Articles related toMedical Education

The pandemic silver lining: preparing osteopathic learners to address healthcare needs using telehealth

Jennifer Taylor, DHEd, MPH; Amanda Wright, DO; and Michael Summers, MD
During the COVID-19 pandemic, many clinicians quickly adapted their way of practicing patient care by offering telehealth and virtual office visits while simultaneously having to minimize direct patient care. The shift in direct clinical learning opportunities provided to third- and fourth-year medical students required a shift in the educational curriculum to develop learner skills around the appropriate use of telehealth in patient care. The aim of this project was to provide exposure to students so they could learn the telemedicine equipment and best practices, and how to identify infectious diseases to improve access to care and meet the needs of the patient.
Advance Article

Mini-medical school programs decrease perceived barriers of pursuing medical careers among underrepresented minority high school students

Abraham Abdulrazzak, OMS III; Andrew Chandler, OMS IV; Rosemary Lu, OMS IV; Olivia Mobarakai, OMS IV; Bryan Lebron, OMS IV; Nicholas Ingram, DO; Avni Sheth, DO; Neel Patel, DO; Shreel Parikh, DO; Rita Kumar, OMS III; Jessica Bedi, OMS III; Ndeye Kane Diaw, OMS III; Adal Abonamah, OMS III; Christine Lomiguen, MD; and Stacey L. Fanning, PhD
The percent of underrepresented minority (URM) students who apply to medical school has changed minimally in the past 40 years. Due to the lack of URM applicants, the consequent matriculation of URMs is grossly disproportionate from their percent representation of the US population. Increasing diversity among medical students and physicians has previously been identified as essential to decreasing healthcare disparities among US minorities. The objective of this study was to recognize the barriers of applying to medical school among URMs in high school.
Advance Article

Relationships Between Scores on the COMLEX-USA Level 2-Performance Evaluation and Selected School-Based Performance Measures

Helen H. Baker, PhD, MBA; Michael K. Cope, PhD; Michael D. Adelman, DO, JD; Stephanie Schuler; Robert W. Foster, DO; and John R. Gimpel, DO, MEd
J Osteopath Med; 106(5): 290-295

Survey on the Clinical Skills of Osteopathic Medical Students

John R. Gimpel, DO, MEd; John R. Boulet, PhD; and Angela C. Weidner, BS
J Osteopath Med; 106(5): 296-301

Board Certification of Osteopathic Physicians

Armando F. Ramirez, BS, CAE
J Osteopath Med; 106(2): 77-84

Undergraduate Osteopathic Medical Education: Addressing the Impact of College Growth on the Applicant Pool and Student Enrollment

Ann-Valerie O. Griffin, MA, and Susan Sweet, MS
J Osteopath Med; 106(2): 51-57

Computer Animation and Improved Student Comprehension of Basic Science Concepts

Jack D. Thatcher, PhD
J Osteopath Med; 106(1): 9-14

Standardized Patients and Mechanical Simulators in Teaching and Assessment at Colleges of Osteopathic Medicine

John R. Gimpel, DO, MEd; Angela C. Weidner, BS; John R. Boulet, PhD; Crystal Wilson, MEd; and Anthony M. Errichetti, PhD
J Osteopath Med; 107(12): 557-561

Relationships Between Clinical Rotation Subscores, COMLEX-USA Examination Results, and School-Based Performance Measures

Michael K. Cope, PhD; Helen H. Baker, PhD, MBA; Robert W. Foster, DO; and Craig S. Boisvert, DO
J Osteopath Med; 107(11): 502-510

Research Funding at Colleges of Osteopathic Medicine: 15 Years of Growth

Michael B. Clearfield, DO; Peggy Smith-Barbaro, PhD; V. James Guillory, DO, MPH; Thomas A. Cavalieri, DO; Douglas L. Wood, DO, PhD; Glynda F. Sharp, MHA; and Marc B. Hahn, DO
J Osteopath Med; 107(11): 469-478