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Articles related toMedical Education
Osteopathic Manipulative Treatment for Self Reported Fatigue, Stress, and Depression in First Year Osteopathic Medical Students
J Osteopath Med; 115(2): 84-93
Relationship of Admissions Variables and College of Osteopathic Medicine Variables to Performance on COMLEX-USA Level 3
J Osteopath Med; 115(2): 100-109
Letter to the Editor Regarding “Impact of the Single Accreditation Agreement on GME Governance and the Physician Workforce”
J Osteopath Med; 115(2): e2-e2
Use of a Novel Assay to Measure Pre-to Posttraining Palpatory Skills of First Year Osteopathic Medical Students
J Osteopath Med; 115(1): 32-40
Physician-Mentored Patient Rounds to Observe and Assess Entrustable Professional Activities 1 and 2 in Preclinical Medical Students
The authors sought to determine whether PMPRs could be used to assess the expected behaviors of EPA 1 (gather a history and perform a physical examination) and EPA 2 (prioritize a differential diagnosis).
J Osteopath Med; 118(3): 199-206
Tool for Predicting Medical Student Burnout From Sustained Stress Levels: Factor Analysis of the Medical Education Hassles Scale-R
The authors examined the factor structure of the Medical Education Hassles Scale-R (MEHS-R) to identify subscales that would be useful to categorize hassles for research and assessment purposes.
J Osteopath Med; 118(3): 170-180
Increasing Self-Awareness of Medical Students Through the Use of Ultrasonography
The authors assess the effect of ultrasonography on medical student self-awareness and health status.
J Osteopath Med; 118(3): 190-198
Association Between Undergraduate Performance Predictors and Academic and Clinical Performance of Osteopathic Medical Students
The authors investigate whether the admission indices used by Midwestern University Arizona College of Osteopathic Medicine are associated with the academic and clinical performance of their students.
J Osteopath Med; 118(2): 106-114
Predictors of Osteopathic Medical Students’ Readiness to Use Health Information Technology
Ensuring that telehealth technology achieves its purpose—enhancing patient care and outcomes—will require getting medical students "on board." To understand osteopathic medical students’ knowledge, attitudes, and behaviors regarding health information technology (HIT) and to identify factors that may be related to their readiness to use HIT, quantitative surveys were collected from 604 students attending a large osteopathic medical school.
J Osteopath Med; 117(12): 773-781