Band 113, Heft 4

Context: Minimum core competencies for allopathic medical students in the specialty area of geriatrics have been developed, comprising 26 competencies divided into 8 topical domains. These competencies are appropriate for osteopathic medical students, but they do not include competencies relating to osteopathic principles and practice (OPP) in geriatrics. There remains a need within the osteopathic profession to develop specialty-specific competencies specific to OPP. Objective: To develop more specific and comprehensive minimum competencies in OPP for osteopathic medical students in the field of geriatric medicine. Methods: The Delphi technique (a structured communication technique that uses a panel of experts to reach consensus) was adapted to generate new core competencies relating to OPP. Osteopathic geriatricians and members of the Educational Council on Osteopathic Principles (ECOP) of the American Association of Colleges of Osteopathic Medicine participated in a breakout session and 2 rounds of surveys. Proposed competencies with 80% of the participants ranking it as “very important and should be added as a competency” were retained. Participants were also asked if they agreed that competencies in OPP should include specific types of osteopathic manipulative treatment techniques for the elderly. Results: Responses were received from 26 osteopathic physician experts: 17 ECOP members and 9 geriatricians. Fourteen proposed competencies were developed: 7 related to the existing topic domains, and 7 were placed into a new domain of osteopathic manipulative medicine (OMM). Six proposed competencies were retained, all of which were in the new OMM domain. These competencies related to using OMM for gait and balance assessment, knowing adverse events and contraindications of OMM, using OMM for pain relief and end-of-life care, using OMM in the hospital and nursing home setting, adapting OMM to fit an elderly individual, and using OMM to address limited range of motion and ability to perform activities of daily living. Thirteen of 22 participants (59%) agreed that OPP competencies should include specific osteopathic manipulative treatment techniques. Conclusions: The Delphi consensus building process was used to create 6 new minimum competencies in OMM for osteopathic medical students for the specialty area of geriatrics. Using data from this consensus, medical schools, residencies, and fellowships can create standards and expectations for osteopathic physicians regarding the best care of geriatric patients.

Context: Residency directors require myriad skills to perform their jobs efficiently. However, many residency directors receive no training prior to obtaining their positions. Objective: To determine the effectiveness of the Residency Directors Residency Administration Program (RD RAP)—a 1-year fellowship training program for Ohio osteopathic residency directors sponsored by the Ohio University Heritage College of Osteopathic Medicine/Centers for Osteopathic Research and Education—by measuring the administrative knowledge and skills of Ohio osteopathic residency directors before and after completion of the program. Methods: The authors administered a 54-item self-assessment instrument to RD RAP participants before and after the 2009-2010 and 2010-2011 programs. The assessment asked participants to rank their knowledge and skills in administration on a 5-point Likert scale, with lower values indicating higher knowledge and skills. We analyzed data from the pre- and postprogram assessments by using the Wilcoxon signed rank nonparametric test. The 54 assessment items were categorized into 10 content domains. Results: Ten RD RAP participants completed the assessments. Median scores were statistically significantly lower for each of the 10 content domains after the RD RAP program. The content domain with the greatest change between pre- and postprogram assessment Likert scale scores was Legal Issues in Residency Training, with a median change of 1.7 ( P =.007). Role of Program Directors, Personality, and Professional Development had the smallest change in pre- and postprogram assessment Likert scores, with a median change of 0.8 ( P =.011). Conclusion: Statistically significant improvements were found in the osteopathic residency directors' self-reported administrative knowledge and skills after participation in the RD RAP.

The American Osteopathic Association Commission on Osteopathic College Accreditation (AOA COCA) is recognized by the US Secretary of Education as the only accrediting agency for predoctoral osteopathic medical education. To maintain its recognition with the US Secretary of Education, AOA COCA is required to adhere to all federal laws and regulations associated with recognition of accrediting agencies. The authors discuss changes in the policies and procedures applicable to developing new colleges of osteopathic medicine (COMs) and discuss the COMs that have been granted Accreditation status since 2008. Also included is a review of AOA COCA–approved class sizes for accredited COMs.

The authors report updates on osteopathic graduate medical education training programs and positions for the 2011-2012 academic year. American Osteopathic Association Match trends and information on training slots are also examined.

Since July 2012, all osteopathic graduate medical education programs approved by the American Osteopathic Association are academically sponsored by an Osteopathic Postdoctoral Training Institution (OPTI). The author reviews recent activities related to OPTI operations, including OPTI historical data and academic sponsorship changes, revisions to the OPTI Accreditation Handbook , and the 2012 OPTI Workshop. The author also summarizes the new OPTI Mission and Vision Statements, examines OPTI governance, and cites common commendations and deficiencies for reviews completed from 2008 to 2012.

The author provides an update on the current continuing medical education (CME) cycle, which began on January 1, 2013, and will end on December 31, 2015. The author also details the changes to the CME guide for osteopathic physicians, the requirements for Category 1 CME sponsors accredited by the American Osteopathic Association (AOA), and new online CME opportunities. Topic areas include recent changes in CME policies and the continuing challenges associated with awarding and recording CME credits for osteopathic physicians who hold specialty board certification. In addition, the article provides an update for osteopathic specialists and subspecialists in requesting AOA Category 1-A credit for American Medical Association Physician's Recognition Award Category 1 courses.

The authors details information related to the 2012 certification processing activity of the Bureau of Osteopathic Specialists, which oversees the work of the 18 specialty certifying boards of the American Osteopathic Association.