The June 2009 issue of Academic Medicine features a special section on osteopathic medical education guest edited by Marc B. Hahn, DO, AACOM/AAMC Scholar-in-Residence. In his Foreword to the special section, Dr. Hahn writes that the goal of the collection of articles is to “enhance deeper understanding and engender wider discussion of the role of the osteopathic profession in academic medicine and in the physician workforce of the United States.”
The section includes the following pieces:
Foreword: Osteopathic Medicine and Medical Education in the 21st Century
By Guest Editor Marc B. Hahn, DO
The Transformation of Osteopathic Medical Education
Explores the process through which osteopathy was transformed into osteopathic medicine, how osteopathic medical schools achieved their present status as a significant source of U.S. graduates for residency training, and what challenges osteopathic medical education now faces.
By Norman Gevitz, PhD
The Status and Future of Osteopathic Medical Education in the United States
Recounts the evolution of U.S. osteopathic medicine and medical education, and describes how this evolution has triggered a reassessment process for osteopathic medical education and professional organizational leadership.
By Stephen C. Shannon, DO, MPH, and Howard S. Teitelbaum, DO, PhD, MPH
Osteopathic Clinical Training in Three Universities
Explores the historical roots of osteopathic clinical training, describes the typical osteopathic clinical preparation, and discusses the challenges in delivering this clinical training.
By Paul M. Krueger, DO; Peter Dane, DO; Philip Slocum, DO; and Marilyn Kimmelman, EdD
Factors Affecting Specialty Choice Among Osteopathic Medical Students
Provides study findings on the predictors and characteristics of osteopathic medical students who chose a primary care specialty.
By Howard S. Teitelbaum, DO, PhD, MPH; Nat Ehrlich, PhD; and Lisa Travis, MS
Accreditation Standards of Osteopathic and Allopathic Medical Schools: Could They Affect Educational Quality?
Delves into certain aspects of accreditation across the MD and DO professions, particularly the structure of the two accrediting bodies, and analyzes select accreditation standards, to determine whether these elements demonstrate any differences that could lead to educational quality dissimilarities.
By Douglas L. Wood, DO, PhD and Marc B. Hahn, DO
Osteopathic Postdoctoral Training Institutions: A Decentralized Model for Facilitating Accreditation and Program Quality
Discusses the history and accomplishments of Osteopathic Postdoctoral Training Institutions (OPTIs) toward achieving enhanced capability for new program development and accreditation, quality oversight, and access to academic resources for OPTI members.
By Don N. Peska, DO, MEd; Michael I. Opipari, DO; and D Keith Watson, DO
The Impact of Osteopathic Physicians' Participation in ACGME-Accredited Postdoctoral Programs, 1985-2006
Explores the challenges and opportunities associated with the rapid growth in the number of osteopathic physicians (DOs) training in Accreditation Council for Graduate Medical Education (ACGME) postdoctoral (i.e., residency and fellowship) programs.
By Mark Cummings, PhD, and Donald J. Sefcik, DO, MBA
The National Osteopathic Research Center at the University of North Texas Health Science Center: Inception, Growth, and Future
Discusses the long-term costs, benefits and sustainability of the national ORC at UNTHSC in the contexts of research accomplished, the training of new medical osteopathic researchers and an effort to develop other successful regional osteopathic research centers.
By Scott T. Stoll, DO, PhD; Justin McCormick, PhD; Brian F. Degenhardt, DO; and Marc B. Hahn, DO
Clinical Practice Characteristics of Osteopathic and Allopathic Primary Care Physicians at Academic Health Centers: Results From the National Ambulatory Medical Care Survey
Explores characteristics of patient visits to osteopathic physicians (DOs) and allopathic physicians (MDs) in the provision of ambulatory primary care services at academic health centers (AHCs) relative to non-AHC sites.
By John C. Licciardone, DO, MS, MBA; Michael B. Clearfield, DO; and V James Guillory, DO, MPH
In addition to the articles listed above, the issue includes a Point-Counterpoint section that features the following essays:
The Separate Osteopathic Medical Education Pathway: Uniquely Addressing National Needs
Explores the current innovations colleges of osteopathic medicine are undertaking to preserve their traditional focus on primary care and practice in underserved areas.
By Candice Chen, MD, MPH, and Fitzhugh Mullan, MD
The Separate Osteopathic Medical Education Pathway: Isn't It Time We Got Our Acts Together?
Questions the benefit of sustaining two separate educational pathways for DOs and MDs.
By Jordan J. Cohen, MD
Osteopathic Medical Graduates in ACGME Residencies: A Threat to the Core Philosophy and Distinctiveness of Osteopathic Medicine
Argues that when osteopathic graduates enter ACGME-approved residency programs, they become potentially inaccessible to osteopathic students who follow, harming the continuum of the osteopathic heritage.
By Kenneth J. Veit, DO, MBA
Osteopathic Medical Graduates in ACGME Residencies: Another Way to Embrace the Osteopathic Philosophy
Posits that osteopathic medical school instills a philosophy that becomes a permanent part of the fabric of every graduate, a philosophy that cannot be affected by residency training.
By Kendall Reed, DO
To view the issue online, visit http://journals.lww.com/academicmedicine/pages/currenttoc.aspx. Note that while some articles are available to the public, others can be accessed only by subscribers or for purchase by non-subscribers.