Medical EducationREVIEW ARTICLE

Trends in osteopathic medical education: a scoping review

Katie Hoskins, MLS, MEd; Molly Montgomery, MLS, MS; Abbey Griffith, MLS, AHIP; Hannah Pollard, MLIS, AHIP; Debra Orr-Roderick, MSS, MLIS; Darell Schmick, MLS, MBA, EdD, AHIP; Jeanne Strausman, MLS, AHIP; Sarah Wade, MLS; Melinda Robertson, MSLS, MBA; and Megan DeArmond, MSLIS, MFA
Notes and Affiliations
Notes and Affiliations

Received: March 14, 2024

Accepted: January 17, 2025

Published: February 11, 2025

  • Katie Hoskins, MLS, MEd, 

    Touro University Nevada, Henderson, USA

  • Molly Montgomery, MLS, MS, 

    Ruth Lilly Medical Library, Indiana University, Indianapolis, IN, USA

  • Abbey Griffith, MLS, AHIP, 

    Kansas City University, Kansas City, MO, USA

  • Hannah Pollard, MLIS, AHIP, 

    Strauss Health Sciences Library, University of Colorado Anschutz Medical Campus, Aurora, CO, USA

  • Debra Orr-Roderick, MSS, MLIS, 

    Learning Resource Center, Heritage College of Osteopathic Medicine, Ohio University, Athens, OH, USA

  • Darell Schmick, MLS, MBA, EdD, AHIP, 

    Alkek Library, Texas State University, San Marcos, TX, USA

  • Jeanne Strausman, MLS, AHIP, 

    New York Institute of Technology, College of Osteopathic Medicine, Old Westbury, NY, USA

  • Sarah Wade, MLS, 

    Medical Library, Campbell University Jerry M. Wallace School of Osteopathic Medicine, Buies Creek, NC, USA

  • Melinda Robertson, MSLS, MBA, 

    Kentucky College of Osteopathic Medicine, University of Pikeville, Pikeville, KY, USA

  • Megan DeArmond, MSLIS, MFA, 

    Jay Sexter Library, Touro University Nevada, Henderson, NV, USA

Abstract

Context: Following the transition to a single graduate medical education (GME) accreditation system in 2020, leaders at American Association of Colleges of Osteopathic Medicine (AACOM) were interested in learning more about the research being done about osteopathic medical education leading up to that point in time.

Objectives: The objective of this scoping review was to identify trends in undergraduate and graduate osteopathic medical education and to determine where this information was being disseminated and the institutions who were creating the content.

Methods: Searches were conducted in eight databases: PubMed (National Center for Biotechnology Information [NCBI]), MEDLINE (Ovid), Embase (Elsevier), Cumulative Index to Nursing and Allied Health Literature ([CINAHL], EBSCO), Education Research Complete (EBSCO) OSTMED.DR, Education Resources Information Center ([ERIC], Ovid), and Scopus (Elsevier). Gray literature sources were also identified. All 10 authors were involved in the search. Search terms were identified by utilizing Medical Subject Headings (MeSH), the Yale MeSH Analyzer, and through consultation with an expert searcher. Sources were excluded if they were not in English, were based outside of the United States, did not fit in the date range of being published between 2010 and 2020, and included information on COVID-19. The research team conducted title/abstract screening based on the inclusion and exclusion criteria.

Results: A total of 8,083 articles were identified and included through searches, ending in a total of 1,203 articles after full-text screening. Most sources for this osteopathic medical education review were journal articles (n=505) and conference proceedings (n=482). A total of 23 trends were identified, with the top three being residency (n=318), curriculum (n=235), and pedagogy (n=178). None of the other 23 primary trends were above 6.9 %.

Conclusions: Osteopathic medical education trends from 2010 to 2020 were primarily focused on residency, curriculum, and pedagogy. This information was disseminated evenly between published journal articles and conference presentations, and osteopathic institutions that have existed longer and have established research track records were more likely to publish and share information in this area.

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