JAOA/AACOM Medical Education  |   January 2017
Osteopathic Philosophy and Manipulation Enhancement Program: Influence on Osteopathic Medical Students’ Interest in Osteopathic Manipulative Medicine
Author Notes
  • From the Department of Osteopathic Manipulative Medicine at the Touro College of Osteopathic Medicine in New York, New York (Dr Volokitin), and AtlantiCare Regional Medical Center in Atlantic City, New Jersey (Dr Ganapathiraju). Dr Ganapathiraju was a student at Touro College of Osteopathic Medicine at the time of manuscript submission. 
  •  *Address correspondence to Mikhail Volokitin, MD, DO, Touro College of Osteopathic Medicine, 230 W 125th St, Frnt 1, New York, NY 10027-4402. E-mail: mvolokitin.md.do@gmail.com
     
Article Information
Medical Education / Osteopathic Manipulative Treatment / Being a DO
JAOA/AACOM Medical Education   |   January 2017
Osteopathic Philosophy and Manipulation Enhancement Program: Influence on Osteopathic Medical Students’ Interest in Osteopathic Manipulative Medicine
The Journal of the American Osteopathic Association, January 2017, Vol. 117, 40-48. doi:10.7556/jaoa.2017.006
The Journal of the American Osteopathic Association, January 2017, Vol. 117, 40-48. doi:10.7556/jaoa.2017.006
Abstract

Context: Interest in osteopathic manipulative medicine (OMM) among first- and second-year osteopathic medical students typically declines toward the end of the second year of medical school. An osteopathic philosophy and manipulation enhancement (OPME) program was implemented for osteopathic medical students to gain additional exposure to OMM at the Touro College of Osteopathic Medicine in New York, New York.

Objective: To assess how additional exposure to OMM through the OPME program influenced first- and second-year students’ interest in using OMM.

Methods: A survey of first- and second-year osteopathic medical students was conducted at the end of the school years to evaluate students’ demographics, exposure to OMM before matriculation, reasons for participating in the OPME program, and level of interest in OMM before and after participating in the OPME program.

Results: Of 390 students, 204 returned the survey. Respondents reported that their exposure to OMM before enrollment was mostly from reading about OMM philosophy (112 [54.9%]). Respondents also gained exposure from learning about OMM from family members or friends who had been treated by an osteopathic physician (37 [18.1%]), shadowing an osteopathic physician before matriculation (33 [16.2%]), and being treated by an osteopathic physician themselves (22 [10.8%]). After the OPME sessions, respondents reported improved practical skills (98 of 170 [57.6%]) and increased level of confidence in applying OMM (87 of 170 [51.2%]). Nearly half of respondents reported that being treated by a faculty member (100 [49.0%]) was very likely to increase their level of interest in OMM, followed by treating other classmates (77 [37.7%]) and being treated by classmates (73 [35.8%]).

Conclusion: The OPME program improved students’ interest in OMM and can be modified and implemented in any college of osteopathic medicine.

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