Articles related toMedical Education

The National Board of Osteopathic Medical Examiners (NBOME) provides the Foundational Biomedical Sciences (FBS) examinations – FBS-Comprehensive and FBS-Targeted – to support the evaluation of osteopathic medical knowledge. However, the relationship between FBS performance and performance on the Comprehensive Osteopathic Medical Licensing Examination of the United States (COMLEX-USA) Level 1 has not been fully explored. The purpose of this study is to investigate the relationship between performance on Comprehensive Osteopathic Medical Achievement Test (COMAT) FBS assessments and COMLEX-USA Level 1 scores.

In 2020, the Accreditation Council on Graduate Medical Education (ACGME) became the sole accrediting body for osteopathic and allopathic residency programs. The objective of this study was to examine the demographic changes in osteopathic residents, faculty, and program directors in ACGME family medicine programs over the 5-year period of transition to single accreditation.

The purpose of this paper is to present a self-assessment rubric for colleges of osteopathic medicine (COMs) that encompasses all aspects of the academic medical enterprise. This work endeavors to capture the extent to which a COM creates an institutional culture of professional behavior, from the first touchpoints of interaction with the COM, through all aspects of the educational experience as well as provision of care, education, and service toward the COM’s mission.

The United States is facing a persistent physician shortage, particularly in rural and tribal regions. Oklahoma ranks 43rd nationally for primary care provider availability, with rural and tribal communities experiencing some of the most severe health workforce shortages. This study aimed to evaluate the geographic distribution and practice outcomes of graduates from three family medicine residency programs located in tribal healthcare systems in Oklahoma and to assess their contributions to addressing physician shortages in rural and underserved areas.

Concerns about differences in medical training between DO and MD students may lead to biases against DOs as applicants for entry into residency or fellowship programs. This study aimed to compare Milestone assessments across ACGME competencies of residents who attended US allopathic vs. osteopathic medical schools, hypothesizing that there would be no differences throughout residency.

Interprofessional education in health professions training strives to create a future collaborative healthcare workforce for the betterment of patient care. This study aimed to critically analyze the discourse of an interprofessional team of healthcare students following a simulated patient encounter to assess the power dynamic among the professions present.

The purpose of this study was to evaluate formerly American Osteopathic Association (AOA) - accredited orthopaedic surgery programs to identify the prevalence of DO degrees among program directors and residents, and stratify the association of program geography, program director degree, and osteopathic recognition status on resident composition.

The Comprehensive Osteopathic Medical Licensing Examination of the United States (COMLEX-USA) is a three-level national standardized licensure examination designed for the practice of osteopathic medicine. The purpose of this study is to investigate the differences in student Level 1 self-reported stress levels, test preparation, and performance following the transition to pass/fail score reporting.

Many studies have suggested that participation in pre-clerkship volunteering opportunities is associated with higher confidence in clinical skills, improved perspectives on social barriers, and greater soft skills and empathy. he aim of this study was to explore the relationship between volunteer hours and third-year evaluations, with the hypothesis being that these previously studied, perceived benefits of volunteerism would translate to better evaluations.

The purpose of this study is to: (1) evaluate the predictive value of major performance measures from preadmission to the clerkship years on COMLEX-USA Level 2-CE, including the new COMLEX-USA Level 1 pass/fail only scoring and the less-studied COMSAE Phase 2 to establish a predictive model; and (2) identify optimal cutoff scores of strong predictors to advise students on their preparation of Level 2-CE.