The AAO Journal, 2025/06, 35(2):22–23. doi: 10.53702/i2375-5717-35.2.13, type of study: ,css,

Full text    (https://aaoj.kglmeridian.com/view/journals/aaoj/35/2/article-p13.xml)

Keywords:

cross sectional study [894]
OMT [3925]
osteopathic manipulative treatment [3946]
osteopathic medicine [2108]
teaching assistants [2]
USA [1751]

Abstract:

Background: Osteopathic Manipulative Medicine (OMM) is crucial in osteopathic medical education, necessitating effective teaching methods to help students master psychomotor skills involved in performing hands-on techniques. Teaching assistants (TAs) can enhance student learning by offering near peer teaching and diverse instructional strategies. We hypothesize that TAs will positively impact students’ perceived learning, confidence, and understanding of OMM. Methods: A five point likert scale questionnaire was created to assess students’ perceptions of TAs in the OMM lab and sent to 320 first-year osteopathic medical students via email. Responses were recorded anonymously from 5/21/24-6/13/24. Proportion of those who agreed with the posed question item was reported with its 95% confidence interval. Data was analyzed by a statistician using Microsoft Excel. Results: 113 responses were returned and analyzed. 'Strongly agree' and 'agree' responses were classified as agreement with the posed question. 95% of students agreed that OMM TAs were helpful in improving their overall understanding of OMM techniques and principles (95% CI= (91.0%, 99.0%)). 74% of students agreed that the TAs had different ways of explaining topics that helped bridge gaps in their understanding (95% CI= (66.0%, 82.0%)). 72% of participants agreed their interactions with TAs made them feel more confident in performing OMM skills (95% CI= (64.0%, 80.0%)). 43% of students agreed that they felt more comfortable approaching TAs with questions rather than faculty (95% CI= (34.0%, 52.0%)). Conclusion: These results suggest that TA programs promoting near peer teaching for psychomotor skills courses could be beneficial in procedural courses. Further research is needed to evaluate the impact on OMM practical test scores; however, confounding variables, such as intervention programs, make it difficult to currently isolate TAs’ specific effect.