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Student Developed Didactic Series Rooted in Osteopathic Philosophy
Newman, N. [1]
Ahmed, S. [2]
Shiffler, V. [1]
Sinitsa, I. [1]
Harold, Z. [1]
Naeem, A. [4]
Lovett, G. [1]
Nazar, A. [2]

Journal: Journal of Osteopathic Medicine Date: 2022/12, 122(12):Pages: A108-A109. doi: Subito , type of study: pretest posttest design

Full text    (https://www.degruyter.com/document/doi/10.1515/jom-2022-2000/html)

Keywords:

diversity [8]
osteopathic medicine [1540]
pretest posttest design [108]
USA [1086]

Abstract:

Statement of Significance: It is important to recognize that cultural competency is a vital aspect of social determinants of health and by addressing it, one can impact the domains of education and healthcare access and quality. Cultural beliefs can affect many aspects of patients’ lifestyle, self-care factors, and compliance with therapeutic regimens. To promote clinical competency in a variety of diverse situations, a group of students at WVSOM created a series of co-curricular sessions to augment this area of study. Research Methods: A student developed didactic presentation series was created to enhance diverse clinical education for first- and second-year medical students. This series included presentations on the following groups: Muslim women, LGBTQIA+ individuals, black individuals in a pain crisis, individuals with PTSD related to healthcare settings, and nonverbal individuals. There were 86 students who attended all 4 optional educational events to receive a certificate. There were also faculty and standardized patients that attended each event. The didactic presentation followed a standard outline. Each presentation involved a short background presentation, a clinical case involving history, physical exam, and osteopathic significance. To assess the validity of this teaching method, before and after event surveys were distributed to participants. Surveys analyzed pre and post knowledge and comfort levels. Results were analyzed using t-tests and correlation analysis. This presentation series relies on the osteopathic tenet of treating the whole individual. The designers of this series felt strongly that future physicians must better understand cultural backgrounds of patients to be able to better respond to each patient’s unique needs. Therefore, this series allowed for future providers to strengthen their awareness of how the mind, body, and spirit are all interconnected and important when treating a patient. Data Analysis/Results: Students ranked their average comfort level in treating a patient of a specific population from 1 to 5, 1 being very uncomfortable, 3 being neutral, 5 being very comfortable. Average ratings recorded before the didactic events ranged from 3.07 to 3.93, while after the events, average ratings increased to a range of 4.20 to 4.51. On average, participants rated their comfort levels at 3.41 before the presentation compared to 4.33 after the presentation. There was an overall average increase of 0.98 in comfort ratings across all 5 events. These findings were found to be statistically significant. Students also provided qualitative responses stating what they learned about each population, which was used to assess what knowledge was gained and what participants were taking away as the most important points of each event. Conclusion: On analysis of the pre and post surveys, the results demonstrate that the presentations were successful in increasing participant knowledge and comfort within the five sub-groups. To further study the usefulness of long-term knowledge, comfort and application in clinical practice, the group intends to follow up with participants who are students doing their clinical rotations with another survey at the end of the academic year. The success of the series allowed the group to create a new committee, entitled the Committee for Diversity and Cultural Integration, that will continue to work with the Division of Clinical Science as well as work under the head of DEI for the school. Using the teaching method of the group, the new committee will put together a range of interest driven topics from the student population, while also taking on new DEI initiatives. Additionally, the committee will work on increasing student and faculty engagement with other projects throughout the academic year. The work created by the group is being integrated into the academic curriculum, allowing for the message to reach a broader range of participants in order to enhance the education of future clinicians. These diversity presentations will further students’ understanding for better patient compliance, communication, and overall healthcare outcomes.

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