The Experts below are selected from a list of 360 Experts worldwide ranked by ideXlab platform
Mark Cummings - One of the best experts on this subject based on the ideXlab platform.
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Osteopathic Students' Graduate Medical Education Aspirations Versus Realities: The Relationship of Osteopathic Medicine and Primary Care.
Academic Medicine, 2016Co-Authors: Mark CummingsAbstract:Osteopathic Medicine is closely identified with primary care. The mission statements of a majority of colleges of Osteopathic Medicine (COMs) mention the goal of producing primary care physicians. By far, there are more family Medicine and internal Medicine residency programs in the American Osteopathic Association graduate medical education (GME) system than programs for any other specialty. In addition, the Osteopathic profession is embarking on a new direction to ensure COM graduates are trained as practice-ready primary care physicians. In counterpoint to the Osteopathic profession's emphasis on primary care, the majority of entering and graduating Osteopathic medical students express preferences for residencies in non-primary care specialties. When graduating students confront their GME options, however, they discover their choices for non-primary care specialties are limited. Currently, approximately two-thirds of COM graduates end up in a primary care residency. The creation of a unified GME accreditation system under the Accreditation Council for Graduate Medical Education (ACGME) may further consolidate the Osteopathic identity with primary care: Osteopathic training institutions may reduce the number of non-primary care programs they offer, which would allow them to increase enrollment in primary care programs to meet ACGME standards and remain below their Medicare caps. Additionally, in the National Resident Matching Program Match, selection patterns by program directors for competitive non-primary care residencies currently favor U.S. MDs. Therefore, while Osteopathic students enter COMs aspiring to careers in non-primary care specialties, they are encountering a GME environment that offers them a shrinking number of alternatives.
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the educational model of private colleges of Osteopathic Medicine revisited for 2003 2013
Academic Medicine, 2015Co-Authors: Mark CummingsAbstract:Trends in the development of new private colleges of Osteopathic Medicine (COMs) described by the author in 2003 have accelerated in the ensuing decade. During 2003 to 2013, 10 new COMs as well as 2 remote teaching sites and 4 new branch campuses at private institutions were accredited, leading to a 98% increase in the number of students enrolled in private COMs. The key features of the private COM educational model during this period were a reliance on student tuition, the establishment of health professions education programs around the medical school, the expansion of class size, the creation of branch campuses and remote teaching sites, an environment that emphasizes teaching over research, and limited involvement in facilities providing clinical services to patients. There is institutional ownership of preclinical instruction, but clinical instruction occurs in affiliated hospitals and medical institutions where students are typically taught by volunteer and/or adjunct faculty.Between 2003 and 2013, this model attracted smaller universities and organizations, which implemented the strategies of established private COMs in initiating new private COMs, branch campuses, and remote teaching sites. The new COMs have introduced changes to the Osteopathic profession and private COM model by expanding to new parts of the country and establishing the first for-profit medical school accredited in the United States in modern times. They have also increased pressure on the system of Osteopathic graduate medical education, as the number of funded GME positions available to their graduates is less than the need.
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the irony of Osteopathic Medicine and primary care
Academic Medicine, 2005Co-Authors: Mark Cummings, Kathleen J DobbsAbstract:AbstractOsteopathic Medicine is strongly identified with primary care. In the past 20 years, several factors have influenced this relationship, resulting in significant changes in the postdoctoral training of doctors of Osteopathic Medicine (DOs). Growth in colleges of Osteopathic Medicine spilled o
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how private colleges of Osteopathic Medicine reinvented themselves
Academic Medicine, 2003Co-Authors: Mark CummingsAbstract:Starting in the last decade of the 20th century, private colleges of Osteopathic Medicine (COMs) began to restructure themselves in ways that represent a distinct departure from the past. Their new organizational model de-emphasizes many of the characteristics that distinguish allopathic medical schools today. The new emphasis centers on high enrollment, diversity of health-related programs, formation of universities of health science, expansion, and a retreat from involvement in clinical and postdoctoral education. Such changes reflect an admixture of entrepreneurship, an ability to respond quickly to changing environments, and an insularity that draws them away from traditional forms of clinical and postdoctoral medical education. The private COMs carved out their own niche in medical education and created a new model compatible with their institutional strengths and weaknesses and related to their economic, educational, and human resources. As an evolving educational model, the private COMs have undergone a remarkable transformation in a brief period; they bear watching for future developments and to assess their long-term viability.
Andrea Williams - One of the best experts on this subject based on the ideXlab platform.
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new colleges of Osteopathic Medicine branch campuses and additional locations what is the difference
The Journal of the American Osteopathic Association, 2015Co-Authors: Andrea Williams, Konrad C MiskowiczretzAbstract: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, the AOA COCA is required to adhere to all federal laws and regulations associated with recognition of accrediting agencies. In this article, the authors discuss the development of new colleges of Osteopathic Medicine (COMs). They also discuss the development of additional locations and branch campuses of existing COMs and compare the 2 processes. Also included is a review of the AOA COCA- approved class sizes of the accredited COMs.
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Colleges of Osteopathic Medicine: substantive changes--an update.
The Journal of the American Osteopathic Association, 2014Co-Authors: Andrea Williams, Konrad C. Miskowicz-retzAbstract: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 Osteopathic predoctoral education. To maintain its recognition with the US Secretary of Education, the AOA COCA is required to adhere to all federal laws and regulations associated with the recognition of accrediting agencies. The authors discuss changes in the policies and procedures applicable to review of substantive changes in existing colleges of Osteopathic Medicine. Also included is a review of AOA COCA-approved class sizes of the accredited colleges of Osteopathic Medicine.
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new colleges of Osteopathic Medicine steps in achieving accreditation an update
The Journal of the American Osteopathic Association, 2013Co-Authors: Andrea Williams, Konrad C MiskowiczretzAbstract: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.
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evaluation of colleges of Osteopathic Medicine training for the evaluators
The Journal of the American Osteopathic Association, 2011Co-Authors: Andrea Williams, Konrad C MiskowiczretzAbstract: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. Included in the regulations are requirements for training the evaluators of institutions and programs. The authors discuss AOA COCA's established procedures for evaluator training and site visit conduct. Also included is a review of class sizes of the accredited colleges of Osteopathic Medicine.
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Colleges of Osteopathic Medicine: the process of continuous evaluation.
The Journal of the American Osteopathic Association, 2010Co-Authors: Andrea Williams, Konrad C. Miskowicz-retzAbstract:: This article is the third in a series of discussions on the major activities of the American Osteopathic Association's Commission on Osteopathic College Accreditation (COCA), which is recognized by the US Secretary of Education as the only accrediting agency for predoctoral Osteopathic medical education in the United States. The 2008 article outlined the process that an educational institution undergoes to obtain accreditation status from the COCA and addressed the expansion of approved class sizes at the nation's colleges of Osteopathic Medicine. The 2009 article described the regulations of the US Secretary of Education regarding "substantive changes" to an institution or its programs. This year, the authors further describe the COCA's regulations pertaining to continuous evaluation of accredited institutions and programs. The article concludes with a review of class sizes of the accredited colleges of Osteopathic Medicine.
Konrad C Miskowiczretz - One of the best experts on this subject based on the ideXlab platform.
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new colleges of Osteopathic Medicine branch campuses and additional locations what is the difference
The Journal of the American Osteopathic Association, 2015Co-Authors: Andrea Williams, Konrad C MiskowiczretzAbstract: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, the AOA COCA is required to adhere to all federal laws and regulations associated with recognition of accrediting agencies. In this article, the authors discuss the development of new colleges of Osteopathic Medicine (COMs). They also discuss the development of additional locations and branch campuses of existing COMs and compare the 2 processes. Also included is a review of the AOA COCA- approved class sizes of the accredited COMs.
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new colleges of Osteopathic Medicine steps in achieving accreditation an update
The Journal of the American Osteopathic Association, 2013Co-Authors: Andrea Williams, Konrad C MiskowiczretzAbstract: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.
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evaluation of colleges of Osteopathic Medicine training for the evaluators
The Journal of the American Osteopathic Association, 2011Co-Authors: Andrea Williams, Konrad C MiskowiczretzAbstract: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. Included in the regulations are requirements for training the evaluators of institutions and programs. The authors discuss AOA COCA's established procedures for evaluator training and site visit conduct. Also included is a review of class sizes of the accredited colleges of Osteopathic Medicine.
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evolution of colleges of Osteopathic Medicine a discussion of the coca s substantive change policies
The Journal of the American Osteopathic Association, 2009Co-Authors: Andrea Williams, Konrad C MiskowiczretzAbstract:This article is the second in a series of discussions on the major activities of the American Osteopathic Association's Commission on Osteopathic College Accreditation (COCA), which is recognized by the US Secretary of Education as the only accrediting agency for predoctoral Osteopathic medical education in the United States. Last year's article outlined the process that an educational institution undergoes to obtain accreditation status from the COCA and addressed the expansion of approved class sizes at the nation's colleges of Osteopathic Medicine. This year, the authors further describe US federal administrative regulations regarding "substantive changes" to institutional mission and programs. Class-size increases Osteopathic medical schools, the most common form of substantive change requiring COCA approval, are once again detailed.
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new colleges of Osteopathic Medicine steps in achieving accreditation
The Journal of the American Osteopathic Association, 2008Co-Authors: Konrad C Miskowiczretz, Andrea WilliamsAbstract:The authors outline the process that an educational institution undergoes to obtain accreditation status from the American Osteopathic Association's Commission on Osteopathic College Accreditation (COCA), the body responsible for accrediting the nation's Osteopathic medical schools. Progress toward accreditation status is described for the six newest colleges of Osteopathic Medicine (COMs). In addition, the authors describe how the expansion of a COM's approved class size-whether as a result of planned growth or methodologic changes in educational programming-is considered by US federal administrative regulations a "substantive change" to the institution's mission and programs. Such changes require the review and approval of COCA. Class-size increases for the past decade are detailed.
Marlon P Mundt - One of the best experts on this subject based on the ideXlab platform.
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a national survey of training in substance use disorders in residency programs
Journal of Studies on Alcohol and Drugs, 2000Co-Authors: J H Isaacson, M Fleming, M Kraus, R Kahn, Marlon P MundtAbstract:Objective: To determine the amount of formal training in substance use disorders that occurs in selected residency programs and to identify the perceived barriers to such training. Method: A national survey was conducted of program directors in emergency Medicine, family Medicine, internal Medicine, obstetrics/gynecology, Osteopathic Medicine, pediatrics and psychiatry. In 1997, program directors were mailed a brief survey to determine the extent to which required training in substance use disorders occurred and the median number of hours devoted to substance use disorders training. Follow-up telephone surveys were conducted with faculty designated in the survey as responsible for substance-related disorders training to determine type of training and barriers to training. Results: Of 1,831 program directors, 1,183 (64.6%) responded to the brief survey. The percentage of programs with required substance use disorders training ranged from 31.8% in pediatrics to 95.0% in psychiatry, with 56.3% for all progra...
J H Isaacson - One of the best experts on this subject based on the ideXlab platform.
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a national survey of training in substance use disorders in residency programs
Journal of Studies on Alcohol and Drugs, 2000Co-Authors: J H Isaacson, M Fleming, M Kraus, R Kahn, Marlon P MundtAbstract:Objective: To determine the amount of formal training in substance use disorders that occurs in selected residency programs and to identify the perceived barriers to such training. Method: A national survey was conducted of program directors in emergency Medicine, family Medicine, internal Medicine, obstetrics/gynecology, Osteopathic Medicine, pediatrics and psychiatry. In 1997, program directors were mailed a brief survey to determine the extent to which required training in substance use disorders occurred and the median number of hours devoted to substance use disorders training. Follow-up telephone surveys were conducted with faculty designated in the survey as responsible for substance-related disorders training to determine type of training and barriers to training. Results: Of 1,831 program directors, 1,183 (64.6%) responded to the brief survey. The percentage of programs with required substance use disorders training ranged from 31.8% in pediatrics to 95.0% in psychiatry, with 56.3% for all progra...
