Articles related toMedical Education

Learning abnormal physical examination signs: an introductory course

Albert Sabirov, MD, PhD; Melodie Chludzinski, DO, MHSA; Emin Eminof, BS; Alexis Eddy, BS; John Gallagher, DO; and Ichabod Jung, MD, FACS
The aim of this project was to develop and implement the introductory course on learning abnormal physical examination signs and pathophysiology of abnormal clinical findings to address the educational needs of first-year medical students.
J Osteopath Med; 123(6): 295-299

Osteopathic manipulative treatment for the allopathic resident elective: does it change practice after graduation?

Andrew H. Slattengren, DO; Mary E. Wootten, DO; Caroline S. Carlin, PhD; and Tanner J. Nissly, DO
This article aims to determine if MDs who complete an OMT for the allopathic physician elective rotation have higher comfort caring for patients with back pain compared to those who do not complete the elective.
J Osteopath Med; 123(7): 337-341

Establishing a baseline for multilingual capabilities of medical students at the Michigan State University College of Osteopathic Medicine

Vraj Tripathi, BS; Samuel J. Wisniewski, MS; Jacob Rowan, DO; and Katherine Ruger, EdD
The authors surveyed Michigan State University College of Osteopathic Medicine medical students to assess their language proficiencies with two goals in mind: (1) to develop medical school curriculum that could leverage their language proficiencies; and (2) to encourage student placement within diverse communities throughout the state of Michigan where these physicians-in-training speak or understand the language of the local community to better serve those patients.
J Osteopath Med; 123(5): 243-248

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.
J Osteopath Med; 123(4): 187-194

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