Articles related toMedical Education
Influence of Future Prescribers’ Personal and Clinical Experiences With Opioids on Plans to Treat Patients With Opioid Use Disorder
Educators have called for inclusion of pain and opioid specific courses in health professional school curricula. The authors hypothesized that opioid related experiences would be positively associated with plans to engage in opioid related work professionally and tested that hypothesis in a descriptive, cross sectional study of survey responses from 491 students.
J Osteopath Med; 119(12): 780-792
Structured Curriculum to Improve Pediatric Resident Confidence and Skills in Providing Parenting Advice
Parenting advice can be useful to parents to improve a child’s behavior and alleviate parental stress. To assess pediatric and internal medicine pediatric residents’ knowledge, confidence, and skills in providing parenting advice, the results of a survey of 61 residents following a continuity clinic during which they discussed 4 parenting modules with faculty were analyzed. Faculty also completed a feasibility survey.
J Osteopath Med; 119(11): 748-755
Medical Students’ Knowledge About Children With Disabilities, Special Education Laws, and Social Services: A Preliminary Scale Development and Pilot Study
Physicians have a role in identifying children with developmental delays and facilitating referral to special education services. Using an instrument to measure what second year medical students know about children with disabilities, special education law, and available services in order to determine the most common sources of this information and to establish a baseline on which to design curricula that address this topic, the authors surveyed 98 osteopathic medical students and assessed their responses.
J Osteopath Med; 119(10): 674-681
Does the average physician need to know that the D2 receptor reduces cyclic adenosine monophosphate via Gi-coupled inhibition of adenylyl cyclase? The author weighs in.
J Osteopath Med; 119(10): 696-698
Letters to the Editor
The authors offer feedback on a previously published article: Berry AC, McClain EK. Resident duty hour restrictions: the implications behind the new data ahead of the single accreditation system. J Am Osteopath Assoc. 2018;118(8):501-503. doi:10.7556/jaoa.2018.116
J Osteopath Med; 119(10): 644-644
Letters to the Editor
The authors respond to a Letter to the Editor from Marshall T. Ochi, DO, and Zachary A. Stephan, MD regarding their previously published article: Berry AC, McClain EK. Resident duty hour restrictions: the implications behind the new data ahead of the single accreditation system. J Am Osteopath Assoc. 2018;118(8):501-503. doi:10.7556/jaoa.2018.116
J Osteopath Med; 119(10): 644a-645
The Interprofessional Education core team at the Philadelphia College of Osteopathic Medicine designed, implemented, and tested an IPE core course includes students in osteopathic medicine, clinical psychology, mental health counseling, and physician assistant programs. In this article, they discuss the strengths, weaknesses, opportunities, and challenges identified during this program development and assessment process.
J Osteopath Med; 119(9): 612-619
J Osteopath Med; 119(9): 548-550
Evaluating the Influence of Research on Match Success for Osteopathic and Allopathic Applicants to Residency Programs
To analyze factors that can enhance osteopathic applicants’ likelihood of matching into residency programs, the authors examined the NRMP Charting Outcomes in the Match reports for 2016 US osteopathic seniors and graduates and 2018 US osteopathic seniors (4275), as well as 2016 and 2018 US allopathic seniors (18,187 and 18,818, respectively).
J Osteopath Med; 119(9): 588-596
Integrating the Principles and Practice of Scholarly Activity Into Undergraduate Medical Education: A Narrative Review and Proposed Model for Implementation
The authors performed a literature review to identify fundamental topics pertinent to the research process and, in this article, provide their recommendations for incorporating these topics into the curriculum as self study, online modules, and team based and active learning exercises.
J Osteopath Med; 119(9): 598-611