Search Results (9)

The objective structured clinical examination (OSCE) is a well-established tool for assessing clinical skills, providing reliability, validity, and generalizability for high-stakes examinations. Des Moines University College of Osteopathic Medicine (DMU-COM) adapted the OSCE for formative assessments in undergraduate medical education, focusing on interpersonal aspects in the primary care setting. Students are graded by standardized patients and faculty observers on interpersonal skills, history/physical examination, oral case presentation, and documentation. The purpose of the study is to establish the reliability and to identify sources of variation in the DMU-COM OSCE to aid medical educators in their understanding of the accuracy of clinical skills. We examined student performance data across five OSCE domains. We assessed intra- and inter-OSCE reliability by calculating KR20 values, determined sources of variation by multivariate regression analysis, and described relationships among observed variables through factor analysis. The results indicate that the OSCE captures student performance in three dimensions with low intra-OSCE reliability but acceptable longitudinal inter-OSCE reliability. Variance analysis shows significant measurement error in rubric-graded scores but negligible error in checklist-graded portions. Physical exam scores from patients and faculty showed no correlation, indicating value in having two different observers. We conclude that a series of formative OSCEs is a valid tool for assessing clinical skills in preclinical medical students. However, the low intra-assessment reliability cautions against using a single OSCE for summative clinical skills competency assessments. Full article

This study explored the facilitators and barriers of community bike share use in a mid-sized city with high incidence of poverty and racial diversity using a community-based participatory action research (CBPAR) photovoice framework with the Stanford Our Voice (OV) Discovery Tool digital application. Community members participated in one of three community citizen science walks with follow up focus groups facilitated by osteopathic medical student researcher to address “What makes it easy or hard to ride a bike using the bike share?” Twenty-seven diverse community members partnered with four osteopathic medical students exploring vulnerable individuals’ lived experiences, beliefs/understanding of the Social Determinants of Health (SDoH) and access to the bike share program. A total of 322 photos and narrative comments from citizen science walk audits developed deductive themes and follow up focus groups informed inductive themes. Themes addressed challenges to access, maintenance, safety in bike transit, comfort, and environment that create barriers to use and increase inequities for lower income and historically underrepresented communities. The use of OV provided photograph, narrative, and geocoded photo location. This novel approach served as an effective tool for community action with city decision makers. The narrative research identified the impact of the barriers, and the photographs and geocoding provided clear descriptions for locations to prioritize change by adding street signs for access and safety, fixing road safety issues or bike maintenance concerns. It actively engaged the community with the city to drive discussions and plans for change in repair systems and infrastructure that also addressed equity and acknowledged the SDoH supporting residents in lower income or historically underrepresented communities. Citizen science engaged community voices, supporting change in city policies and transportation initiatives to support the sustainability of the bike share program. Full article

Immunology is an important component of the medical curriculum. It provides a foundation for understanding the cellular and molecular processes by which the body protects itself from external substances and the immunological responses that contribute to the development of many illnesses. The inclusion of immunology in an osteopathic medical curriculum is essential to understanding the body’s defense systems as well as the alignment of osteopathic concepts with immunology. By encompassing innate and adaptive immunity, immunology reflects the interconnectedness of the body’s systems and the foundation for self-regulation inherent in osteopathy. A problem facing medical educators is determining how to facilitate students’ learning of immunological concepts in a way that will help them retain and apply the material throughout their clinical years and beyond. This paper aims to provide an immunology education framework designed to effectively integrate immunology topics across the preclinical courses of an osteopathic medical curriculum. Drawing insights from an extensive review of the literature and current medical curricula, we propose an integrative curriculum model that broadly incorporates fundamental concepts of immunology across multiple disciplines and systems-based courses horizontally as well as vertically over the preclinical years using clinical presentations and laboratory findings and further connecting them to osteopathic principles. This integrative curriculum will augment medical students’ understanding of immunology, making them better able to connect core concepts with clinical applications and enhance their application of immunological concepts in osteopathic patient care in alignment with the NBOME guidelines. Using the proposed integrative medical curriculum may better prepare medical students for providing holistic medical care and guidance to their future patients. Full article

Involvement in research is regarded as a high-impact educational practice, which, for medical professionals, is associated with sharpened critical thinking and life-long learning skills, greater appreciation for evidence-based medicine, and better clinical competence scores. However, there are limited data regarding the research experience and/or interest among osteopathic medical students in the United States despite a rapidly increasing enrollment and expansion of the number of osteopathic medical schools. Thus, we administered an electronic survey examining prior research experience, interests, and perceptions about research participation during medical school to four successive classes of incoming first-year osteopathic medical students. We also performed focus groups with rising third-year osteopathic medical students around the topic of perceived barriers to and potential enablers of promoting research participation. This yielded a survey addendum where first-year osteopathic medical students provided feedback on the likelihood of specific incentives/enablers to encourage participation in research during medical school. Overall, osteopathic medical students are interested in research, view research experience as valuable, and perceive research experience as beneficial to future career development. Students perceive that the primary barrier to involvement in research is a potential negative impact upon performance in coursework. Feedback on the likelihood of specific enablers/incentives was also garnered. Our findings from a single institution may have important implications in defining the prior experiences and perceptions held by first-year osteopathic medical students. Specifically, our study indicates that research experiences intentionally designed with (1) a strong likelihood of gaining a publication, (2) financial compensation, and (3) the opportunity for short-term involvement, a flexible time commitment, and/or a dedicated time period are most likely to encourage research participation by osteopathic medical students. Full article

Osteopathic manipulative medicine (OMM) is an emerging practice in the healthcare field with increasing popularity and evidence-based therapy. Osteopathic manipulative treatments (OMT) include hands-on manipulations of different body structures to increase systemic homeostasis and total patient well-being. Indeed, this new realm of the whole patient-based approach is being taught in osteopathic schools around the country, and the osteopathic principles of a mind-body-spirit-based treatment are being instilled in many new Doctor of Osteopathy (D.O.) students. However, despite their proven therapeutic value, there are still many individuals, both in and outside the medical profession, who are unaware (or misinformed) of the therapeutic uses and potential benefits of OMT. Here, we provide a brief introduction to this osteopathic therapeutic approach, focusing on the hands-on techniques that are regularly implemented in the clinical setting. It is becoming increasingly evident that different OMTs can be implemented to enhance patient recovery, both alone and in conjunction with the targeted therapies used in allopathic regimens. Therefore, it may be beneficial to inform the general medical community and educate the public and those associated with the healthcare field about the benefits of using OMT as a treatment modality. OMT is lower-cost, noninvasive, and highly effective in promoting full-body healing by targeting the nervous, lymphatic, immune, and vascular systems. There is a growing body of literature related to osteopathic research and the possible molecular pathways involved in the healing process, and this burgeoning field of medicine is expected to increase in value in the healthcare field. This brief review article explains the frequently utilized OMT modalities and their recognized therapeutic benefits, which underscore the need to understand the possible molecular mechanisms and circulating biomarkers linked to the systemic benefits of osteopathic medicine. Full article

The COVID-19 pandemic continues to evolve, with new variants emerging and vaccine-induced immunity waning. Protecting and retaining the healthcare force remains crucial in fighting this pandemic, as healthcare workers (HCWs) are a critical driver in increasing vaccine uptake among the public. This study explored the uptake of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) booster shots among medical students at the New York Institute of Technology College of Osteopathic Medicine (NYITCOM). Predictors for actual booster uptake were also examined. An electronic survey was distributed to Osteopathic Medical Students (OMS I-IV) in January 2022. The survey was distributed to 1762 students total, with 319 responses received (18%). Of those who responded, 70.2% (224/319) reported that they had already received a booster, while 29.5% (94/319) reported they had not yet received it. We identified that pharmaceutical mistrust, building long-lasting immunity via vaccines, and vaccines’ adverse effects were the most significant predictors for how willing participants were to accept a booster dose. Vaccine hesitancy around the COVID-19 booster was prevalent during the surge of the highly transmissible variant Omicron. This finding necessitates some evidence-based approaches to enhance booster uptake among a population subgroup whose impact is critical. Full article

Examinations are a significant source of academic stress, particularly in the demanding environment of medical education. In order to reduce the burden of anxiety, burnout and depression among students, medical schools aim at reducing academic stress by exploring alternatives to frequent, high-stakes assessment schedules. The bundling of examinations into integrated block assessments has emerged as a successful strategy to reach this goal, as the resulting reduction in examination days can provide uninterrupted periods of study time that allows for a deeper understanding of material as well as an opportunity for students to take wellness breaks between exams. The present study examines the outcomes of a natural experiment on back-to-back exam scheduling in two related medical school courses post hoc. The outcomes of the scheduling change on the academic performance and satisfaction of examinees were analyzed with a mixed-methods approach. The data show that the transition from a spaced-out to a back-to-back exam schedule was accompanied by a drop in academic performance and student satisfaction with the curricular schedule. The data presented suggest that without proper curricular integration, the block scheduling of exams has negative effects on learning outcomes and student satisfaction. Full article

Exploring future physicians’ attitudes toward vaccination is crucial as physicians’ recommendation is the top predictor for individuals to receive vaccines. This study explored the uptake of COVID-19 vaccines and the intention for future booster dose uptake among students at the New York Institute of Technology College of Osteopathic Medicine (NYITCOM). Predictors for actual vaccine and intended booster uptake were also examined. An electronic survey was distributed to Osteopathic Medical Students (OMS I-IV) in the Spring of 2021. A total of 1331 students received the survey, with 316 responses received (24%). In total, 95.3% (301/316) of the respondents reported that they already received vaccines, while 3.1% (13/316) reported that they had not yet received a vaccine. Moreover, 88.9% of the respondents (281/316) were in favor of a booster dose, which was a strong predictor for actual vaccine uptake. We identified that the Asian race, pharmaceutical mistrust, building immunity via vaccines, adequate vaccine testing, and willingness to get non-U.S. manufactured vaccines are the most significant predictors for willingness to accept a booster dose. A very high COVID-19 vaccine uptake among NYITCOM OMS was found in our study. The study also observed a high acceptance of an additional dose of the COVID-19 vaccine in the future. Full article

The feedback analytics of online software including Articulate and Bristol Online Surveys can be used to facilitate dialogic learning in a community of practice such as Pharmacy and, thereby, promote reflective learning by the creation of formative calibrated feedback loops. Based on work with medical, dental, nursing, osteopathic, and social work students, trainees, and registrants, the paper shows how an online learning community can be created along the continuum from undergraduate to registrant to develop authentic dialogic e-learning around standards of Professionalism. The Dundee PolyProfessionalism inventories and Situational Judgement Scenarios (SJSs) can be customised for Pharmacy Professionalism learning to support evidence-based curriculum design along benchmarked learning curves and to profile Professionalism learning in individuals and cohorts. Full article