Pre-entry qualifications as predictors of success in first year osteopathic education

Professional identity in osteopathy: A scoping review of peer-reviewed primary osteopathic research

“…• Importance of ensuring clinical educators are trained to facilitate reflective practice [92] & Thomson [23] suggest professional socialisation as means by which they acquire tacit professional behaviours, evolving through stages and transition points. Importance of socialisation environment was also raised by Palfreyman et al [90]. Whilst the focus of their study was not OPI per se, they argued that allowing greater student diversity may enrich learning environments and benefit the profession.…”

“…Student beliefs may also be generated by unquestioned assumptions and longstanding processes at institutional level, for example about knowledge and skills required for the professional role. It was suggested that science-based entry requirements may perpetuate student perceptions of osteopathy as biomedically-focused manual therapy [90], and this would seem to be supported by reports of student demand for increased anatomy input in early training [91]. Studies described OEIs' curricular overemphasis on "technical rationality" [98] and the biomedical model [78].…”