The AAO Journal, 2000/12, 10(4):17-21, 36, type of study: ,css,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,

Free full text   (https://www.academyofosteopathy.org/aaoj)

Keywords:

cross sectional study [894]
curriculum [301]
medical education [684]
OMT [3925]
osteopathic manipulative treatment [3946]
osteopathic physicians [210]

Abstract:

The goal of this survey is to identify which general categories of osteopathic manipulative treatment (OMT) are believed to be most important for inclusion in the medical school curriculum by practising osteopathic physicians. A survey was mailed out ot 162 randomly selected members of the American Academy of Osteopathy (AAO) and 25 Osteoscience Department Chairpersons and/or faculty advisors to the Undergraduate American Academy of Osteopathy (UAAO). Ninety-one respondents, 71 AAO members and 20 department chairpersons replied. Based on a scale of 1-5 (1=not at all important and 5=extremely important), the mean ratings for the following OMT techniques were: muscle energy (4.4), myofascial (4.2), high velocity/low amplitude (4.1), strain/counterstrain (4.1), and osteopathic in the cranial field (3.3). The mean ratings for those techniques for specific body areas were: head/cervical (4.2), sacrum, innominate & pelvis (4.1), whole body (4.1), lumbar (4.1), thorax & ribs (4.1) and extremities (3.9).