Colleges Of Osteopathic Medicine Research Articles

Textbook and Board Exam Prep Resource Trends in Academic Health Sciences Libraries Serving College of Osteopathic Medicine Programs

Objective This study collected and analyzed data on the required and recommended textbooks and board exam prep resources in academic health sciences libraries that serve accredited colleges of osteopathic medicine (COM) programs in the United States. Methods The study consisted of locating, compiling, and analyzing data on the required and recommended texts and board exam prep resources through the COM libraries’ public-facing websites. Results The investigators compiled the required or recommended texts and the board exam prep resources used within the COM curricula from 38 COM libraries. Conclusion The study results provide information for medical school administrators, especially within the academic affairs department and library directors, to help identify trends across U.S. osteopathic medical schools to justify the need for additional resources and services. These results can assist medical and library leadership in COM schools in planning for their future academic health sciences libraries and COM programs. Finally, the findings could assist programs in library and information sciences in redesigning their curriculum and students who seek future careers in academic health sciences libraries.

Case-based EBM instruction for Osteopathic Medical Students: A Case Report

Background: Evidence-based medicine (EBM) is an important part of graduate medical education and a learning outcome necessary for preparing students to become effective residents. However, many medical educators and librarians struggle to offer EBM instruction that is contextualized, relevant, and engaging. Case-based learning (CBL) can establish the relevance of EBM instruction sessions by using clinical scenarios that link theory to practice. Experience: This case report describes how a college of osteopathic medicine (COM) liaison librarian redesigned a large cohort, lecture-based learning approach to EBM instruction into interactive, relevant, and contextualized CBL labs. CBL labs with smaller student groups were designed to provide an active learning environment and encourage peer-to-peer learning. The CBL format has been previously applied to EBM instruction but not quantifiably evaluated. A modified rubric was created to provide a quantifiable measurement of student performance in future evaluations. Discussion: First-year osteopathic medical students participated in CBL sessions, integrating EBM into their curriculum. The small groups facilitated personalized guidance, peer-to-peer learning, and critical thinking. Clinical scenarios that were mapped to the students’ curriculum provided relevance to the learning experience. The CBL format allowed the librarian to support students individually and increased engagement compared to lecture-based learning. Challenges included assessing the students’ prior EBM knowledge and the time commitment for a solo librarian. However, group assignments and a grading rubric helped to minimize the challenge. Conclusion: The initial pilot testing of this instructional design format and rubric has shown promise in reaching the objectives of providing a relevant and active learning platform with quantifiable results. A future randomized controlled trial is planned to provide quantifiable evidence supporting CBL labs for EBM instruction when compared to lecture-based learning

Family planning competency following medical school Ob/Gyn clerkships at faith-based and secular sites

Contraception and abortion topics are variably, but often poorly, addressed in medical school curricula. Restrictions on contraceptive and abortion care at faith-based hospitals may hinder comprehensive family planning training for medical students during Ob/Gyn clerkships. Here we investigated whether medical students at faith-based and non-faith-based clerkships experienced different observations during their Ob/Gyn clerkship and/or differences in self-perceived competency in patient counseling, objective knowledge, and perceived adequacy of training in contraception and abortion topics post-clerkship. A survey was distributed to third- and fourth-year medical students at New York Institute of Technology, College of Osteopathic Medicine. Across all clerkship sites (n = 102 students), observations of, and competency in, contraceptive care was higher than in abortion care. Students at non-faith-based clerkship sites (n = 54) reported the highest levels of observation of contraceptive and abortion care (19.6–90.7%), while those at Catholic sites (n = 26) typically reported the lowest (7.7–34.6%). Students at non-faith-based sites reported significantly higher competency in contraceptive care and some aspects of abortion care, than those at Catholic, and some other faith-based sites (n = 48). Clerkship training at faith-based sites, specifically Catholic sites, resulted in poorer Ob/Gyn training, particularly in contraceptive care. Training outcomes in abortion care were poor at all Ob/Gyn clerkship sites.

Teaching ultrasound in osteopathic medical schools.

An important diagnostic tool, ultrasound (US) has been incorporated into the curriculum of medical schools for more than 20 years. In the last decade, the interest in US educational research has experienced exponential growth but mostly from Medical Doctor (MD)-granted schools. Theextent to which US is embedded in the curricula of the colleges of osteopathic medicine (COM) still requires a comprehensive evaluation. This survey is designed to evaluate the current status of US teaching in COMs with an emphasis on the inclusion of the US in osteopathic manipulative medicine (OMM) training. An anonymous, voluntary, 22-question online survey was created and administered to all COMs to collect data about the current state of US teaching. A descriptive analysis was performed to describe and summarize the final data. Fisher's exact test was utilized for the comparison of study variables. We received responses from 36 of the 43 (83.7 %) COMs invited to participate in the survey, all of which had US training within their curriculum, most commonly integrated into the year 1 curriculum (86.1 %). Focused US training is incorporated into 83.3 % of these schools (30 of 36). Focused US training is covered in 83.3 % of schools (30 of 36). US is mostly taught in the anatomy course (38.8 %). US is incorporated in the OMM course in 12 of 36 schools (33.3 %). The majority of respondents feel that US training will make osteopathic students more competitive in the job market (88.9 %) and want more US in their curriculum (86.1 %). The idea that US is useful for a better understanding of the key OMM concepts is believed by 62.9 % of respondents. The major obstacle to the implementation of US in the curriculum is having appropriately trained faculty (86.1 %). The majority of the respondents did not feel that an adequate budget is a handicap to implementing US in the curriculum. US is included within the curriculum of all respondents to our survey, a third of whom included US within their OMM curriculum. US is treated as a useful and important skill for future osteopathic physicians. The majority of COMs desire more US training in the curriculum. The main barrier to implementing US in the curriculum is the lack of appropriately trained faculty.

Time Until Proof of Credentials Significantly Decreases With the Use of Blockchain Technology and the Document Management System.

Background and objective Physician credentialing and verification in the medical education setting are challenging for the modern workforce. The credentials verification process may be time-consuming and challenging for participants.Blockchain technology is a potential resource for authenticating records with reduced administrative burden and time spent.This study investigates whether the use of blockchain technology reduces the time until verification of a participant's credentials. Methods An anonymous letter designation was assigned to 23 medical students.All students enrolled in, and completed, a course designed and run by the Edward Via College of Osteopathic Medicine at Auburn (VCOM) as part of the routine medical education curriculum. At the completion of the training, a credentials certificate was produced, which showed course completion.The anonymous letter designation was utilized in the creation of the certificates. The letter designations were shared with an anonymous investigator.No student names were shared with the investigator.The investigator posed as an employing/credentialing entity and contacted VCOM to record the time required to verify the credentials certificate indicating course completion.The elapsed time until credentials verification was completed for each student in the current system (CS) was recorded. Subsequently, the credentials certificate was minted as a blockchain-based, non-fungible token (NFT) and uploaded to a document software management system.An investigator again posed as an employing/credentialing entity and utilized this system to verify the credentials of the 23 students in the study using the NFT system.The times elapsed until verification of credentials were recorded as the NFT pathway. Data from the NFT pathway and non-NFT pathway were compiled and reviewed. Results Data were normally distributed per the Andersen-Darling Test.A t-test (Welch's method) was performed.The mean time of 111,214 seconds (30.89 hours or 1.29 days) in the CS varied significantly from the mean time of 14 seconds in the NFT blockchain system (p<0.01).The standard deviation of 56,568 seconds in CS varied significantly from 9.9178 seconds in the NFT blockchain (p<0.01). Conclusions The NFT/blockchain system reduces the mean time until the credential verification is completed and reduces the variance seen in timeuntil credentialing is completed.The NFT/blockchain system may significantly bring down the administrative burden and time spent in the credentialing process.

The Prevalence of Urinary Tract Infections and Antibiotic Prescription Treatments Across Three Countries: A Retrospective Study Using an Electronic Medical Record.

Introduction The Clinical Rotation Evaluation and Documentation Organizer (CREDO) is an electronic medical record (EMR) system created by the Edward Via College of Osteopathic Medicine (VCOM). International healthcare providers who partner with VCOM can gain access to CREDO and input their patient data.The objective of this study was to determine the frequency of urinary tract infection (UTI) diagnoses and prescription use over a one-year period in three Latin Americancountries. Methods Researchers analyzed the frequency of UTI diagnosis with corresponding prescription recommendations over a 12-month period in three Latin American countries (i.e., Dominican Republic, El Salvador, and Honduras) that utilize the CREDO system. For each month between May 2021 and May 2022, the total number of UTI diagnosis codes and prescription codes were summed, graphed, and analyzed. Results In El Salvador, there were 142 UTIs and 126 corresponding prescriptions written for UTIs reported from May 2021 to May 2022 but diagnoses were not consistent each month. Ciprofloxacin was prescribed most frequently at a rate of 43.7% in El Salvador.In Honduras, there were 68 UTIs and 68 corresponding prescriptions written for the UTIs reported from May 2021 until May 2022 withCiprofloxacin being prescribed most frequently at a rate of 39.7%. Again, diagnosis frequency was not consistent each month. In the Dominican Republic, there were 42 UTIs and 14 corresponding prescriptions written for those UTIs reported, however,data only reflected two months' worth of UTI diagnoses from May 2021 to May 2022. Fosfomycin was prescribed most frequently at a rate of 61.5%. Conclusion: The findings above suggest that there are inconsistent UTI reports throughout the year with a varied use ofantibiotics prescriptions for UTIs. The discovered discrepancies in disease reporting, or lack thereof of reporting, and prescription recommendation suggest inconsistent reporting in CREDO. In the future, focused education or revision on CREDO reporting and uniform coding practices could be implemented to reduce these inconsistencies.

The Effectiveness of a Mobile Health Clinic Delivering Mandatory and Elective Middle School Immunizations: A Descriptive Analysis.

Mobile health clinics serve a unique role in which they can offer affordable and adaptable care to the population they serve. The Edward Via College of Osteopathic Medicine (VCOM) mobile clinics began in 2020 as a partnership with the South Carolina Department of Health and Environmental Control (SCDHEC) to address the low vaccination rates that resulted from the COVID-19 pandemic. This study is a descriptive analysis that examines the number of vaccinations of tetanus, diphtheria, and pertussis (Tdap) and human papillomavirus (HPV) at different locations of administration including pediatrician offices, the novel VCOM mobile vaccination clinic, and the Spartanburg Health Department. The variables of interest and the study endpoints focused on Tdap and HPV vaccinations among students aged 11-12 years old in Spartanburg County according to the type of healthcare delivery location. From April to May of 2021, the VCOM mobile clinic was able to administer 279 Tdap vaccines and 189 HPV vaccines to students at local middle schools, which surpasses the number of vaccines administered at other sites from August 2020 to May 2021 when compared individually for both Tdap and HPV vaccinations. By assessing the total volume of vaccines administered by each group, the VCOM mobile clinic was established as an effective method of delivery and played a crucial role in the vaccination efforts of the Spartanburg community. Mobile medical units should be considered for similar efforts in providing care to resource-limited communities and those with limited access to care.

Assessment Briefs

Assessment Briefs

The Confidence and Accuracy of Medical Students Trained in Ultrasound or Landmarks for Performing Knee Aspiration.

Introduction Medical students are trained using anatomical landmarks in order to perform many procedures, such as knee aspirations. With the growing popularity and use of ultrasound, the question arises whether training students with ultrasound instead of landmarks increases their skill. Previous research has shown increased accuracy and confidence in residents who trained with ultrasound compared to landmarks only.No studies to date have analyzed the effect of ultrasound learning versuslandmark learning in medical students. Objective The purpose of this study is to analyze the confidence and accuracy of medical students when taught knee aspiration using ultrasound training compared to students taught with landmarks only. Methods The project was deemed exempt by the Edward Via College of Osteopathic Medicine (VCOM) Institutional Review Board (IRB) because it falls under the quality improvement category (IRB number 1806802-1). Subjects were randomized into two groups: one trained in ultrasound and one trained in landmarks for performing knee aspirations. Both groups were tested for accuracy by the ability to aspirate fluid from the model and the number of attempts; each student was given a maximum of three attempts. Documentation included the number of attempts for each student or "no fluid" for those exceeding three attempts. They were then surveyed for confidence. The study took place in an educational setting at VCOM-Carolinas. A total of 42 first-year medical students participated in this study. Results Fisher's exact test showed statistically significant results for confidence (p<0.001) between the ultrasound group (N=22) and non-ultrasound group (N=20) with a power of 0.285. The accuracy of aspirating fluid was not found to be statistically significant (p=0.4805). Conclusions Although no significant differences in the accuracy of knee aspirations at short term were seen, there was a clear improvement in student confidence and perceived capability of the skill. Those students who learned using ultrasound-guided techniques were more confident in their ability to accurately perform the technique when compared to their peers.

Diagnostic Biomarkers and Therapeutic Targets of ALT-Positive Cancers

Inside Precision MedicineVol. 9, No. 5 FeaturesDiagnostic Biomarkers and Therapeutic Targets of ALT-Positive CancersManrose Singh, Danny MacKenzie, Sanket Desai, Noelle Batista, and Dong ZhangManrose SinghSearch for more papers by this author, Danny MacKenzieSearch for more papers by this author, Sanket DesaiSearch for more papers by this author, Noelle BatistaSearch for more papers by this author, and Dong ZhangDong Zhang, PhD, is an associate professor of cancer biology and the director of Center for Cancer Research at the College of Osteopathic Medicine, New York Institute of Technology (NYIT). Dr. Zhang is also the founder and CSO of ALT Therapeutics, a biotech company dedicated to develop drugs targeting the ALT cancers, which include some of the most deadly cancers, such as glioblastoma and pancreatic cancers. Previously, Dr. Zhang worked at Wyeth Pharmaceutical and Pfizer Pharmaceutical as a staff scientist. Dr. Zhang is also an associate editor of Animal Model and Experimental Medicine.Search for more papers by this authorPublished Online:22 Oct 2022https://doi.org/10.1089/ipm.09.05.13AboutSectionsView articleView Full TextPDF/EPUB Permissions & CitationsPermissionsDownload CitationsTrack CitationsAdd to favorites Back To Publication ShareShare onFacebookTwitterLinked InRedditEmail View articleFiguresReferencesRelatedDetails Volume 9Issue 5Oct 2022 InformationCopyright © GEN PublishingTo cite this article:Manrose Singh, Danny MacKenzie, Sanket Desai, Noelle Batista, and Dong Zhang.Diagnostic Biomarkers and Therapeutic Targets of ALT-Positive Cancers.Inside Precision Medicine.Oct 2022.48-50.http://doi.org/10.1089/ipm.09.05.13Published in Volume: 9 Issue 5: October 22, 2022PDF download

Ethics in Psychotherapy: Informed Consent, Digital Professionalism, and Sexual Misconduct.

Ethics in Psychotherapy: Informed Consent, Digital Professionalism, and Sexual Misconduct.

Reconstruction of a Distal Phalanx Defect.

*Touro University California, College of Osteopathic Medicine, Vallejo, California; and †Dermatology Department, Blanchard Valley Medical Associates, Findlay, Ohio Address correspondence and reprint requests to: Nicole D. Hamburger, DO, 20219 Arthur Ct. Santa Clarita, CA 91350, or e-mail: [email protected] The authors have indicated no significant interest with commercial supporters.

David S. Festinger (1962-2021).

Memorializes David S. Festinger (1962-2021). He was best known for the impacts of his research contributions in the area of substance abuse treatment-particularly around issues of law and ethics. His interest in researching and promoting ethical principles for research participants was strongly influenced by the experiences of his parents, who were both Holocaust survivors. He served as principal or co-investigator on over 20 National Institutes of Health-funded grants and numerous contracts and grants from other funding agencies. Most of Dr. Festinger's career was spent with the Treatment Research Institute in Philadelphia. His final affiliation was with the Philadelphia College of Osteopathic Medicine, where he conducted research, taught students, and provided clinical supervision to trainees and early career practitioners. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Understanding Student Characteristics in the Development of Active Learning Strategies

Student evaluations after non-lecture, active learning sessions at Michigan State University, College of Osteopathic Medicine, have yielded bipartite responses with one group responding favorably and the other group negatively. The purpose of this study was to understand the characteristics, motivation, and learning strategies of medical students that find value in, appreciate, and perceive active learning sessions to be beneficial and those of students that do not. We generated a survey, based on the Motivated Strategies for Learning Questionnaire (MSLQ), that included questions regarding overall student motivations for learning, learning strategies that students employed throughout medical school, and their perceptions of active learning. Following an active learning session on hyperammonemia, we administered the modified MSLQ survey. Using the results of this survey, we validated the modified MSLQ and identified correlations between student characteristics and their perception of the active learning session. We found that, in general, students with high task value, intrinsic goal orientation, self-efficacy for learning and performance, and control of learning beliefs felt more positively about their experience in the active learning session. Understanding the characteristics, motivations, and learning strategies that help students find value in active learning sessions will help medical educators develop future curricular material so that these exercises will better engage and be more effective with a greater number of learners.

Medical student research opportunities: a survey of osteopathic medical schools in the United States.

ContextIt is important for colleges of osteopathic medicine (COMs) to provide opportunities for osteopathic medical students (OMSs) to conduct research under the guidance of professional researchers. However, COMs historically lag behind allopathic medical schools in research offerings for medical students. The literature would benefit from a synopsis of research opportunities for OMSs at COMs.ObjectivesThis study aims to assess the availability of research opportunities currently offered to OMSs and to identify structured research programs (SRPs) to provide data that may help COMs expand such opportunities.MethodsTwo online surveys were developed. The General Survey asked about general research opportunities, research requirements, and SRPs, which we define as optional, intramural, and mentored research programs. The follow-up SRP Survey sought to understand the history, funding, and organizational structure of SRPs. Between February and June 2021, the General and SRP Surveys were sent to all COMs in the United States. Response data were analyzed descriptively.ResultsResponses were received from 32 (84.2%) of 38 COMs. Nearly all COMs offered research symposia, offered third- or fourth-year research elective rotations, and provided some form of funding for OMSs to participate in research. Fourteen (43.8%) COMs had mandatory research requirements. Twenty COMs (62.5%) offered 31 SRPs, and surveys were completed for 25 (80.6%) SRPs. SRPs were founded a median (range) of 7 (1–43) years prior and accommodated 20 (4–50) OMSs annually. Among the responding SRPs, 12.0% had external funding, 96.0% required applications, 50.0% interviewed applicants prior to acceptance into the program, 72.0% required OMSs to identify their own mentors, 68.0% offered stipends to OMSs, 28.0% offered course credits, 96.0% had clinical research opportunities, and 68.0% offered research-oriented didactics. In 84.0% of SRPs, OMSs worked predominantly in the summer after OMS-I; for these SRPs, students had 4–10 weeks of dedicated time for participation in research.ConclusionsFindings from our surveys provide a synopsis of the research opportunities currently provided by COMs in the United States. Our data demonstrated wide variability of research opportunities among COMs.

A Concordance Study of COMLEX-USA and USMLE Scores.

Under the single GME accreditation system, residency programs receive applicants from MD- and DO-granting medical schools, each of which have their own set of licensing examinations, making concordance studies increasingly relevant. Previous studies comparing Comprehensive Osteopathic Medical Licensing Examination of the United States (COMLEX-USA) and United States Medical Licensing Examination (USMLE) scores have been limited in sample size and examinee composition and have yielded comparisons that may not be generalizable across all applicants. Some osteopathic medical students take USMLE in addition to COMLEX-USA, often at considerable cost and effort, with the aim of making themselves more desirable to potential residency programs. Having more reliable comparisons of COMLEX-USA and USMLE scores would allow program directors to better estimate a score on the alternate examination. To derive an accurate concordance between COMLEX-USA and USMLE scores, based on a large sample of osteopathic students who took both examinations. Five colleges of osteopathic medicine, representing various regions of the United States, participated in this study. The data included demographics and COMLEX-USA and USMLE scores from September 2015 through August 2020 for students who took both examinations. We derived the concordance between COMLEX-USA and USMLE scores using equipercentile matching. Comparisons of demographic characteristics showed only minor differences between the sample and the overall population for COMLEX-USA takers, although scores for the study sample were, on average, greater. A strong association exists between the scores on the COMLEX-USA and USMLE examinations, allowing prediction of performance on USMLE from COMLEX-USA.

COMLEX-USA and USMLE for Osteopathic Medical Students: Should We Duplicate, Divide, or Unify?

COMLEX-USA and USMLE for Osteopathic Medical Students: Should We Duplicate, Divide, or Unify?

Collaboration of a Medical School With a Special Forces Group on Annual Training: A Blueprint

Collaboration on annual training between a medical school and a National Guard Special Forces Group can be accomplished with great benefit to both parties. The authors describe the involvement by the Edward Via College of Osteopathic Medicine in providing training for the 20th Special Forces Group Medical Sergeants of the Alabama Army National Guard.

End of Life Virtual Reality Training: Medical Student Increased Empathic Ability

Introduction: It is unclear if medical student empathy declines by third year of clinical rotation trainings. Desensitization throughout the first two years may lead to decreases in empathy as a coping mechanism to avoid burnout in the clinical years. This study determined if self-assessed empathy increased after conducting an Embodied Labs, Inc. end of life virtual reality (VR) experience. Methods: Mixed methods, quantitative/qualitative, research were applied for University of New England (UNE) College of Osteopathic Medicine (COM) 2nd year medical students (N=174). They completed the 3-part 30 minute Clay Lab VR experience. UNE IRB approved pre/post-tests focused on empathy. Data were collected using RedCap. Closed questions were analyzed applying frequency analysis and paired-sample t-test through excel. Open-ended questions were analyzed through N-VIVO 12+. Results: The data included pre/post-tests from 146 students volunteers. Results indicated statistical significance (P=.01) in all closed questions except for question 7 (What is your view of conducting a full code on a patient with a DNR? (P=.14). The greatest difference seen between pre (23.97% agree or strongly agree) and post-test (64.38% agree or strongly agree) data was for question 3 (I gained knowledge about what hospice is by embodying Clay in this virtual reality lab); P= .00. Three qualitative themes included: Impact, Empathy, EOL Knowledge. Conclusion: This VR Lab experience increased self-assessed empathy at the time of Clay Lab completion; however, enduring empathy and learning about hospice/EOL has not been measured. Further research is suggested to determine the longitudinal impact of virtual reality education.

Medical/Pharmacy Students Interprofessional Older Adult Medication Interactions/Contraindications Project

The University of New England College of Osteopathic Medicine (UNECOM) Geriatrics Education Mentors [GEM] program, established in 2014, pairs UNECOM students with older community living adults. GEM assignments focus on health review, medical humanities, and geriatrics training. Each year approximately 90 older adults participate in GEMs. In 2019, the GEM program was expanded with Geriatrics Workforce Enhancement Program (GWEP) grant funding to: include first year medical students, include 2 additional assignments (4 assignments over 10 months to 6 assignments over 18 months), and to create interprofessional student collaboration. In the new GEM Assignment 4: Medication Interactions/Contraindications, UNECOM students with their GEM compiled details on the GEM’s medication list (prescriptions, herbal, OTC); one of 4 Ms of Age Friendly Health Care. UNECOM students (84 pairs) were then assigned to UNE School of Pharmacy (SOP) students (42 SOP students had 2 UNECOM pairs) to conduct a “Lexicomp” (App) medication interactions and Beers Criteria review. UNECOM students documented findings with the SOP student partner; discussed the processes of review with their GEM and the resultant findings; documented the GEM’s questions and how the UNECOM student answered those questions; and discussed next steps for the GEM regarding options for different medications - especially follow up with their prescribing physician(s) for any noted interactions/contraindications. For GEMs with few medications, a mock medication list was assigned to ensure student experiences with medication reviews and GEM discussion. Although time intensive preparation is required, UNECOM & SOP students attained significant learning as did the GEM mentors.