phillips-Madson, Shafik Dharamsi
The public's trust in physicians continues to decline. As a way to begin regaining this trust, stakeholders, including physicians, medical educators, patient advocacy groups, and community-based organizations, have called for medical education to meet societal health needs, particularly the needs of those members who are most vulnerable, by incorporating social accountability into the medical school curriculum. The unique attributes of the osteopath-ic medical profession provide an enabling and conducive environment for broader social accountability in the health care system...
April 2016: Journal of the American Osteopathic Association
Elizabeth K McClain
No abstract text is available yet for this article.
April 2016: Journal of the American Osteopathic Association
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