The AAO Journal, 2022/06, 32(2):25-26. doi: 10.53702/2375-5717-32.2.15, type of study: ,ret,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,

Free full text   (https://meridian.allenpress.com/aaoj/article/32/2/15/482674/LBORC-NUFA-Poster-Abstracts-2022-Students)

Keywords:

curriculum [301]
osteopathic principles [98]
osteopathic practice [30]
osteopathic manipulative treatment [3946]
OMT [3925]
retrospective study [339]
SOAP notes [1]

Abstract:

Introduction/Background: Prior osteopathic medical education studies have looked at general student interest in OMT and SOAP note writing but have not evaluated student integration of somatic dysfunction assessment from screening to full segmental diagnosis. The Alabama College of Osteopathic Medicine (ACOM) instituted an OMT SOAP note assignment to assess thought process completeness in osteopathic medicine and noted OMS IIIs diagnose and treat SD based only on Osteopathic Screening Exam (OSE) not the segmental exam. This observation initiated a curriculum revision (Didactics and OMT clinic) which is evaluated in this study. Objective: Evaluate the effectiveness of the OPP curriculum revision for OMS IIIs in their osteopathic management and documentation, specifically the segmental examination prior to SD diagnosis and OMT. Methods: Graded OMS III OMT SOAP notes from the current academic year (AY) were reviewed for the rate and type of OSE, segmental exam, SD, and OMT performed. This data is compared to the previous academic year to assess the effect of the curricular revision. Results: In the current AY, 35 of 75 notes graded demonstrated congruency of OSE guiding segmental exam, diagnosis and treatment of SD compared to 9 of 55 notes in the prior AY. This is an improvement in congruency (16% to 46%, p=0.000309). Discussion/Conclusion: The data supports our curricular change regarding instruction on the role of the OSE and the segmental exam prior to assigning a SD diagnosis. This study only assessed student performance on a known OMT documentation assignment, thus limiting its generalizability to all patient care encounters. The use of the SOAP note assessment tool on randomly selected patient encounters would allow us to assess the OMS-III understanding and use of OMT in future daily practice.