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Prevention in Osteopathic Undergraduate Medical Education: A Survey of the Core Competencies in Disease Prevention and Health Promotion

Journal: The Journal of the American Osteopathic Association Date: 2009/08, 109(8):Pages: 460. doi: Subito , type of study: cross sectional study

Full text    (https://www.degruyter.com/document/doi/10.7556/jaoa.2009.109.8.425/html)

Keywords:

clinical competence [223]
cross sectional study [826]
curriculum [289]
osteopathic medicine [2016]
preventive medicine [18]
undergraduate medical education [78]
USA [1630]

Abstract:

Background: Preventive medicine and public health have been established as integral parts of medical education. The purpose of this study is to survey undergraduate osteopathic medical school programs to identify the degree to which curricula include the four core competencies in health promotion/disease prevention, the associated evaluation methods, the barriers to such a curriculum, and the future plans for implementation. Methods: Eighteen faculty or deans from the 26 osteopathic medical schools (69%) responded to a survey. The questionnaire explored information about the school, the curriculum and the four core competencies in health promotion/disease prevention, evaluation procedures, barriers to implementation, and future plans. Responses were anonymously recorded. Descriptive statistics were used to summarize the findings. Results: The schools ranged in size from 88-1040 students; 72% have a required prevention curriculum, with an average instruction time of 49 hours (sd=50.3). Most schools teach preventive medicine in a required course plus other settings; 6 schools teach the curriculum as part of a course or clinical rotation. Of the 13 schools that have a required Preventive Medicine curriculum, 84.6% teach all aspects of Clinical Prevention and all teach all or almost all core competencies of Quantitative Skills. Fewer (53.8%) teach all competencies of Health Services Organization and Delivery; no schools teach all, but 69.2% teach almost all competencies of Community Dimensions of Medical Practice Topics. All 13 schools use written evaluation to assess performance, the majority also uses observation, oral presentations, and computer-assisted simulations. The most common barrier to teaching prevention is other curricular demands. Conclusion: A response rate on the questionnaire was similar to the allopathic medical school response and better than the osteopathic medical school response rate to the Prevention Self-Assessment Analysis (PSAA) in 1997. As in the PSAA, there was acknowledgment of the importance of Clinical Prevention and Quantitative Skill and less emphasis in Health Services Organization and Delivery and in Community Dimensions of Medical Practice. Greater attention in the Prevention curriculum must be placed on these latter two areas to be consistent with current recommendations of the Institute of Medicine that all medical students receive basic public health training in population-based prevention approaches to health.


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