- Joined
- Apr 27, 2006
- Messages
- 525
- Reaction score
- 6
I debated long and hard whether to submit this to The D.O., and in the end I probably should have, but realizing the futility in arguing with old-timers that don't plan on changing any time soon, it's not worth the risk and is not going to accomplish anything.
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As a third year student in an osteopathic medical institution, my meager experience offers little in terms of qualification when speaking on matters of professional direction, educational standards, or the practice of medicine. However, being I am a constituent of a group that frequents the topic of editorials in this publicationie. the future of this professionmy opinion warrants at least recognition.
Of the plethora of articles that lament the current state of osteopathic medical education, Morton Morris, DO, in his October 2006 article A.T. Still revisited, did an extraordinary job of highlighting what the current leadership of our profession feels problematic. Mainly, that osteopathic schools have been turning out essentially allopathic physicians with an enhanced knowledge of the musculoskeletal system and manual medicine. But with all the respect that is due to Dr. Morris, I disagree that there is anything other than the natural course of modern medicine to blame, or that implementing a more pervasive teaching of OPP in didactic and clinical education will alleviate this situation.
An important factor of this situation that is rarely discussed is the role of pre-med education and the perception of this profession from a collegiate standpoint. Since the inception of osteopathic medicine, our educational process has evolved in every aspect, from topics covered in didactic years to length of training to licensing exams. Pre-med students do not see this timeline; they only see the end result as advised by every pre-med program across the country, which is that the DO degreefor the most partoffers everything the MD degree offers in terms of career potential. On a whole, pre med students (excluding those that apply to off-shore schools) fall into one of three categories: 1.) those that apply strictly allopathic,
2.) those that apply both allopathic and osteopathic, and
3.) those that apply strictly osteopathic.
Such an obvious statement should not be dismissed without reflecting on the proportion of osteopathic students that fell into category #2 when applying, or in other words, those students that were willing to go either route to enter the medical profession. My point is that the osteopathic profession is merely a passenger in the progression of modern healthcare, and being such, is subject to the needs and changes of modern healthcare. The idealistic notion that going DO will make you a better physician is antiquated, and if anything, the only true difference lies in the fact that DO students on average care more about being good physicians than any stigmas (real or imagined) associated with the osteopathic profession, as evident by their mere acceptance of the osteopathic route. This says nothing of osteopathic education, but speaks volumes of the types of people that apply osteopathic.
If one presents the core osteopathic principles (as outlined by Dr. Morris) to a 21-year old college student who has taken several years of modern chemistry, biology, and physics, there is nothing revolutionary about the notion that the body has an inherent ability to heal itself. I am quite baffled as to how our educators are supposed to adopt recommendations to better incorporate osteopathic principles into classroom and clinical education when those principles are already such a basic component to understanding modern anatomy, physiology, pharmacology, etc... Adopting superficial policies, such as requiring osteopathic students to identify themselves as OMS rather than MS, does nothing to solve the core of the problem, but merely serves as a desperate attempt to remedy the oft-quoted osteopathic identity problem.
I am in no way attempting to be blasphemous or disrespectful, but to suggest that the initials behind our name define our quality of patient care not only discounts personal skills and attributes, but suggests that words speak louder than actions.
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As a third year student in an osteopathic medical institution, my meager experience offers little in terms of qualification when speaking on matters of professional direction, educational standards, or the practice of medicine. However, being I am a constituent of a group that frequents the topic of editorials in this publicationie. the future of this professionmy opinion warrants at least recognition.
Of the plethora of articles that lament the current state of osteopathic medical education, Morton Morris, DO, in his October 2006 article A.T. Still revisited, did an extraordinary job of highlighting what the current leadership of our profession feels problematic. Mainly, that osteopathic schools have been turning out essentially allopathic physicians with an enhanced knowledge of the musculoskeletal system and manual medicine. But with all the respect that is due to Dr. Morris, I disagree that there is anything other than the natural course of modern medicine to blame, or that implementing a more pervasive teaching of OPP in didactic and clinical education will alleviate this situation.
An important factor of this situation that is rarely discussed is the role of pre-med education and the perception of this profession from a collegiate standpoint. Since the inception of osteopathic medicine, our educational process has evolved in every aspect, from topics covered in didactic years to length of training to licensing exams. Pre-med students do not see this timeline; they only see the end result as advised by every pre-med program across the country, which is that the DO degreefor the most partoffers everything the MD degree offers in terms of career potential. On a whole, pre med students (excluding those that apply to off-shore schools) fall into one of three categories: 1.) those that apply strictly allopathic,
2.) those that apply both allopathic and osteopathic, and
3.) those that apply strictly osteopathic.
Such an obvious statement should not be dismissed without reflecting on the proportion of osteopathic students that fell into category #2 when applying, or in other words, those students that were willing to go either route to enter the medical profession. My point is that the osteopathic profession is merely a passenger in the progression of modern healthcare, and being such, is subject to the needs and changes of modern healthcare. The idealistic notion that going DO will make you a better physician is antiquated, and if anything, the only true difference lies in the fact that DO students on average care more about being good physicians than any stigmas (real or imagined) associated with the osteopathic profession, as evident by their mere acceptance of the osteopathic route. This says nothing of osteopathic education, but speaks volumes of the types of people that apply osteopathic.
If one presents the core osteopathic principles (as outlined by Dr. Morris) to a 21-year old college student who has taken several years of modern chemistry, biology, and physics, there is nothing revolutionary about the notion that the body has an inherent ability to heal itself. I am quite baffled as to how our educators are supposed to adopt recommendations to better incorporate osteopathic principles into classroom and clinical education when those principles are already such a basic component to understanding modern anatomy, physiology, pharmacology, etc... Adopting superficial policies, such as requiring osteopathic students to identify themselves as OMS rather than MS, does nothing to solve the core of the problem, but merely serves as a desperate attempt to remedy the oft-quoted osteopathic identity problem.
I am in no way attempting to be blasphemous or disrespectful, but to suggest that the initials behind our name define our quality of patient care not only discounts personal skills and attributes, but suggests that words speak louder than actions.