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Osteopathic medical education

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https://www.readbyqxmd.com/read/29117281/defining-osteopathic-continuing-medical-education
#1
Brian Loveless
No abstract text is available yet for this article.
November 8, 2017: Journal of the American Osteopathic Association
https://www.readbyqxmd.com/read/29084324/entrustable-professional-activities-for-entering-residency-establishing-common-osteopathic-performance-standards-in-the-transition-from-medical-school-to-residency
#2
Pamela M Basehore, Luke H Mortensen, Emmanuel Katsaros, Machelle Linsenmeyer, Elizabeth K McClain, Patricia S Sexton, Nicole Wadsworth
Entrustable professional activities (EPAs) are measurable units of observable professional practice that can be entrusted to an unsupervised trainee. They were first introduced as a method of operationalizing competency-based medical education in graduate medical education. The American Association of Medical Colleges subsequently used EPAs to establish the core skills that medical students must be able to perform before they enter residency training. A recently published guide provides descriptions, guidelines, and rationale for implementing and assessing the core EPAs from an osteopathic approach...
November 1, 2017: Journal of the American Osteopathic Association
https://www.readbyqxmd.com/read/29049674/collaboration-between-acgme-and-aoa-programs-to-enhance-success-in-the-single-accreditation-system-a-process-paper
#3
Amanda K H Weidner, Judith Pauwels, Marcia McGuire, Ardis Davis
Beginning in 2020, all residency programs will be accredited by the Accreditation Council for Graduate Medical Education (ACGME). Programs accredited by the American Osteopathic Association (AOA) that do not achieve ACGME pre-accreditation status by 2020 will be forced to close, resulting in loss of graduate medical education slots and affecting the physician workforce locally and nationally. Current ACGME programs are in a position to help consult, support, and learn from local AOA-only programs as they work toward meeting ACGME accreditation requirements, but to date there have been only limited collaborations...
November 1, 2017: Journal of the American Osteopathic Association
https://www.readbyqxmd.com/read/29045985/entry-of-medical-school-graduates-into-family-medicine-residencies-2016-2017
#4
Stanley M Kozakowski, Alexandra Travis, Julie P Marcinek, Ashley Bentley, Gerald T Fetter
This annual report is an expansion on previous reports in this series that provides further evidence that the current medical school system is failing, collectively, to produce the primary care workforce that is needed to achieve optimal health in the United States. Inclusion of data on the performance of DO-granting and international medical schools, creates a more complete and complex picture of the contribution of all medical school types to the primary care workforce that should allow stakeholders to set goals, identify institutions with models from which to learn, and develop strategies for continuous improvement...
October 2017: Family Medicine
https://www.readbyqxmd.com/read/29045984/results-of-the-2017-national-resident-matching-program%C3%A2-and-the-american-osteopathic-association-intern-resident-registration-program
#5
Stanley M Kozakowski, Alexandra Travis, Julie P Marcinek, Ashley Bentley, Gerald T Fetter
The purpose of medicine as a profession is to meet the health needs of people and communities. Despite empirical evidence worldwide that an appropriate foundation of primary care in a health care system leads to improved health outcomes, improved experience of health care, a reduction in health disparities, and lower overall cost of care, publicly available data from National Resident Matching Program® (NRMP) and the American Osteopathic Association (AOA) Intern/Resident Registration Program show that PGY-1 family medicine and primary care positions offered in the NRMP Match continue to grow, but are losing ground in comparison to the growth of non-primary care specialties...
October 2017: Family Medicine
https://www.readbyqxmd.com/read/28973182/perceived-importance-of-pursuing-osteopathic-recognition-in-the-single-accreditation-system-a-survey-of-medical-students-residents-and-faculty
#6
Kari Hortos, William Corser, Brandy Church, Jonathan Rohrer, Kirsten Waarala
Context: As graduate medical education evolves under the single accreditation system, osteopathic residency programs and consortia strive for sustainable ways to achieve and support the Osteopathic Recognition (OR) designation. Objective: To determine whether differences existed in perceived importance of OR from 3 cohorts of osteopathic stakeholders: students, residents, and faculty. Methods: A nonexperimental quantitative cross-sectional online survey was administered during February and March 2016 to osteopathic medical students at Michigan State University College of Osteopathic Medicine and residents and faculty from the affiliated Statewide Campus System...
October 1, 2017: Journal of the American Osteopathic Association
https://www.readbyqxmd.com/read/28973181/scholar-7-the-development-of-regional-community-hospitals-scholastic-environment
#7
Brian P Peppers, Priya Varma, Yoon Mi Kim, Robert W Hostoffer, Michael P Rowane
The importance of increasing scholarly activity has been highlighted among residency programs currently accredited by the American Osteopathic Association (AOA) to ensure a smooth transition to the single accreditation system. The Scholar 7 program, a series of seven 2-hour sessions, was created to aid faculty and residents in the pursuit of scholarly work and to facilitate change in an entire community hospital system's environment by creating a self-replicating scholarly culture in a timely and cost-efficient manner...
October 1, 2017: Journal of the American Osteopathic Association
https://www.readbyqxmd.com/read/28973179/assessment-of-nutrition-knowledge-and-attitudes-in-preclinical-osteopathic-medical-students
#8
Emily J Hargrove, Darlene E Berryman, Jennifer M Yoder, Elizabeth A Beverly
Background: Nutrition is often overlooked in everyday health care despite the definitive connection between diet and health. Many practicing physicians and medical students feel unqualified to discuss specific dietary recommendations with patients, which may be attributed to inadequate nutrition education during medical school. Objective: To assess the nutrition knowledge of osteopathic medical students and their attitudes regarding the importance of nutrition counseling in their future role as practicing physicians...
October 1, 2017: Journal of the American Osteopathic Association
https://www.readbyqxmd.com/read/28961617/physician-assistant-applicant-pool-the-first-50-years
#9
M Jane McDaniel, Ted J Ruback
The physician assistant (PA) profession's first attempt to characterize the applicant pool for PA education began with publication of the first Annual Report on Physician Assistant Educational Programs in the United States in 1985. The methodology used in the report was limited, however, in identifying the number of unique applicants to PA programs. Collecting accurate and reliable data on the profession's applicant pool was the primary motivator leading to initiation of the Central Application Service for Physician Assistants (CASPA) in 2001...
October 2017: Journal of Physician Assistant Education
https://www.readbyqxmd.com/read/28940743/learning-and-study-strategies-correlate-with-medical-students-performance-in-anatomical-sciences
#10
Mohammed K Khalil, Shanna E Williams, H Gregory Hawkins
Much of the content delivered during medical students' preclinical years is assessed nationally by such testing as the United States Medical Licensing Examination(®) (USMLE(®) ) Step 1 and Comprehensive Osteopathic Medical Licensing Examination(®) (COMPLEX-USA(®) ) Step 1. Improvement of student study/learning strategies skills is associated with academic success in internal and external (USMLE Step 1) examinations. This research explores the strength of association between the Learning and Study Strategies Inventory (LASSI) scores and student performance in the anatomical sciences and USMLE Step 1 examinations...
September 22, 2017: Anatomical Sciences Education
https://www.readbyqxmd.com/read/28856134/interprofessional-oral-health-education-improves-knowledge-confidence-and-practice-for-pediatric-healthcare-providers
#11
REVIEW
Devon Cooper, JungSoo Kim, Karen Duderstadt, Ray Stewart, Brent Lin, Abbey Alkon
Dental caries is the most prevalent chronic childhood disease in the United States. Dental caries affects the health of 60-90% of school-aged children worldwide. The prevalence of untreated early childhood dental caries is 19% for children 2-5 years of age in the U.S. Some factors that contribute to the progression of dental caries include socioeconomic status, access to dental care, and lack of anticipatory guidance. The prevalence of dental caries remains highest for children from specific ethnic or racial groups, especially those living in underserved areas where there may be limited access to a dentist...
2017: Frontiers in Public Health
https://www.readbyqxmd.com/read/28846121/pennsylvania-otolaryngologists-as-a-model-for-the-implications-of-practice-location-of-osteopathic-vs-allopathic-surgical-subspecialists
#12
Shane Griffith, Anton Power, Mark Strand
Background: Evidenced-based models should be used to predict future implications of the single accreditation system for graduate medical education. Compared with other states, Pennsylvania has a relatively high number of osteopathic physicians (ie, DOs) and may be used as a model for a health care system with an increased DO presence. Objective: To compare the geographic distribution of otolaryngologist DOs with otolaryngologist allopathic physicians (ie, MDs) in Pennsylvania and identify differences in community size (urban, urbanized, and rural) in which these physicians practice...
September 1, 2017: Journal of the American Osteopathic Association
https://www.readbyqxmd.com/read/28834843/step-up-not-on-the-step-2-clinical-skills-exam-directors-of-clinical-skills-courses-docs-oppose-ending-step-2-cs
#13
David J Ecker, Felise B Milan, Todd Cassese, Jeanne M Farnan, Wendy S Madigosky, F Stanford Massie, Paul Mendez, Sharon Obadia, Robin K Ovitsh, Ronald Silvestri, Toshiko Uchida, Michelle Daniel
Recently, a student-initiated movement to end the United States Medical Licensing Examination Step 2 Clinical Skills and the Comprehensive Osteopathic Medical Licensing Examination Level 2-Performance Evaluation has gained momentum. These are the only national licensing examinations designed to assess clinical skills competence in the stepwise process through which physicians gain licensure and certification. Therefore, the movement to end these examinations and the ensuing debate merit careful consideration...
August 22, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28762297/the-association-of-usmle-step-1-and-step-2-ck-scores-with-residency-match-specialty-and-location
#14
Jacqueline L Gauer, J Brooks Jackson
BACKGROUND: For future physicians, residency programs offer necessary extended training in specific medical specialties. Medical schools benefit from an understanding of factors that lead their students to match into certain residency specialties. One such factor, often used during the residency application process, is scores on the USA Medical Licensing Exam (USMLE). OBJECTIVES: To determine the relationship between USMLE Step 1 and Step 2 Clinical Knowledge (CK) scores and students' residency specialty match, and the association between both USMLE scores and state of legal residency (Minnesota) at the time of admission with students staying in-state or leaving the state for residency program...
2017: Medical Education Online
https://www.readbyqxmd.com/read/28759095/ready-for-residency-a-bloomian-analysis-of-competency-based-osteopathic-medical-education
#15
Kyle Rosenberger, Daniel Skinner, Jody Monk
Context: Bloom's Taxonomy is a widely accepted tool for analyzing learning objectives, creating assessment materials, and ensuring that students move progressively through various levels of knowledge and cognition. Competency-based osteopathic medical education has, to the authors' knowledge, yet to be subjected to systematic bloomian analysis. Objective: To advance a bloomian analysis of competencies published by the American Association of Colleges of Osteopathic Medicine (AACOM) and draw consequences of that analysis for undergraduate osteopathic medical education...
August 1, 2017: Journal of the American Osteopathic Association
https://www.readbyqxmd.com/read/28759092/clinical-preceptors-perceptions-of-empathy-the-empathy-in-osteopathic-training-and-education-emote-study
#16
Glenn Elbert Davis, Walter Carl Hartwig, Adam J McTighe
Context: Physician empathy influences rapport with patients and improves outcomes, but it is not well understood as an outcome of osteopathic medical education. Objective: To determine how clerkship preceptors at Touro University College of Osteopathic Medicine-CA (TUCOM) in Vallejo define empathy and how they compare observed empathetic behavior of TUCOM students with that of other medical students. Methods: Cross-sectional data were obtained from a survey of TUCOM clinical preceptors comparing TUCOM students with other medical students on 10 behaviors...
August 1, 2017: Journal of the American Osteopathic Association
https://www.readbyqxmd.com/read/28759091/fundamentals-for-an-osteopathic-obesity-designed-study-the-effects-of-education-on-osteopathic-medical-students-attitudes-regarding-obesity
#17
Gregory G Gayer, Jennifer Weiss, Michael Clearfield
Context: Obesity is a major health concern in the United States, and its prevalence continues to rise. Although it is a common health issue, many people, including health care professionals, are biased against people with obesity. Objective: To determine whether a comprehensive obesity curriculum presented to students in medical school can positively influence their attitudes toward obesity. Methods: The study was designed around a comprehensive educational obesity curriculum at Touro University College of Osteopathic Medicine-CA, involving the classes of 2013 through 2018...
August 1, 2017: Journal of the American Osteopathic Association
https://www.readbyqxmd.com/read/28662558/integrating-point-of-care-ultrasonography-into-the-osteopathic-medical-school-curriculum
#18
Brian A Russ, Danika Evans, Daniel Morrad, Codee Champney, Ashley M Woodworth, Lane Thaut, Molly Thiessen
Point-of-care ultrasonography has been shown to have pervasive clinical and educational utility in medicine. The need to provide medical students with training in point-of-care ultrasonography has been recognized by an increasing number of osteopathic and allopathic medical schools. A 4-year integrated ultrasonography curriculum was implemented at Rocky Vista University College of Osteopathic Medicine in 2015. A review of the curriculum design, content, educational methods, and student feedback are described...
July 1, 2017: Journal of the American Osteopathic Association
https://www.readbyqxmd.com/read/28657554/meeting-acgme-standards-under-a-unified-accreditation-system-challenges-for-osteopathic-graduate-medical-education-programs
#19
Mark Cummings
In 2014, the American Osteopathic Association (AOA) and the American Association of Colleges of Osteopathic Medicine signed a memorandum of understanding (MOU) with the Accreditation Council for Graduate Medical Education (ACGME) to create a unified accreditation system for graduate medical education (GME) under the ACGME. The AOA will cease to accredit GME programs on June 30, 2020. By then, AOA-accredited programs need to apply for and achieve ACGME initial accreditation. The terms of the MOU also made it advantageous for some formerly nonteaching hospitals to establish AOA programs, chiefly in primary care, as a step toward future ACGME accreditation...
July 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28611882/difference-in-r01-grant-funding-among-osteopathic-and-allopathic-emergency-physicians-over-the-last-decade
#20
Martina Antony, Jennifer Savino, John Ashurst
INTRODUCTION: Receiving an R01 grant from the National Institutes of Health (NIH) is regarded as a major accomplishment for the physician researcher and can be used as a means of scholarly activity for core faculty in emergency medicine (EM). However, the Accreditation Council for Graduate Medical Education requires that a grant must be obtained for it to count towards a core faculty member's scholarly activity, while the American Osteopathic Association states that an application for a grant would qualify for scholarly activity whether it is received or not...
June 2017: Western Journal of Emergency Medicine
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