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Usefulness of Video Learning for Osteopathic Manipulative Medicine (OMM) Techniques in the Educational and Clinical Setting
Meghpara, M. K. [1]
Terzella, M. J. [6]
Flaum, T. B. [8]
Jung, M.K. [7]
Yao, S. C. [54]

Journal: The AAO Journal Date: 2013/09, 23(3):Pages: 24-30, type of study: cross sectional study

Free full text   (https://www.academyofosteopathy.org/aaoj)

Keywords:

medical education [623]
OMT [2951]
osteopathic manipulative treatment [2973]
video learning [2]
cross sectional study [597]

Abstract:

Context The current methods of teaching osteopathic manipulative medicine (OMM) may be improved by the incorporation of video learning into the curricula, an approach that has yet to be fully explored. Mann and Eland have demonstrated that student self-efficacy evaluations were higher with video learning versus instructor demonstration and paired practice for the Spencer technique. Dilullo et al. have also demonstrated the use of video learning as a useful tool in anatomy dissection; however, it is necessary to expand the assessment of the usefulness of video learning to all OMM techniques in the learning laboratory and clinical settings. Objective To measure student perception of the usefulness of OMM videos as a learning tool in the laboratory and clinical setting. Methods The study employed an online survey to evaluate the usefulness of OMM videos in improving the understanding of osteopathic manipulative treatment (OMT) for all current New York Institute of Technology College of Osteopathic Medicine (NYIT-COM) students in both the laboratory and clinical settings. Questions examined the reasons students used the videos (i.e., preparing for labs, exams, treating patients), how useful the students found the videos to be for each situation, the number of times the videos were viewed and if the students preferred to replace textbooks and onstage demonstrations with the videos. It excluded any student not currently enrolled at NYIT-COM and class of 2015 Academic Scholars. The study was conducted at the NYIT-COM in Old Westbury, New York. Results NYIT-COM survey respondents used OMM videos most frequently for OMM lab preparation and NYITCOM exams and quizzes. Comparison of proportions of preclinical and clinical students answering positively to “If they would prefer to use the video as a supplement to reading the technique” found that 78.1% of clinical students answered positively and 21.9% answered negatively or neutral, while 59.2% of preclinical students answered positively and 40.8% answered negatively or neutral (p-value <0.001, OR = 2.46, 95% CI (1.64, 3.69)). Conclusion This study demonstrates that students in both the preclinical and clinical years of their training utilized OMM videos. Students either agree or strongly agree that the videos are useful and prefer the videos as a supplement to onstage demonstrations. However, we found that students desire to replace readings with the videos if given the option. When structuring OMM laboratory time to maximize active learning, understanding student learning preferences plays an important role. Further research is needed to determine optimal methods of learning OMM in order to encourage knowledge and confidence with performing OMT.

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