Abstract
Objective1) to assess the preparedness to practice and satisfaction in learning environment amongst new graduates from European osteopathic institutions; 2) to compare the results of preparedness to practice and satisfaction in learning environment between and within countries where osteopathy is regulated and where regulation is still to be achieved; 3) to identify possible correlations between learning environment and preparedness to practice.MethodOsteopathic education providers of full-time education located in Europe were enrolled, and their final year students were contacted to complete a survey. Measures used were: Dundee Ready Educational Environment Measure (DREEM), the Association of American Medical Colleges (AAMC) and a demographic questionnaire. Scores were compared across institutions using one-way ANOVA and generalised linear model.ResultsNine European osteopathic education institutions participated in the study (4 located in Italy, 2 in the UK, 1 in France, 1 in Belgium and 1 in the Netherlands) and 243 (77%) of their final-year students completed the survey. The DREEM total score mean was 121.4 (SEM: 1.66) whilst the AAMC was 17.58 (SEM:0.35). A generalised linear model found a significant association between not-regulated countries and total score as well as subscales DREEM scores (p<0.001). Learning environment and preparedness to practice were significantly positively correlated (r=0.76; p<0.01).DiscussionA perceived higher level of preparedness and satisfaction was found amongst students from osteopathic institutions located in countries without regulation compared to those located in countries where osteopathy is regulated; however, all institutions obtained a ‘more positive than negative’ result. Moreover, in general, cohorts with fewer than 20 students scored significantly higher compared to larger student cohorts. Finally, an overall positive correlation between students’ preparedness and satisfaction were found across all institutions recruited.
Highlights
Osteopathy is a primary contact healthcare profession, which is becoming more popular worldwide and in particular in Europe
Nine European osteopathic education institutions participated in the study (4 located in Italy, 2 in the UK, 1 in France, 1 in Belgium and 1 in the Netherlands) and 243 (77%) of their final-year students completed the survey
A perceived higher level of preparedness and satisfaction was found amongst students from osteopathic institutions located in countries without regulation compared to those located in countries where osteopathy is regulated; all institutions obtained a ‘more positive than negative’ result
Summary
Osteopathy is a primary contact healthcare profession, which is becoming more popular worldwide and in particular in Europe. The Forum for Osteopathic Regulation in Europe (FORE) has established a series of priorities and guidelines to support the development and implementation of high quality osteopathic specific higher education degree programmes in Europe; to help standardise education standards between institutions; and to define the professional capabilities that students are required to achieve at the point of graduation [5] Notwithstanding these initiatives, their legal basis is limited and they are not designed to override national law; Europe still lacks of an effective regulatory framework to deliver high standards of osteopathic care and training. This scenario is further aggravated by the fact that in Europe, the regulation of osteopathy as a profession is limited to eight countries, i.e., Finland, France, Iceland, Lichtenstein, Malta, Portugal, Switzerland and the UK; elsewhere the statutory regulatory process is still ongoing [6]
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