Andrew MacMillan , Patrick Gauthier , Luciane Alberto , Arabella Gaunt , Rachel Ives , Chris Williams , Dr Jerry Draper-Rodi
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Review, selection, data extraction, characterization and Risk of Bias was performed by two independent reviewers and results were summarised using Critical Interpretive Synthesis.</p></div><div><h3>Results</h3><p>The search identified 66 research papers published from 2002 to 2022. The included papers varied in terms of purpose, methodology, and detail of reporting. The returns were grouped into five categories Teaching, Assessment, Clinical education and preparedness for practice, Curriculum and Miscellaneous. The evidence is generally of robust methodological quality, with bias rated as 29 Low, 26 Moderate, and 11 High. However, most of the methodological designs would traditionally be considered low on the hierarchy of evidence, with 19 commentary articles and the only Randomised Controlled Trial being rated High risk of bias.</p></div><div><h3>Conclusions</h3><p>The evidence regarding what is taught is underdeveloped and enhancing consensus regarding benchmarking of osteopathic education and minimum competencies is needed. Active learning was an area highlighted as preferred by learners as was self-directed study. This may also integrate more practical learning aids and electronic or online learning.</p></div>","PeriodicalId":51068,"journal":{"name":"International Journal of Osteopathic Medicine","volume":null,"pages":null},"PeriodicalIF":1.1000,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"The extent and quality of evidence for osteopathic education: A scoping review\",\"authors\":\"Andrew MacMillan , Patrick Gauthier , Luciane Alberto , Arabella Gaunt , Rachel Ives , Chris Williams , Dr Jerry Draper-Rodi\",\"doi\":\"10.1016/j.ijosm.2023.100663\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Objectives</h3><p>Standards of osteopathic training and regulation differ by geographical location, and little is known regarding the evidence base for education within osteopathy. This review is the first to chart and appraise the osteopathic pedagogical literature and presents recommendations for further research and practice.</p></div><div><h3>Methods</h3><p>A scoping review was conducted using the Arksey and O'Malley framework. A search was conducted of EBSCO, OVID (Embase, Medline), CINAHL, Psycinfo, Open Grey, ProQuest and ERIC databases, to identify research related to osteopathic education. Review, selection, data extraction, characterization and Risk of Bias was performed by two independent reviewers and results were summarised using Critical Interpretive Synthesis.</p></div><div><h3>Results</h3><p>The search identified 66 research papers published from 2002 to 2022. The included papers varied in terms of purpose, methodology, and detail of reporting. The returns were grouped into five categories Teaching, Assessment, Clinical education and preparedness for practice, Curriculum and Miscellaneous. The evidence is generally of robust methodological quality, with bias rated as 29 Low, 26 Moderate, and 11 High. However, most of the methodological designs would traditionally be considered low on the hierarchy of evidence, with 19 commentary articles and the only Randomised Controlled Trial being rated High risk of bias.</p></div><div><h3>Conclusions</h3><p>The evidence regarding what is taught is underdeveloped and enhancing consensus regarding benchmarking of osteopathic education and minimum competencies is needed. Active learning was an area highlighted as preferred by learners as was self-directed study. This may also integrate more practical learning aids and electronic or online learning.</p></div>\",\"PeriodicalId\":51068,\"journal\":{\"name\":\"International Journal of Osteopathic Medicine\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.1000,\"publicationDate\":\"2023-09-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of Osteopathic Medicine\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S174606892300007X\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"MEDICINE, GENERAL & INTERNAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Osteopathic Medicine","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S174606892300007X","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"MEDICINE, GENERAL & INTERNAL","Score":null,"Total":0}
The extent and quality of evidence for osteopathic education: A scoping review
Objectives
Standards of osteopathic training and regulation differ by geographical location, and little is known regarding the evidence base for education within osteopathy. This review is the first to chart and appraise the osteopathic pedagogical literature and presents recommendations for further research and practice.
Methods
A scoping review was conducted using the Arksey and O'Malley framework. A search was conducted of EBSCO, OVID (Embase, Medline), CINAHL, Psycinfo, Open Grey, ProQuest and ERIC databases, to identify research related to osteopathic education. Review, selection, data extraction, characterization and Risk of Bias was performed by two independent reviewers and results were summarised using Critical Interpretive Synthesis.
Results
The search identified 66 research papers published from 2002 to 2022. The included papers varied in terms of purpose, methodology, and detail of reporting. The returns were grouped into five categories Teaching, Assessment, Clinical education and preparedness for practice, Curriculum and Miscellaneous. The evidence is generally of robust methodological quality, with bias rated as 29 Low, 26 Moderate, and 11 High. However, most of the methodological designs would traditionally be considered low on the hierarchy of evidence, with 19 commentary articles and the only Randomised Controlled Trial being rated High risk of bias.
Conclusions
The evidence regarding what is taught is underdeveloped and enhancing consensus regarding benchmarking of osteopathic education and minimum competencies is needed. Active learning was an area highlighted as preferred by learners as was self-directed study. This may also integrate more practical learning aids and electronic or online learning.
期刊介绍:
The International Journal of Osteopathic Medicine is a peer-reviewed journal that provides for the publication of high quality research articles and review papers that are as broad as the many disciplines that influence and underpin the principles and practice of osteopathic medicine. Particular emphasis is given to basic science research, clinical epidemiology and health social science in relation to osteopathy and neuromusculoskeletal medicine.
The Editorial Board encourages submission of articles based on both quantitative and qualitative research designs. The Editorial Board also aims to provide a forum for discourse and debate on any aspect of osteopathy and neuromusculoskeletal medicine with the aim of critically evaluating existing practices in regard to the diagnosis, treatment and management of patients with neuromusculoskeletal disorders and somatic dysfunction. All manuscripts submitted to the IJOM are subject to a blinded review process. The categories currently available for publication include reports of original research, review papers, commentaries and articles related to clinical practice, including case reports. Further details can be found in the IJOM Instructions for Authors. Manuscripts are accepted for publication with the understanding that no substantial part has been, or will be published elsewhere.