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Journal: Journal of Osteopathic Medicine Date: 2025/12, 125(12):Pages: A617–618. doi: Subito , type of study: cross sectional study

Full text    (https://www.degruyterbrill.com/document/doi/10.1515/jom-2025-2000/html)

Keywords:

attitude [170]
clerkship [34]
cross sectional study [894]
medical students [693]
OMT [3925]
osteopathic manipulative treatment [3946]
osteopathic medicine [2108]
USA [1751]

Abstract:

Context: Osteopathic manipulative treatment (OMT) is a core component of osteopathic education, yet many osteopathic physicians report minimal use in clinical practice. A national survey found that 77.7% of osteopathic physicians used OMT on fewer than 5% of their patients, and 57% reported not using OMT at all; lack of time and confidence were cited as major barriers [1]. Structured clerkship exposure has been shown to improve confidence and the likelihood of future OMT use [2–4]. However, few studies have directly compared student perceptions across institutions with different curricular approaches. Objective: To determine whether instructional format and institutional differences during third-year clerkships affect osteopathic medical students’ confidence, perceived preparedness, and intent to use OMT in future clinical practice. Methods: A cross-sectional survey was administered to third-year medical students at Alabama College of Osteopathic Medicine (ACOM), Arkansas College of Osteopathic Medicine (ARCOM), and Oklahoma State University College of Osteopathic Medicine (OSUCOM) between April and June 2025. The survey assessed confidence in OMT skills, likelihood of future OMT use, and perceived preparedness based on third-year OMT training. Responses were scored on 5-point Likert scales and analyzed using descriptive statistics. Results: Of the 60 students who accessed the survey, 59 (98.3%) consented and completed it in full, forming the final analytic sample. Participating institutions included Alabama College of Osteopathic Medicine (ACOM, n = 19), Arkansas College of Osteopathic Medicine (ARCOM, n = 29), and Oklahoma State University College of Osteopathic Medicine (OSUCOM, n = 11). Students rated their confidence in OMT skills, likelihood of future OMT use, and perceived preparedness for the COMLEX Level 2 OMT section using 5-point Likert scales. Mean confidence scores were highest at ARCOM (3.86 ± 0.88), followed by ACOM (3.63 ± 1.12) and OSUCOM (3.36 ± 1.03). Likelihood of OMT use was greatest at ACOM (3.42 ± 1.54), with lower averages at ARCOM (3.10 ± 1.59) and OSUCOM (2.45 ± 1.51). Perceived COMLEX preparedness was highest at OSUCOM (3.55 ± 1.13), followed by ARCOM (3.28 ± 1.19) and ACOM (2.89 ± 0.94). Although trends were observed, one-way ANOVA revealed no statistically significant differences between institutions for confidence (p = 0.35), likelihood of OMT use (p = 0.27), or perceived preparedness (p = 0.27). Conclusion: This cross-sectional study surveyed third-year osteopathic medical students from ACOM, ARCOM, and OSUCOM to assess confidence in OMT skills, likelihood of future OMT use, and perceived preparedness for COMLEX Level 2. The survey was administered via Microsoft Forms between April and June 2025 and included 59 students after exclusion of one non-consenting respondent. Responses were scored using 5-point Likert scales and analyzed using descriptive statistics. ARCOM students reported the highest mean confidence (3.86), while ACOM students reported the greatest intent to use OMT (3.42), and OSUCOM students reported the highest preparedness for COMLEX Level 2 (3.55). These results suggest that differences in curricular structure may influence students’ perceptions and preparedness related to OMT. However, findings should be interpreted cautiously due to the limited sample size and potential selection bias. Future research should investigate curricular content and longitudinal outcomes in larger, more diverse samples.

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