Articles related toMedical Education

Barriers to research opportunities among osteopathic medical students

Angela Ho, BS; Alyssa Auerbach, DO; Jantzen J. Faulkner, BS; Satvinder K. Guru, BA; Amber Lee, MS; and David Manna, PhD
The authors assess the barriers that osteopathic medical students face when seeking research opportunities, identify resources currently available to osteopathic medical students at their respective schools, and investigate factors that contribute to an osteopathic medical student’s desire to pursue research opportunities.
Advance Article

The assessment of point-of-care-ultrasound (POCUS) in acute care settings is benefitted by early medical school integration and fellowship training

Julia Kern, MA; Megan Scarpulla, MA; Charles Finch, DO, FACOEP; Wayne Martini, MD; Charlotte A. Bolch, PhD; and Layla Al-Nakkash, PhD
This article aims to analyze the clinical use of point-of-care ultrasound in acute settings and how training early in medical school may strengthen clinician confidence and utilization.
J Osteopath Med; 123(2): 65-72

Is cadaveric dissection essential in medical education? A qualitative survey comparing pre-and post-COVID-19 anatomy courses

Smriti Kochhar, BA; Tasfia Tasnim, BS; and Adarsh Gupta, DO
This study aims to understand the relative effect of a virtual anatomy course implemented during the pandemic (2019–2020) on the confidence, skills, and perspectives of first-year medical students compared to medical students who had traditional in-person anatomy at Rowan University School of Osteopathic Medicine.
J Osteopath Med; 123(1): 19-26

The effect of the COVID-19 pandemic on osteopathic education in ACGME-OR residencies from February 2020 to February 2021

Samantha Bingham, DO; Natasha N. Bray, DO; and Alexander J. Eddy, MS
The authors describe how the format, frequency, and environment of osteopathic manipulative medicine training have changed in residency programs from prior to February 2020 to the “lockdown” period of February 2020 to June 2020, and then to the “recovery” period of July 2020 to February 2021.
J Osteopath Med; 122(12): 617-622

The effect of postgraduate osteopathic manipulative treatment training on practice: a survey of osteopathic residents

Anna M. Kerr, PhD; Kelly L. Nottingham, PhD, MPH; Becky L. Martin, MA; and Stevan A. Walkowski, DO
The authors conducted a survey to see whether specific training in osteopathic manipulative medicine after osteopathic medical school was an influence in changing behavior, attitudes, and knowledge around OMT in osteopathic residents.
J Osteopath Med; 122(11): 563-569

Promoting cultural competency and osteopathic medicine awareness among premedical students through a summer premedical rural enrichment program

Samuel Kadavakollu, PhD, MSc; Krista S. Lund, DO; Varsha Swamy, OMS II; William D. Kim, OMS II; Ronald A. Llenado, OMS II; Taylor F. Nunes, OMS II; Mahboob Qureshi, MD, PhD; John W. Graneto, DO, MEd; and Boris B. Boyanovsky, MD, PhD
The goal of this study is to determine whether a summer premedical rural enrichment program held at an osteopathic medical school located in a medically underserved area will foster greater prioritization of cultural competency in medicine, enhance interest in practicing in rural or underserved areas, and increase familiarity with osteopathic medicine.
J Osteopath Med; 122(11): 553-561

Multisite assessment of emergency medicine resident knowledge of evidence-based medicine as measured by the Fresno Test of Evidence-Based Medicine

James Katsilometes, MPH; Michael Galuska, MD; Chadd K. Kraus, DO; Howard W. Levitin, MD; Scott Leuchten, DO; Jane Daugherty-Luck, DO; Julie Lata, DO; Grace Brannan, PhD; Anthony Santarelli, PhD; John Ashurst, DO; and for the FOEM Research Network
To date, there is very little evidence describing how residents in emergency medicine understand and incorporate evidence-based medicine (EBM) into practice. The aim of this study was to determine EBM theoretical and quantitative knowledge in emergency medicine residents in community hospital-based training programs.
J Osteopath Med; 122(10): 509-515

UGRC 2021 recommendations on GME transition: pros and cons, opportunities and limitations

John R. Gimpel, DO, MEd; Jennifer L. Swails, MD; Jessica L. Bienstock, MD, MPH; Grant L. Lin, MD; Michelle A. Roett, MD, MPH; Juhee K. Patel, DO; and Daniel W. Giang, MD
The Coalition for Physician Accountability’s Undergraduate Medical Education-Graduate Medical Education (UME-GME) Review Committee (UGRC): Recommendations for Comprehensive Improvement of the UME-GME Transition final report includes a total of 34 recommendations and outlines opportunities to transform the current processes of learner transition from a US-based MD- or DO-granting medical school or international medical education pathway into residency training in the United States. This review provides a reflection on the recommendations from the authors, all members of the UGRC, describing the pros and cons and the opportunities and limitations, in the hopes that they might inspire readers to dig deeper into the report and contribute to meaningful improvements to the current transition.
J Osteopath Med; 122(9): 461-464

Osteopathic medical students’ understanding of race-based medicine

Morgan Jivens, DO; Ifeoma Okafor, DO; and Elizabeth A. Beverly, PhD
Race-based medicine perpetuates biases and diverts attention and resources from the social determinants of health that cause racial health inequities. Minimal research has examined medical students’ understanding of race-based medicine. The purpose of this study was to assess osteopathic medical students’ knowledge, beliefs, and experiences with race-based medicine.
J Osteopath Med; 122(6): 277-287

Addressing disparities in medicine through medical curriculum change: a student perspective

Amina Kureshi, DO; Scott Landman; Meher Ahmed; Olga V. Savinova, PhD; and Diane Becker, DO
In this article, the authors outline how various tools may be utilized to review and update medical school curricula to include more diverse patient populations and encourage student discussion on health equity, social determinants of health, and cultural competency.
J Osteopath Med; 122(7): 353-357