Snider KT. Establishing a Professionalism Score in an Osteopathic Manipulative Medicine Curriculum. J Am Osteopath Assoc 2016;116(2):106–113. doi: 10.7556/jaoa.2016.024.
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As osteopathic medical education shifts to competency-based learning, course curriculums must adapt to measure behavioral milestones in addition to traditional knowledge and technical skills. Of the core competencies, medical professionalism or lack thereof has been shown to correlate with future state disciplinary board action; therefore, early identification of poor professionalism and intervention is imperative. However, performance indicators, such as humanistic behavior and primacy of patient need, are difficult to measure in most first- and second-year medical school courses. Therefore, A.T. Still University–Kirksville College of Osteopathic Medicine developed a rubric to objectively measure professionalism within the first- and second-year osteopathic manipulative medicine curriculum. The rubric assesses such measures as timeliness and professional appearance. In the present article, the author describes the grading rubric and the methods for implementing a professionalism score within an osteopathic manipulative medicine curriculum.
a Total possible points vary by quarter because the points are based on the number of required activities in that quarter. For each required activity, the point value earned is entered into a spreadsheet with the total points earned equal to the summative total. The total points earned divided by the total possible points are equal to 10% of the final course grade for the quarter.
Source: Reprinted with permission from Snider KT, Johnson JC. Professionalism score and academic performance in osteopathic medical students. J Am Osteopath Assoc. 2014;114(11):850-859. doi:10.7556/jaoa.2014.171.
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