Learning Environment, Preparedness and Satisfaction in Osteopathy in Europe: The PreSS Study

Abstract

Objective1) to assess the preparedness to practice and satisfaction in learning environment amongst new graduates from European osteopathic institutions; 2) to compare the results of preparedness to practice and satisfaction in learning environment between and within countries where osteopathy is regulated and where regulation is still to be achieved; 3) to identify possible correlations between learning environment and preparedness to practice.MethodOsteopathic education providers of full-time education located in Europe were enrolled, and their final year students were contacted to complete a survey. Measures used were: Dundee Ready Educational Environment Measure (DREEM), the Association of American Medical Colleges (AAMC) and a demographic questionnaire. Scores were compared across institutions using one-way ANOVA and generalised linear model.ResultsNine European osteopathic education institutions participated in the study (4 located in Italy, 2 in the UK, 1 in France, 1 in Belgium and 1 in the Netherlands) and 243 (77%) of their final-year students completed the survey. The DREEM total score mean was 121.4 (SEM: 1.66) whilst the AAMC was 17.58 (SEM:0.35). A generalised linear model found a significant association between not-regulated countries and total score as well as subscales DREEM scores (p<0.001). Learning environment and preparedness to practice were significantly positively correlated (r=0.76; p<0.01).DiscussionA perceived higher level of preparedness and satisfaction was found amongst students from osteopathic institutions located in countries without regulation compared to those located in countries where osteopathy is regulated; however, all institutions obtained a ‘more positive than negative’ result. Moreover, in general, cohorts with fewer than 20 students scored significantly higher compared to larger student cohorts. Finally, an overall positive correlation between students’ preparedness and satisfaction were found across all institutions recruited.

An overview of osteopathy graduates’ perceived preparedness at transition from educational environment to clinic environment one year after graduation: a cross sectional study

“…In Australia, Subramaniam et al [12] found that osteopathy graduates felt underprepared in medico-legal procedures, risk management, paediatrics and prognosis and management of difficult patients. Differences in perceived preparedness were also reported among European osteopathic educational institutions (OEIs) [13, 14]. These findings are similar to those from research in the field of medical education [2, 3]; however, those studies could not give an insight in which area students felt underprepared and did not assess the risks for patients safety.…”

“…In addition, studies on medical students found that curricula [18] and ethnicity [19] may have an impact on the studies’ findings. Furthermore, gender has been found to be related to the preparedness both in medical [19] and osteopathic students [13].…”

“…In 2015, a study investigating the perceived preparedness of osteopathic undergraduate students [13] found higher level of preparedness and satisfaction amongst students from osteopathic institutions located in countries without regulation compared to those located in countries where osteopathy is regulated. Following this research, the aims of the present study are twofold.…”

Does Osteopathic Manipulative Treatment Induce Autonomic Changes in Healthy Participants? A Thermal Imaging Study

“…Osteopathy is a complementary touch-based manual medicine primarily used by different age groups of patients ( Licciardone et al, 2013 ; Cerritelli et al, 2014 , 2015b ; Pizzolorusso et al, 2014 ; Luciani et al, 2015 , 2018 ; Schwerla et al, 2015 ; Steel et al, 2017 ) and in a wide variety of clinical conditions ( Cerritelli et al, 2011 , 2015a , 2016a , 2017b ; Cicchitti et al, 2015 ; Ruffini et al, 2016 ; Franke et al, 2017 ; Lanaro et al, 2017 ). Several studies showed positive clinical effects as compared to sham, placebo, usual care or physical devices ( Pizzolorusso et al, 2011 ; Cerritelli et al, 2013 , 2015a , 2016b ; Martelli et al, 2014 ).…”

Learning environment, stress and coping in psychiatry residents within a&nbsp;national training program: a&nbsp;longitudinal study

“…Compared with undergraduate education in the health professions, there is a dearth of studies examining the learning environment and its interrelationships with other correlates within postgraduate education including psychiatry. For example, DREEM scores are inversely associated with academic achievement [6–8], and positively correlated with quality of life [9], resilience levels [9], positive attitudes toward psychiatry [10], mindfulness [11], and perceived preparedness for practice [12] in undergraduate medical students. Poor academic self-perception has also been associated with psychological distress and poor peer support [13].…”