| For medical practitioners and osteopaths - Osteopathy Journal Articles Catalog. |
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| Status of complementary and alternative medicine in the osteopathic medical school curriculum Saxon, D. W., G. Tunnicliff, et al. (2004), J Am Osteopath Assoc 104(3): 121-6. Abstract: Reflecting society's interest in complementary and alternative medicine (CAM), most allopathic medical schools in the United States offer instruction in CAM. Pertinent information about the teaching of CAM at osteopathic medical schools is lacking. The authors therefore sought to document the form and content of CAM instruction at osteopathic medical schools and compare their findings with those reported for allopathic medical schools in a recently published survey. Phone conversations with academic officials at each of the 19 colleges of osteopathic medicine revealed that only one school did not teach CAM. With the help of these officials, the authors identified 25 CAM instructors at 18 osteopathic medical schools and sent them questionnaires. All returned a completed form with details about CAM instruction at their schools. The authors found that CAM material was usually presented in required courses sponsored by clinical departments, was most likely taught in the first 2 years of medical school, and involved fewer than 20 contact hours of instruction. The topics most often taught were acupuncture (68%), herbs and botanicals (68%), spirituality (56%), dietary therapy (52%), and homeopathy (48%). Most (72%) CAM instructors were also practitioners of CAM modes of therapy. Few (12%) of the instructors taught CAM from an evidence-based perspective. The authors conclude that the form and content of CAM instruction at osteopathic medical schools is similar to that offered at allopathic medical schools and that both osteopathic and allopathic medical schools should strive to teach CAM with less advocacy and more reliance on evidence-based medicine. |
| Status of geriatric education in colleges of osteopathic medicine: report of the First National Survey to Establish Benchmark Data Solon, J. and N. Kilpatrick (1987), J Am Osteopath Assoc 87(11): 764-9. |
| Stefan Hagopian, DO. On becoming an osteopath. Interview by Bonnie Horrigan Hagopian, S. (2001), Altern Ther Health Med 7(6): 84-91. |
| Still and Palmer: the impact of the first osteopath and the first chiropractor Brantingham, J. W. (1986), Chiropr Hist 6: 19-22. |
| Still-Well osteopathic medical student wellness program Gaber, R. R. and D. M. Martin (2002), J Am Osteopath Assoc 102(5): 289-92. Abstract: In 1991, the Kirksville College of Osteopathic Medicine in Kirksville, Missouri, initiated a wellness program for its first- and second-year medical students. The program was based on the concept that to practice and promote preventive medicine, students must first understand and integrate wellness practices and theory into their own lives. With nearly 11 years of experience, the Kirksville College of Osteopathic Medicine offers a wellness program to its students that addresses areas of their personal, professional, and physical development of mind, body, and spirit. Voluntary student participation has been exceptional, and research at KCOM was initiated to determine to what extent the program was working to modify the wellness of its medical students. |
| Strategic choices for a primary care advantage: re-engineering osteopathic medicine for the 21st century Glover, S. H. and P. A. Rivers (2000), Health Serv Manage Res 13(3): 156-63. Abstract: The rapidly growing area of osteopathic medicine takes us beyond high technology, life-saving equipment, or at least the most accurate diagnostic test. Whether it is called 'alternative', 'complementary' or 'holistic' medicine, it cannot be ignored as a legitimate healthcare choice, with well-defined benefits for healthcare consumers. This paper examines the history, development, philosophy of practice and challenges facing the viability of osteopathic medicine. More specifically, we address the following key questions: What is osteopathy medicine? What role does osteopathic medicine play in the provision of health services? What challenges face this professional group? And is osteopathic medicine an alternative approach to healthcare? |
| Streamlining osteopathic education during the war emergency. 1943 Peach, J. M. (2000), J Am Osteopath Assoc 100(11): 739-40. |
| Stress osteopathy of the femoral head. 10 military recruits followed for 5-11 years Visuri, T. (1997), Acta Orthop Scand 68(2): 138-41. Abstract: I present 10 cases of spongious bone injury of the femoral head induced by physical stress. All patients were young military recruits who complained of hip pain from weight bearing which had started during physical exertion. Increased uptake in a radionuclide bone scan was regarded as the criterion for stress osteopathy. 7 hips were radiographically normal. In 3 cases a subcortical lateral cystic lesion of the femoral head was observed. MRI was performed in 6 cases. A decreased signal intensity in T1-weighted images in 5 cases and high signals in T2-weighted and IR signals (2 patients) indicated bone marrow edema. A lateral osteophyte of the femoral head developed in 1 case during 8 years' follow-up. After a median of 6 years, 9 patients still had occasional slight hip pain. |
| Strong osteopathic identity yields some legal clout Richard, M. H. and J. M. MacCallum (1984), Oh 28(1): 8-10, 20. |
| Structural diagnosis and osteopathic management of chronic degenerative disease Jones, J. B. (1954), J Am Osteopath Assoc 54(2): 124-6. |
| Student assessment in the Ohio University College of Osteopathic Medicine CORE system: progress testing and objective structured clinical examinations Portanova, R., M. Adelman, et al. (2000), J Am Osteopath Assoc 100(11): 707-12. |
| Student perceptions of osteopathic manipulative treatment after completing a manipulative medicine rotation Gamber, R. G., E. E. Gish, et al. (2001), J Am Osteopath Assoc 101(7): 395-400. Abstract: Recent studies have demonstrated a decline in the use of osteopathic manipulative treatment (OMT) by osteopathic physicians, reflecting a trend that may begin in medical school. The authors used a questionnaire to examine the teaching and use of OMT in five rotations and the perceptions of 86 graduating osteopathic medical students of their experiences following their core manipulative medicine rotation. Most students indicated that they applied osteopathic principles sometimes (39.5%) or often (29.1%) during rotations. Forty-three percent of students rated their ability to apply osteopathic principles as average. The number of students who indicated that they rarely used OMT during their rotations was 31 (36.0%) for internal medicine, 21 (24.4%) for surgery, 23 (26.7%) for pediatrics, and 24 (27.9%) for obstetrics/gynecology. When asked why OMT was not used during a rotation, 47.2% of respondents cited time constraints, and 21.7% stated that their attending physicians discouraged the use of OMT. These results demonstrate a distinction between students' perceived level of osteopathic principles and skills and their application during clinical rotations. |
| Student performance on the Comprehensive Osteopathic Medical Licensing Examination-USA level 2 following a clinical evaluation, feedback, and intervention program Agostini, D. E., A. S. Stano, et al. (2002), J Am Osteopath Assoc 102(9): 477-80. Abstract: The purpose of this study was to examine student performance on the Comprehensive Osteopathic Medical Licensing Examination-USA (COMLEX-USA) level 2 examination following a clinical evaluation, feedback, and intervention program. Students who completed their core clinical training (year 3) at the Lake Erie College of Osteopathic Medicine in Erie, Pennsylvania, returned to the campus for a weeklong series of clinical science testing. Their performance in this program was compared to their performance on COMLEX-USA level 2 administered by the National Board of Osteopathic Medical Examiners approximately 3 months later. The authors analyzed other student data (Medical College Admission Test scores, grade point averages, and COMLEX-USA level 1 scores) to identify the relationship between these variables and the students' success (or failure) on COMLEX-USA level 2. Using a correlation approach, the authors found a relationship between COMLEX-USA levels 1 and 2 as well as between the preparation week and COMLEX-USA level 2, and that the significant difference in the results of the "at-risk" students continues in the COMLEX-USA level 2 performance. Further, the intervention used with students performing at less-than-satisfactory levels in the preparation program was successful in improving the performance of this group to a level equal to that of the second decile, thus increasing the likelihood that these students will pass the COMLEX-USA level 2 examination. |
| Student selection at the Kirksville College of Osteopathy and Surgery Warner, M. D. (1953), J Am Osteopath Assoc 52(5): 297-8. |
| Studies on psoriatic osteopathy Hein, G., K. Abendroth, et al. (1991), Clin Rheumatol 10(1): 13-7. Abstract: To demonstrate an as yet merely postulated generalized osteopathy in psoriatics, the serum calcium level, the alkaline phosphatase in the serum and the urinary excretion of hydroxyproline were evaluated in 24 patients with Ps and 24 patients with PA. Moreover, the bone bioptates from 25 patients with PA and 10 patients with Ps were examined histologically and measured morphometrically. The investigations provide evidence for the existence of a generalized "latent" osteopathy in terms of an elevated bone turnover rate without loss of bone volume (high turnover remodelling) in both patients with PA as well as those with Ps without arthritis. As a pathogenetically essential factor shared by dermatosis and "osteopathy", latent vitamin D deficiency and/or D hormone resistance is discussed. |
| Study of 500 patients attending an osteopathic practice Pringle, M. and S. Tyreman (1993), Br J Gen Pract 43(366): 15-8. Abstract: The experiences of 500 consecutive patients presenting with a new episode of illness at a five practitioner osteopathic practice in an east midlands town is reported. The osteopath completed a structured questionnaire about each patient who then completed two symptom questionnaires, one before treatment and a second four months later. Questionnaires were completed by osteopaths for 495 patients (99.0%). Almost all patients completed the first questionnaire (98.6%) and 367 patients (73.4%) completed the second questionnaire. Female patients had more treatment sessions than male patients (3.2 versus 2.7 over the four month period, P < 0.01) and suffered from more spinal muscular problems and postural imbalance than males (P < 0.05). The commonest diagnostic group was spinal joint sprain and patients with this diagnosis reported significantly better symptom improvement at four months than those in other diagnostic groups. Greater improvement at four months was also associated with shorter duration of illness before treatment (P < 0.001). The 147 patients who had seen their general practitioner before attending the osteopath had worse symptoms of a longer duration than the 347 patients who had not seen their general practitioner (P < 0.001), but showed greater improvement in symptoms over the subsequent four months. It is concluded that suitable patients should be encouraged to attend an osteopath early on in an illness. In subsequent episodes, if osteopathic treatment is of benefit to them, patients should attend before they see their general practitioner. |
| Study of the relationships between pericarditis and osteopathy in chronic haemodialysis Mako, J., J. Szucs, et al. (1983), Int Urol Nephrol 15(4): 383-7. Abstract: Statistically significant correlations were demonstrable between the incidence of bone abnormalities due to parathyroid hyperfunction and of pericarditis in 130 patients maintained on chronic haemodialysis. Parathyroid hormone is regarded on these grounds as one of the possible factors accounting for the production of non-infective uraemic pericarditis. |
| Study raises important issues about the potential benefit of osteopathy in the cranial field to patients with Parkinson's disease Boehm, K. M., B. J. Lawner, et al. (2003), J Am Osteopath Assoc 103(8): 354-5; author reply 355-6. |
| Studying the impact of women on osteopathic physician workforce predictions Simpson, M. A. and M. A. Weiser (1996), J Am Osteopath Assoc 96(2): 106-11. Abstract: Women have been entering the physician workforce in ever-increasing numbers since the 1970s, and women are expected to reach numeric parity with men early in the next century. In an effort to predict changes in the physician workforce, analysts have relied primarily on data collected in the allopathic medical profession. Documented differences in practice characteristics between osteopathic and allopathic physicians make current workforce projections--based heavily on assumptions rooted in the allopathic medical profession--nonrepresentative of the osteopathic medical profession. The authors attempt to identify the impact of increasing numbers of women physicians on the osteopathic medical profession. They trace the historical presence of women in medicine and explore speculations concerning the continued growth in the numbers and percentage of women in medicine. The authors analyze data from the 1992 AOA census in search of identifiable trends in practice location and specialty choice based on gender, marital status, and dual-osteopathic physician couples. Finally, they discuss the need for complete and accurate data collection for the profession as data-driven workforce policy decisions ultimately affect the entire profession. |
| Substance abuse service: a growing part of osteopathic hospitals Petro, P. (1985), Osteopath Hosp Leadersh 29(6): 19, 26. |
| Success of osteopathy in treatment of epidemic pneumonia and influenza Riley, G. W. (1951), J Osteopath (Kirksvill) 58(5): 14-6. |
| Superlatives and concerns in osteopathic medical education Baker, H. H. (1991), J Am Osteopath Assoc 91(11): 1055-6. |
| Support needed for clinical faculty in osteopathic emergency medicine residencies Minor, S. K. and D. J. Sefcik (2003), J Am Osteopath Assoc 103(12): 575-6. |
| Support of physicians doing research at University of Medicine and Dentistry of New Jersey-School of Osteopathic Medicine Goldberg, G. (1987), J Am Osteopath Assoc 87(11): 755-63. |
| Support programs for minority students at Ohio University College of Osteopathic Medicine Thompson, H. C., 3rd and M. A. Weiser (1999), Acad Med 74(4): 390-2. Abstract: The Ohio University College of Osteopathic Medicine ranks high among the nation's 19 osteopathic medical schools with respect to the percentage of underrepresented minorities (URMs) in the entering class. The college has strong recruitment and retention programs for URM and disadvantaged students. URM enrollment rose steadily from 11% in 1982-83 to 22% in 1997-98, despite the school's location in a rural, residential public university with few minorities as students or town residents. The college has six programs to support minority students through both undergraduate and medical school: the Summer Scholars Program (1983 to present), an intensive six-week summer program to prepare rising under-graduate seniors and recent graduates to apply to medical school; Academic Enrichment (1987 to present), to support first- and second-year medical students; the Prematriculation Program (1988 to present), an intensive six-week summer program for students who will matriculate in the college; Program ExCEL (1993 to present), a four-year program for undergraduates at Ohio University; the Summer Enrichment Program (1993 to present), an optional six-week program for students who will enter the premedical course at Ohio University; and the Post-baccalaureate Program (1993 to present), a year-long, individually tailored program for URM students who have applied to the medical college but have been rejected. The medical college first focused on supporting students already in the medical school curriculum, then expanded logically back through the undergraduate premedical programs, always targeting learning strategies and survival strategies, peer and faculty support, and mastery of the basic science content. The college plans to create an on-site MCAT preparation program and perhaps expand into secondary education. |
| Survey advises: "Stress the 'osteopathic' in osteopathic hospitals" Culbertson, H. M. and G. H. Stempel, 3rd (1983), Oh 27(9): 8-11. |
| Survey findings of services for cardiovascular and chronic respiratory patients in accredited osteopathic hospitals Robins, M. and E. P. Crowell (1968), J Am Osteopath Assoc 68(1): 97-102. |
| Surveying hospital-based osteopathic services Dick, L. M. (1981), Oh 25(2): 12-4. |
| Symposium: osteopathic contribution to the concept of body unity. The metabolic processes Rohweder, C. A. (1963), J Osteopath (Kirksvill) 70: 19-22. |
| Symposium: osteopathic contribution to the concept of body unity; introduction Eggleston, A. A. (1953), J Am Osteopath Assoc 52(5): 257-8. |
| Symposium: osteopathic contribution to the concept of body unity; summary Eggleston, A. A. (1953), J Am Osteopath Assoc 52(5): 275-6. |
| Symposium: osteopathic education, its necessities and opportunities Pearson, H. D. (1953), J Am Osteopath Assoc 52(5): 280-1. |
| Synergism strengthens osteopathic medical education programs Allen, T. W. (1995), J Am Osteopath Assoc 95(10): 586. |
| Systems organizations: osteopathic hospitals in evolution Doody, M. F. (1978), Oh 22(6): 10-2. |
| Taking osteopathic distinctiveness seriously: historical and philosophical perspectives Osborn, G. G. (2005), J Am Osteopath Assoc 105(5): 241-4. |
| Teaching of basic principles of osteopathic manipulative techniques Beal, M. C. (1982), J Am Osteopath Assoc 81(9): 607-9. |
| Testing osteopathic medical concepts in a real-life setting Patterson, M. M. (1992), J Am Osteopath Assoc 92(6): 689. |
| Testing osteopathic medical school graduates for licensure: is COMLEX-USA the most appropriate examination? Graneto, J. (2001), J Am Osteopath Assoc 101(1): 26-32. Abstract: Osteopathic and allopathic physicians receive authority to practice medicine through the licensing boards of the states in which they practice. Each state has the responsibility to operate a licensing board for physicians and other medical professionals. These boards choose which examinations are acceptable to establish that a physician is licensable to practice medicine. The National Board of Osteopathic Medical Examiners (NBOME) administers the Comprehensive Osteopathic Medical Licensing Examination (COMLEX-USA). To determine the views of the educational leaders of the osteopathic profession regarding licensure testing, a survey was mailed to leaders in the profession. Of the 799 surveys mailed, 341 (43%) were returned. Respondents were asked 19 questions, using a Likert scale to record responses (strongly disagree, 1; strongly agree, 5). Eighty-eight percent of respondents believed that osteopathic medicine is a distinct profession. Seventy percent of respondents felt that COMLEX-USA is the standard for testing osteopathic trainees, while 70% believed trainees should continue to be tested by a unique process. According to 72% of the respondents, the NBOME, through its testing procedures, continues to be the organization best suited to test the knowledge of osteopathic students and graduates. These results indicate that among the practicing leadership of the osteopathic profession, overwhelming support exists for the profession to retain the ability and the right to examine its own trainees from within. |
| Texas College of Osteopathic Medicine library extension program Pfaffenberger, A. (1980), Hosp Libr 5(1): 6-7. |
| The 1984 Thomas L. Northup memorial address: Osteopathic manipulative care in preventive medicine Heilig, D. (1986), J Am Osteopath Assoc 86(10): 645-51. |