In My View  |   October 2017
The Case for an Osteopathic Entrustable Professional Activity
Author Notes
  • From the Touro University College of Osteopathic Medicine-CA in Vallejo. 
  • Financial Disclosures: None reported. 
  • Support: None reported. 
  •  *Address correspondence to Jennifer Weiss, DO, Touro University College of Osteopathic Medicine-CA, Department of Clinical Education, 1212 Farmers Ln, Ste 3, Vallejo, CA 94592-1159. E-mail: jennifer.weiss@tu.edu
     
Article Information
Medical Education / Neuromusculoskeletal Disorders / Osteopathic Manipulative Treatment / Pulmonary Disorders / Being a DO / Graduate Medical Education
In My View   |   October 2017
The Case for an Osteopathic Entrustable Professional Activity
The Journal of the American Osteopathic Association, October 2017, Vol. 117, 617-621. doi:10.7556/jaoa.2017.118
The Journal of the American Osteopathic Association, October 2017, Vol. 117, 617-621. doi:10.7556/jaoa.2017.118
Osteopathic medicine has arrived at a crossroads. The transition to a single accreditation system (SAS) for graduate medical education (GME), which will conclude in 2020, has created uncertainty about the training of osteopathic physicians (ie, DOs) and consequently the future of osteopathic medicine. One reason for the uncertainty is that the Accreditation Council for Graduate Medical Education (ACGME), which has been responsible for accrediting only allopathic (ie, MD) programs, will become the sole accrediting body for all residency programs.1 Also, although both medical education models have used physician competencies as a framework for the training of students and residents, the competencies are defined differently by DO and MD accreditation systems. Allopathic programs use a set of 6 core competencies defined by the ACGME.2 The osteopathic competencies have similar names, but the definitions reflect osteopathic principles and practice (OPP), and the set includes a seventh, distinctly osteopathic competency.3 
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