Clinical education in the osteopathy program at Victoria University

Vaughan, Brett; Macfarlane, Christopher; Florentine, Prue

doi:10.1016/j.ijosm.2013.10.010

Cited by 23 publications

(17 citation statements)

References 33 publications

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“…In this environment it is expected that students in years 4 and 5 will develop and consolidate their clinical and professional skills, and knowledge, prior to registration. The student is expected to take a clinical history, undertake an examination, and develop/implement a management plan for patients, all under the supervision of registered osteopaths . Students manage members of the general public with a range of acute and chronic musculoskeletal complaints.…”

Section: Methodsmentioning

confidence: 99%

Students today…educators tomorrow

Moore

Vaughan

2016

Clin Teach

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Summary Background The article describes the use of the mini clinical examination (mini‐CEX) in a pilot study to introduce peer assessment in one allied health programme to explore students’ capacity as clinical educators. Preparing today's pre‐professional health students to be clinical educators by engaging them in peer teaching, learning and assessment may encourage them to become tomorrow's clinical educators. Context Peer assessment is common among many undergraduate medical and allied health programmes, and is typically used as a means of providing students with feedback on their clinical skill development. We argue that peer assessment ought to be focused not only on the development of learners’ clinical skills and knowledge, but also on preparing learners for their responsibilities as clinical educators. Innovation Final‐year Australian osteopathy students in our on‐campus university clinic undertook, without training, peer assessment and provision of feedback related to clinical performance using a discipline‐specific adaptation of the mini‐CEX. The current study suggests that students are able to judge another's consultation skills and case management in that they identify what we know are common learning issues for students at this level. Implication Students may be willing to engage in peer assessment if they see the exercise as a way to improve patient care and to develop their skills as educators – potentially encouraging them to become clinical educators in the future.

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Section: Methodsmentioning

confidence: 99%

Students today…educators tomorrow

Moore

Vaughan

2016

Clin Teach

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“…The VU osteopathy program has implemented the mini-CEX as part of a programmatic approach to clinical practicum assessments 36 and as such, is designed to complement other assessment methods such as a portfolio, written examination and the Objective Structured Clinical Examination, 37 so that a variety of assessment methods are used to determine a student's clinical competence. The mini-CEX is the key 'observed performance in workplace settings' 38 assessment method in the VU program, and the following discussion provides some evidence to argue for the validity of the scores derived from the mini-CEX in osteopathic education.…”

Section: Mmentioning

confidence: 99%

The mini Clinical Evaluation Exercise (mini-CEX) in a pre-registration osteopathy program: Exploring aspects of its validity

Vaughan

Moore

2016

International Journal of Osteopathic Medicine

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Workplace-based assessment is commonplace, particularly in medicine. These assessments typically involve the assessment of a student conducting a consultation, or part thereof, on a real patient in an authentic clinical practice setting. In disciplines such as medicine substantial work has been directed towards the evaluation of the processes and tools used to perform these assessments and understand their educational impact. At present, there is little literature on the tools used for workplace-based assessment in osteopathy yet they form a picture of the student's capability. The current study presents data from a new workplace-based assessment tool for osteopathy, the mini Clinical Examination (mini-CEX) and is used to inform the implementation of the mini-CEX more broadly. Data presented here suggest the mini-CEX in this cohort is feasible, efficient, acceptable to stakeholders, internally consistent, and can differentiate between students at different stages of an osteopathic teaching program. Further research into the use of the mini-CEX in osteopathy is required, particularly focusing on educational impact, the reliability of the tool and its generalisability to clinical learning environments in other osteopathy teaching institutions.

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“…1 Osteopaths in Australia are eligible for registration after five years of prescribed study 2 then predominantly work in privately owned clinics which may be sole operator, osteopathic group or multidisciplinary in nature. 3 Research suggests that when transitioning into their first year of health care practice, medical and allied health students and graduates:…”

Section: Introductionmentioning

confidence: 99%

Osteopathic graduates perceptions of stress and competence – A longitudinal study

Subramaniam

Eaton

Cranfield

et al. 2015

International Journal of Osteopathic Medicine

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Objective: The objective of this study was to explore osteopathy students' perceptions of occupational stress and clinical practice competence, and how these perceptions changed after six months of osteopathic practice. Participants: Students who graduated in 2010 from Victoria University's osteopathy program. Method: Participants completed one survey as final year osteopathy students in November 2010 and one survey as registered osteopaths in July 2011. The surveys were developed by drawing on previous work investigating health professional capabilities and also graduates transition to practice. Key areas of exploration were work related stressors and self-perceived clinical competence. Results: Job related stressors experienced were different from those expected by students, however, the overall level of stress as a new practitioner was accurately anticipated by students. New graduates were found to experience high levels of stress caused by: managing tricky patients; feeling like they should know everything; medico-legal issues; time management; and, overwork. Students in their final months of the osteopathy program felt more competent than after six months in practice. However, they perceived a lack of competence in: establishing a prognosis and using appropriate outcome measures; managing risks; maintaining * Corresponding author. College

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Clinical education in the osteopathy program at Victoria University

Cited by 23 publications

References 33 publications

Students today…educators tomorrow

Students today…educators tomorrow

The mini Clinical Evaluation Exercise (mini-CEX) in a pre-registration osteopathy program: Exploring aspects of its validity

Osteopathic graduates perceptions of stress and competence – A longitudinal study

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