International Journal of Osteopathic Medicine, 2014/09, 17(3):187–198. doi: 10.1016/j.ijosm.2014.03.001, type of study: ,exs,,,

Full text    (https://www.sciencedirect.com/science/article/abs/pii/S174606891400025X)

Keywords:

benchmarking [1]
medical schools [196]
osteopathic manipulative treatment [3945]
OMT [3924]
osteopathic clinical reasoning [1]
assessment [121]
clinical education [9]
clinical skills [4]
explorative study [28]

Abstract:

Background: Benchmarking between educational institutions is a vital component of quality assurance and contributes to greater consistency and quality in teaching and learning practices. The investigation of clinical reasoning in osteopathy has only recently begun to be explored in depth. Benchmarking builds confidence in our education practices and processes and demonstrates a maturing of the osteopathic academic profession. Objective: The aim of this project was to benchmark the assessment strategy used for clinical reasoning across the final two years of the clinical components of four osteopathic programs.