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Three Shortcomings of Current Osteopathic Medical Education Curricula, a Student Perspective
Alvarez, R. A. [1]
Feitell, S. [1]
Jones, A. C. [2]
Landry, B. W. [1]
Mapley, A. C. [1]
Mason, C. R. [1]
Sarmiento, P. A. [1]
Schrick-Senasac, S. L. [2]

Journal: Journal of Osteopathic Medicine Date: 2007/08, 107(8):Pages: 363-364. doi: Subito , type of study: cross sectional study

Full text    (https://www.degruyter.com/document/doi/10.7556/jaoa.2007.107.8.327/html)

Keywords:

cross sectional study [826]
curriculum [289]
medical students [644]
osteopathic medicine [2016]
USA [1630]

Abstract:

Background: Curricular content and methodologies exhibit great variation amongst the existing COMs. Osteopathic medical students have expressed a sentiment of inconsistency regarding the educational experience between the COMs and a concern of insufficient preparation for their future careers as osteopathic physicians. The three major shortcomings identified by the 2005-2006 COSGP were the business of medicine, professional education (in the form of teaching and learning) and research. To further quantify and address this perception, the authors utilized a survey of the 23 COMs. Methods: Written surveys were sent to the current student government presidents at the 23 campuses of the COMs. These surveys consisted of nine questions regarding the presence, content, and delivery of education on the business of medicine, professional education and research at their campuses. Hypothesis: That osteopathic medical student would identify areas of perceived deficiency in the current curricula used by COMs. Results: Twenty one of the 23 surveys were completed by student government presidents of the COMs to achieve a 91% participation level. There was a variety of coverage of the topic areas, ranging from 95% perceived coverage of business of medicine and research to 52.6% coverage of professional education. There was a greater variety amongst some specific subtopics such as grant-writing under research, demonstrating 5% perceived coverage and other areas, such as HIPAA training under business of medicine, demonstrating 89% perceived coverage. The reported methods by which the content was delivered also varied greatly. Conclusions: Most areas that have been deemed core competencies by the AACOM and the AOA are perceived by osteopathic medical students to be well-covered by current curricula. However, the important subject matters of the business of medicine, professional education, and research are perceived by most student governments as lacking. While not considered core competencies, these areas of deficiency are of significant importance to the future success of osteopathic students, residents and physicians alike. The identification of the aforementioned deficiencies warrants further investigation by the osteopathic profession. Potential solutions should be explored and implemented in an effort to strengthen the current system of osteopathic medical education delivery and the profession as a whole.

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