First-year Osteopathic Students Research Articles

Student Perception of an OMM Virtual Practical Examination: In the Setting of Social Distancing

Abstract Introduction: Osteopathic manipulative medicine (OMM) practical examinations (PEs) are important for assessing osteopathic medical students’ cognitive knowledge and psychomotor skills required for osteopathic manipulative treatment (OMT). In the response to the COVID-19 pandemic, first-year medical students at Des Moines University (DMU) were no longer allowed to participate in a standard in-person PE (sPE) in December 2020. A novel virtual PE (vPE) over Zoom was developed to assess the students’ understanding of OMM learned in lab to replace the sPE. Objective: To determine if the vPE was perceived by the students as a successful and efficacious alternative to the sPE. Method: After the graduating class of 2024 completed their vPE, an administrative email from the DMU OMM department was sent to gather anonymous, voluntary student feedback evaluating their perception and experience of the vPE. The survey consisted of 5 Likert scale questions that asked students to determine the extent they agree to 5 distinct statements and the survey contained a free-text response question asking for suggestions to improve the vPE experience. A Chi-square test of goodness-of-fit was used to assess for equal distributions of responses. Simultaneous 95% confidence intervals (CI) for multinomial proportions were created. The free text was qualitatively analyzed based on themes. Results: Of the 224 first-year osteopathic students, 207 students responded to the Likert scale questions and 113 responded to the free text. Students strongly agree or somewhat agree that the vPE was a fair assessment of their knowledge of OMM lab material (90.82%) and optimally assessed their procedural OMM skills (86.96%). Students strongly agree that the vPE better assessed their OMM lab knowledge than a written multiple-choice examination (73.91%) and they received helpful feedback during the vPE (77.78%). Conclusion: Survey results support that the vPE was perceived by students to be an effective and fair alternative to the sPE. The creative use of a pair of pants and a prop sacrum was validated, as students confirmed that the vPE optimally assessed their procedural skills given the practical’s limitations.

First-year osteopathic students' use and perceptions of complementary video-based learning

ObjectivesTo examine first year osteopathic students' use and perceptions of complementary video-based learning in an osteopathic examination and management unit. DesignMixed-method sequential explanatory design. SettingTertiary education facility Melbourne, Victoria, Australia. ParticipantsFirst year osteopathy students. Main outcome measuresQuestionnaire-based surveys and focus groups were used to examine use of video resources and student perceptions. Surveys were analysed based on the frequency of responses made on a 4-point scale. Thematic analysis was performed on long-answer survey and focus group transcripts. ResultsSeventy-four (n = 74) students completed the surveys and 12 students took part in the focus groups. Participants reported the online videos had a positive effect on their learning experience in the unit (100%). Themes that emerged from the focus groups included improved understanding, increased exam study and performance, increased exam confidence, decreased exam anxiety, and minor technical difficulties. ConclusionVideo-based learning appears to be an effective approach in decreasing first year osteopathy students’ perceived exam anxiety, and increasing perceived exam confidence and performance. These perceptions are thought to be due to the adoption of a structured learning approach and the reduction in surface learning.

Assessment of Research Interests of First-Year Osteopathic Medical Students.

According to a 2014 survey, 59% of students entering allopathic medical school reported previous research experience. However, limited data exist on the amount of research experience that students have before entering osteopathic medical school. A strong understanding of the research skills and level of interest of first-year osteopathic medical students is essential for developing research programs at osteopathic medical schools. Limited data exist on the amount of research experience that students have before starting osteopathic medical school. A strong understanding of the research skills and level of interest of first-year medical students is essential for developing research programs at osteopathic medical schools. To determine the amount of previous research experience of first-year osteopathic medical students, their level of interest in participating in research during medical school, the factors influencing their interest in research, and their research fields of interest. First-year osteopathic medical students (class of 2019) at the Western University of Health Sciences, College of Osteopathic Medicine of the Pacific in Pomona, California (WesternU/COMP), and Pacific-Northwest in Lebanon, Oregon (WesternU/COMP-Northwest), campuses were surveyed about their previous research experiences and whether they were interested in participating in research during medical school. Surveys were administered through an anonymous online portal. Responses were evaluated for evidence of interest in conducting research. Of the 346 osteopathic medical students invited to participate in the study, the response rate was 77% (N=266). A total of 167 from WesternU/COMP and 99 from the WesternU/COMP-Northwest responded. More than 215 students (81%) reported they had participated in research before entering medical school. In addition, 200 students (75%) either expressed a strong interest in participating in research during medical school or were currently conducting research. Among research areas, clinical research was the overwhelming favorite, with 218 students (82%) expressing interest. First-year osteopathic students may have comparable amounts of research experience as allopathic medical students. Although these findings are limited to 2 campuses of 1 osteopathic medical school, they suggest that first-year osteopathic medical students are highly motivated to participate in research while in medical school.