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Hand Model Utility for Osteopathic Pelvic Diagnosis in a Remote Learning Setting
Burg, B. J. [3]
Ketigian, L. A. [1]
Yao, S. C. [66]

Journal: The Journal of the American Osteopathic Association Date: 2020/12, 120(12):Pages: e36-e38. doi: Subito , type of study: cross sectional study

Full text    (https://www.degruyter.com/document/doi/10.7556/jaoa.2020.157/html)

Keywords:

cross sectional study [662]
diagnosis [290]
osteopathic medicine [1631]
pelvis [39]
USA [1166]
virtual learning [9]

Abstract:

Statement of Significance: Online learning challenges osteopathic medical education (OME) due to the lack of hands-on palpation. The biomechanical model of manipulation focuses on structure and function, requiring an anatomical and spatial understanding of the human body's innate motion. Efficient and effective research is required to edify students during these unprecedented times of remote learning due to the COVID-19 pandemic. Hand models offer students a means to simulate the biomechanics of the human body for proper diagnosis of somatic dysfunctions (SD). There is a gap in the literature describing the use of hand models in OME. This study aims to investigate the usefulness of hand models for learning pelvic SD diagnosis. Research Methods: Due to the COVID-19 pandemic, first year NYITCOM students from the New York and Arkansas campuses were limited to remote learning of pelvic diagnosis. Students received an instructional online PowerPoint containing pictures and videos to learn pelvic diagnosis through the use of hand models. Hand models entail using both hands to represent the left and right innominates. With the third and fourth fingers curled in, the other fingers extend out to represent anatomical landmarks of the innominates (first finger is the posterior superior iliac spine, second finger is the anterior superior iliac spine, and fifth finger is the pubic ramus or medial malleolus) bilaterally. Using this model, students can move their hands to simulate the motion of the innominates. An online multiple choice question assessment was then administered at the end of the week. Four hundred and fifty one first year students were emailed an optional survey link containing four questions regarding the use of hand models in their education. The researchers evaluated the survey responses. The four survey questions were as follows: 1. Did you use hand models to help with your osteopathic pelvic diagnosis education? 2. How would you rate the helpfulness of hand models when learning pelvic diagnosis? 3. Did you use the hand models while taking the quiz today? 4. How would you rate the helpfulness of hand models while taking the quiz today? Data Analysis: The data was collected using Research Electronic Data Capture (REDCap) and reported as descriptive statistics. Data was de-identified for participant privacy. Results: Two hundred and nine out of 451 students responded to the survey, giving a 46.34% response rate. Questions 1 and 2: 188 student respondents reported using hand models to assist with their osteopathic pelvic diagnosis education. Of those, 127 (67.55%) student respondents rated the hand models “very helpful”, 19 (10.10%) student respondents rated the hand models “somewhat helpful”, 1 (0.53%) student respondent rated the hand models “neutral”, 6 (3.19%) student respondents rated the hand models “somewhat unhelpful”, 35 (18.61%) student respondents rated the hand models “very unhelpful”. Twenty one student respondents reported not using the hand models to learn pelvic diagnosis. Questions 3 and 4: 169 student respondents reported using the hand models while taking the multiple choice assessment. Of those, 106 (62.72%) student respondents rated the hand models “very helpful”, 25 (14.79%) student respondents rated the hand models “somewhat helpful”, 1 (0.59%) student respondent rated the hand models “neutral”, 7 (4.14%) student respondents rated the hand models “somewhat unhelpful”, 30 (17.75%) student respondents rated the hand models “very unhelpful”. Forty student respondents reported not using hand models while taking the multiple choice assessment. Conclusion: Over 77% of student respondents reported the hand models were helpful for learning osteopathic diagnosis of the pelvis and helpful while taking the multiple choice assessment. These results highlight the utility of these models as effective simulations for innominate SD diagnosis. Student perspectives are imperative during this unprecedented time of online learning. As osteopathic medicine focuses on hands-on medicine, it is important for students to be able to effectively learn techniques when face-to-face opportunities are not available. Limitations include access to only NYITCOM first year students as well as the time sensitive nature of hand model implementation due to COVID-19 social distancing restrictions. Planned future research includes correlating student assessment scores for pelvic diagnosis questions with their satisfaction responses from this survey. Further research into the use of hand models for other anatomical regions - such as the sacrum and cranium - should be investigated. Qualifying and quantifying the utility of hand models may serve to standardize this OME teaching-learning tool for both in-person and remote learning.

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