Location
Moultrie, GA
Start Date
8-5-2024 1:00 PM
End Date
8-5-2024 4:00 PM
Description
Introduction:
Medical students’ perceptions of their medical education experience, as well as their views of their ideal future clinical practice settings, are constantly changing. Evidence has long supported that student experiences in the classroom and during clinical rotations have a direct impact on students’ beliefs. This evidence applies not only to their own medical knowledge and skill level but to their views of other physicians and medical specialties as well.
The goal of this study was to determine how the perceptions of students regarding OMM changed as they progressed through their first and second years of osteopathic medical school and what variables may have contributed to these changes. A survey was distributed to first-year students at two different osteopathic medical school campuses at the beginning of their first Osteopathic Principles and Practice course. This survey contained over seventy statements in which participants were asked to respond according to the Likert scale. Responses were securely stored. Surveys were distributed again at the beginning of their second term and at the beginning of their third term. Responses were then analyzed, and overall trends were compared. Results from the third survey were not included in the results of the study because of a significant drop-out rate due to the COVID-19 pandemic.
A total of 191 students participated in the first survey, and 82 students participated in the second.
Initially, 19.9% of participants stated they would feel comfortable using OMT on clinical rotations. This number increased to 78.1% in the second data collection. 16.2% of participants said they would feel comfortable performing OMT on an actual patient. With time, that number increased to 73.2%. In the second data collection, only 73.2% of students felt that they would have enough knowledge of OMM/OMT by the time they graduated from medical school.
In regards to OMM undergraduate teaching scholars, over time, 90.3% of participants stated that they felt scholars helped with their understanding of lab material, and 80.5% stated that scholars helped with their understanding of lecture material. 84.1% of participants felt that scholars were positive role models in their osteopathic education.
Overall, study results indicated that the overall perception of OMM/OMT improved as students progressed through their osteopathic medical education. Future studies of similar interest may include statements regarding specific aspects of the participant's curriculum to determine what they found most beneficial.
Embargo Period
7-3-2024
Included in
Examining student perceptions surrounding OMT: an investigation of factors influencing desire to both learn and utilize OMT
Moultrie, GA
Introduction:
Medical students’ perceptions of their medical education experience, as well as their views of their ideal future clinical practice settings, are constantly changing. Evidence has long supported that student experiences in the classroom and during clinical rotations have a direct impact on students’ beliefs. This evidence applies not only to their own medical knowledge and skill level but to their views of other physicians and medical specialties as well.
The goal of this study was to determine how the perceptions of students regarding OMM changed as they progressed through their first and second years of osteopathic medical school and what variables may have contributed to these changes. A survey was distributed to first-year students at two different osteopathic medical school campuses at the beginning of their first Osteopathic Principles and Practice course. This survey contained over seventy statements in which participants were asked to respond according to the Likert scale. Responses were securely stored. Surveys were distributed again at the beginning of their second term and at the beginning of their third term. Responses were then analyzed, and overall trends were compared. Results from the third survey were not included in the results of the study because of a significant drop-out rate due to the COVID-19 pandemic.
A total of 191 students participated in the first survey, and 82 students participated in the second.
Initially, 19.9% of participants stated they would feel comfortable using OMT on clinical rotations. This number increased to 78.1% in the second data collection. 16.2% of participants said they would feel comfortable performing OMT on an actual patient. With time, that number increased to 73.2%. In the second data collection, only 73.2% of students felt that they would have enough knowledge of OMM/OMT by the time they graduated from medical school.
In regards to OMM undergraduate teaching scholars, over time, 90.3% of participants stated that they felt scholars helped with their understanding of lab material, and 80.5% stated that scholars helped with their understanding of lecture material. 84.1% of participants felt that scholars were positive role models in their osteopathic education.
Overall, study results indicated that the overall perception of OMM/OMT improved as students progressed through their osteopathic medical education. Future studies of similar interest may include statements regarding specific aspects of the participant's curriculum to determine what they found most beneficial.
Comments
Presented by Sadie Daugereaux.