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Understanding medical student perspectives in virtual osteopathic manipulative medicine education during the COVID pandemic

Journal: Journal of Osteopathic Medicine Date: 2021/12, 121(12):Pages: A55-A56. doi: Subito , type of study: cross sectional study

Full text    (https://www.degruyter.com/document/doi/10.1515/jom-2021-2000/html)

Keywords:

covid-19 [112]
cross sectional study [826]
medical students [644]
OMT [3746]
osteopathic manipulative treatment [3766]
osteopathic medicine [2016]
USA [1630]
virtual learning [17]

Abstract:

Context: During the pandemic, medical education has been interrupted. Schools have been forced to shift toward virtual learning. In the past, pre-recorded videos have been recommended as a supplement to in-person lab education. To our knowledge, full virtual learning OMM lab has never been attempted. Our goal with this study was to evaluate the student’s perspectives about our virtual OMM lab course. We hypothesize the results would show a negative response due to the lack of hands-on practice. Objective: To assess osteopathic medical student’s perspectives regarding virtual learning with osteopathic manipulative medicine (OMM) versus traditional in-classroom learning. Methods: The survey study consisted of a ten-question survey using a Likert scale design. The study was designed with Microsoft Forms and an email request was sent to all 1st and 2nd-year medical students at TCOM asking for completion of the electronic survey. The questions focused on student’s perspectives on confidence in learning, academic preparedness, and comparison of the aspects of the virtual and in-class learning settings. Data collection had no identifying information and responses were anonymous. No compensation was provided for student participation. IRB approval was obtained for this study. Results: A total of 180 responses from 239 students were obtained with a response rate of 75.3%. 68% of the responses did not generally enjoy the virtual learning environment. 63% of the responses did not feel that OMM was taught more efficiently through virtual learning. 71% of the responses did not feel confident overall. Free text response was allowed for the last survey question. Some comments suggested that virtual learning allowed a better understanding of the material especially with the use of small group “breakout” sessions. Other comments suggested the technology involved with virtual learning allowed for better communication among peers. Conclusion: Responses of the survey study appear to support our hypothesis regarding a negative perspective to virtual learning due to the lack of hands-on practice. However, some responses suggest that virtual learning may be helpful as a supplement to traditional in-class OMM education. More collaboration among our peers in the OMM may help elucidate what is the most efficient manner in using virtual education for the future.


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