Competency 1: Osteopathic Philosophy and Osteopathic Manipulative Medicine
Residents are expected to demonstrate and apply knowledge of accepted standards in Osteopathic Manipulative Treatment (OMT) appropriate to their specialty. The educational goal is to train a skilled and competent osteopathic practitioner who remains dedicated to life-long learning and to practice habits in osteopathic philosophy and manipulative medicine.
Integrating OPP Years 1-2
Contact Person: Marti Echols, PhD firstname.lastname@example.org
Although NSU-COM maintains a traditional OMM course in the curriculum, the integration of OPP/OMM within the curriculum has emerged. During orientation week, the students are introduced to OMM techniques and practice them in the OMM lab. OMM topics and practice opportunities are part of several courses such as Patient Centered Medicine and Foundations of Clinical Reasoning. OMM/OPP are taught and assessed in several courses throughout the curriculum. The early exposure to OMM during orientation has significantly impacted the students’ incorporation of OMM into patient care throughout the four years of the medical curriculum.
Early Clinical Exposure in OMT Diagnosis and Treatment
Contact Person: Karen Steele, DO email@example.com
WVSOM provides early clinical exposure in osteopathic diagnosis and OMT. To help accomplish this goal, a free community clinic was created where second-year osteopathic medical students practice
distinctive osteopathic evaluation and treatment with community patients under direct supervision of WVSOM OPP faculty members. Lectures and laboratories that outline osteopathic principles relevant to systemic diseases, and that integrate these principles into the organ systems-based curriculum. The concept behind this approach was to “build a bridge” for osteopathic medical students to relate knowledge and skills learned in OPP courses to their general medical knowledge learned in the organ systems-based curriculum. Although different formats have been used to achieve this goals, the typical format is either case development with integrated osteopathic components or team-teaching on a clinical condition with both basic sciences and clinical sciences faculty. A “substantive dialogue” takes place between basic sciences and clinical sciences faculty. This fosters communications and integrative teaching across disciplines. This is achieved, in part, by assigning cross-discipline “advisors.” For example, clinical faculty members are assigned to be advisors for all basic sciences courses, and basic sciences faculty are assigned to be advisors to clinical courses. We have established multidisciplinary case-study presentations, including osteopathic concepts, within the second year organ systems-based curriculum. Courses have been resequenced, as appropriate, to allow for teaching in temporal proximity of concepts important to understanding osteopathic medicine.
Integrating OPP in Yrs. 3-4
Contact Person: William W. Lemley, DO, WVSOM firstname.lastname@example.org
The OPP curriculum at WVSOM for third and fourth year osteopathic medical students consists of a number of OPP-centered requirements. For example, thir- and fourth-year students are required to complete the following: a 2-week required rotation with an OMM specialist or another specialist who practice has an OMT emphasis; reading assignments in OPP and end-of-rotation examinations in the family practice and pediatrics rotations; course review lectures in OPP and end-of-rotation examinations in the family practice and pediatrics rotations; course review lectures in OPP conducted during the Comprehensive Osteopathic Medical Licensing Examination-USA Level 2 preparation weeki; and case presentations using OMT from their junior and senior family practice rotations, which are submitted and graded online. Additionally, third- and fourth-year osteopathic medical students completing clerskhips at MSOPTI sites are required to attend MSOPTI presentations. They may also take advantage of MDTV broadcasts at over 20 other West Virginia locations.