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How does French initial osteopathic training value relational competency, patient education, and the competency-based approach? A cross-sectional survey

Journal: International Journal of Osteopathic Medicine Date: 2021/12, 42Pages: 43-50. doi: Subito , type of study: cross sectional study

Full text    (https://www.sciencedirect.com/science/article/pii/S174606892100078X)

Keywords:

clinical competence [189]
cross sectional study [597]
curriculum [229]
France [20]
osteopathic medicine [1540]
patient education [9]
teaching [58]

Abstract:

Background Despite the promotion of international osteopathic recommendations and registration guidelines, relational competencies and patient education practices present a challenge in the clinical setting due to lack of training. In France, the latest national osteopathic standards for education and practice defined a relational competency that includes patient education. Little is known about its integration in curricula and how French osteopathic practitioners are subsequently trained for relational competency. Objective To determine teaching, learning, and assessment methods related to relational competency in French initial osteopathic training programs and identify the role of patient education in this relational competency. Methods An online questionnaire was designed and sent to all initial training institutes in France (n = 28). Eight institutes answered the survey. Results The relational competencies appeared in various courses, enhanced by clinical learning. However, the courses were not specific to this competency and the volume of hours was relatively low. Patient education was seen as part of relational competency but was poorly implemented. This competency-based approach is still considered an emerging practice in these institutes. Conclusions There is a misalignment among intended learning outcomes, teaching, and assessment. Current educational practices are not sufficient to support relational competency, specifically regarding patient education. Further research is needed on how French standards are understood, how they are assimilated by educators, and how they are translated into educational practice. In addition, the adequacy of educators' training for effective implementation of the competency-based approach should be questioned.


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