°ÄÃÅÅ®ÈËζ

Researchers identify barriers and share recommendations to advance graduate level osteopathic training

IMMEDIATE RELEASE

(Bethesda, MD) – The °ÄÃÅÅ®ÈËζ (°ÄÃÅÅ®ÈËζ) today concluded a groundbreaking national review of (OR). OR is a designation that recognizes an Accreditation Council for Graduate Medical Education-accredited program’s commitment to teaching and assessing osteopathic principles and practice (OPP) at the graduate medical education (GME) level.

“By identifying the barriers to OR, we better understand how to support GME programs in training DO and MD residents in osteopathic principles and practice,” said °ÄÃÅÅ®ÈËζ President and CEO Robert A. Cain, DO. “The insights from this study are essential for shaping the future of osteopathic training in GME programs and enhancing the quality and reach of osteopathic education across the medical community.”

“We hope this study generates much-needed conversation within the medical education community on how to better address the well-recognized barriers confirmed by the study and ensure that osteopathic principles and practices remain a vital component of graduate medical education, ultimately benefiting patients and the broader healthcare system,” said Terri Donlin Huesman, President/CEO of the Osteopathic Heritage Foundation.

The study, funded by the Osteopathic Heritage Foundation (OHF), was conducted in partnership with °ÄÃÅÅ®ÈËζ’s UME-GME Task Force and the  (USUHS). The USUHS researchers developed and administered surveys to residency programs that never applied for OR and to programs that withdrew from OR and conducted interviews and focus groups.

Barriers to OR

The top five barriers rated very or extremely challenging by the largest number of surveyed residency program directors based on the quantitative survey results are:

1. Continued OR requirement: Heavy administrative workload related to applying for and maintaining OR
2. Lack of funding: Insufficient full-time equivalent (FTE) support to cover the time and effort required to establish and maintain OR
3. Osteopathic evaluation requirement: Uncertainty about where to obtain guidance on curricular evaluation and learner assessment, and a need for more academic training for DO faculty pipeline
4. Lack of support from colleagues: Inconsistent and variable guidance and support in applying for and maintaining OR
5. Insufficient time for OPP training in addition to normal residency schedule: Not enough time to manage the osteopathic GME training experience and integration

Overall, participants agreed that there is value in supporting graduate level osteopathic training. However, there were mixed perspectives on whether an accreditation system was necessary to deliver the training, highlighting opportunities for change.

If Not OR, Then What?

The study revealed that while OR distinguishes programs that provide graduate level osteopathic training, many of these programs do not see the value in pursuing OR or are unable to do so. Supporting these programs may achieve the goal of expanding osteopathic training at the graduate level. Conversations with national organizations will be essential to raise awareness and reflect upon the study’s findings, reassess how graduate level osteopathic training is administered and supported and consider how the value of osteopathic training is demonstrated with or without OR.

Recommendations/Future Directions

Researchers, °ÄÃÅÅ®ÈËζ and its communities have outlined the following multi-pronged strategies to support the demonstrated continued interest in graduate level osteopathic training. In the coming months, °ÄÃÅÅ®ÈËζ, with the support of the osteopathic community, will expand upon these strategies to develop a continuous approach to support graduate level osteopathic training:

1. Identify and develop opportunities for thought-leadership and fostering collaboration to support OR
2. Identify and support programs interested in incorporating osteopathic training without OR
3. Explore additional research opportunities to understand the impact of OPP and osteopathic manipulative treatment in the UME-GME continuum
4. Offer faculty development activities to increase the capacity and self-efficacy of faculty who can teach the OPP curriculum
5. Understand how institutions that successfully achieved and maintained OR navigated the accreditation process

For more information, please contact gme-initiatives@aacom.org.

About °ÄÃÅÅ®ÈËζ:

Founded in 1898, the °ÄÃÅÅ®ÈËζ (°ÄÃÅÅ®ÈËζ) is the leading voice for the education and training of physicians who practice osteopathic medicine in settings across the medical spectrum—from primary care to the full range of medical specialties. We support our member colleges of osteopathic medicine in their efforts to attract and train individuals who are fueled by a desire to make a difference in our healthcare system by treating the whole person and building a future emphasizing health and wellness for all people. Today, more than 36,000 future physicians—25 percent of all U.S. medical students—are being educated at one of our 41 accredited colleges of osteopathic medicine, encompassing 66 teaching locations in 35 states. To learn more about °ÄÃÅÅ®ÈËζ, please visit our website.

Contacts:

Joseph Shapiro
Director of Media Relations
(240) 938-0746
jshapiro@aacom.org

Christine DeCarlo
Senior Manager of Media and Public Affairs
(202) 603-1026
cdecarlo@aacom.org