The Journal of the American Osteopathic Association featured work by students and
faculty on findings in residency matches, interprofessional education, OMT and more.
At any given time, researchers across PCOM are working on projects that focus on some
of today’s most pressing health issues such as opioid addiction, obesity, cancer,
and cardiovascular and neurodegenerative diseases. They also continue to develop and
test innovative ways to train and educate future health practitioners. Research in
these areas from faculty, administrators, and research support staff from various
programs and departments, as well as six students from the Doctor of Osteopathic Medicine (DO) and Doctor of Psychology (PsyD) programs, are featured in the Journal of the American Osteopathic Association’s special Engage issue in September.
The issue opens with an editorial from Mindy George-Weinstein, PhD, chief research and science officer, on the inseparable bond between medical education
and research. “A fundamental shift in the way we present information, with inclusion
of questions that reach beyond our current knowledge to inspire curiosity and critical
thinking, will contribute to the development of our students as scholars that strive
for best practices and contribute to innovations in healthcare delivery,” she wrote.
Studying the importance of research in medical education
Two articles in the issue focus on the importance of research in medical education.
In the first, Christopher Matthews (DO ’21) and Danielle Estrada (DO ’20) worked with Michael Roberts, PsyD, director, institutional research, analyzing data from the 2016 and 2018 National Resident Match Program Charting Outcomes
reports to identify potential relationships between factors such as match status,
number of research accomplishments and experiences, and specialty. They concluded
that participation in research may enhance DO students’ competitiveness for residency positions.
In their second contribution, Mr. Matthews and Ms. Estrada, in consultation with Kerin Claeson, PhD, associate professor, anatomy, and Dr. George-Weinstein, developed a model to integrate
principles and practices of research into undergraduate medical education. This model
is designed to encourage participation in research, prepare students for scholarly
activity required for residency, and promote the practice of evidence-based medicine.
Assessing innovations in health education
Two papers describe outcomes assessments of innovative health education programs.
In the first, the IPE (interprofessional education) Core Team at PCOM—comprised of Michael Becker, DO '87, assistant dean of clerkship education and professor, family medicine; Jeff Branch, EdD, program director, organizational development and leadership; Stephanie Felgoise, PhD, professor and chair, clinical psychology; Laura Levy, DHSc, PA-C, professor and chair, physician assistant (PA) studies; and Ashley Poole, (PsyD '20)—reported their findings which demonstrated that multi-disciplinary teams of students
had a greater appreciation for the perspectives of other healthcare professionals
as a result of collaborative, small-group activities.
The second outcomes research study by Christopher A. Butts, DO ’12, RES ’17, PhD; Jacqueline J. Speer, DO, general surgery resident; John J. Brady, III, DO ’12, RES ’17; Ryan J. Stephenson, DO ’15, RES ’20; Erik Langenau, DO, MS, chief academic technology officer; Robert DiTomasso, PhD, dean, School of Professional and Applied Psychology; Kerin Fresa, PhD, associate dean, osteopathic medicine curriculum; Dr. Becker; and Arthur Sesso, DO, professor and chair, surgery, evaluated the effectiveness of their Introduction
to Clerkships (I2C) program, through which rising third-year DO students participate
in a rigorous program designed to strengthen their clinical skills and facilitate
transition from classroom to clinic. Students reported increased confidence and ease
of transition into the clinical setting and were perceived by precepting faculty as
better prepared to perform their clinical responsibilities.
Exploring form and function
Additionally, three papers focus on the relationship between form and function. The first, authored by Michael S. Selby, PhD, associate professor, anatomy at PCOM Georgia; Austin Gillette (DO ’21); Yash Raval, (DO ’21); Maliha Taufiq (DO ’21); and Michael J. Sampson, DO, chief academic officer, PCOM South Georgia, considers consequences of the evolution
of apes to humans as they stand upright and walk on two feet—namely, lower back pain
that is common in athletes and pregnant women.
The second, a study by Lauren Noto-Bell, DO, associate professor, OMM; Brittany N. Vogel, DO ’18, and Danielle E. Senn, DO ’18, found that a specific osteopathic manipulative treatment (OMT)—muscle energy technique—improves
ankle range of motion among swimmers.
The third study by Brian Balin, PhD, chair, bio-medical sciences; Christine Hammond, MS, laboratory research coordinator, and Katherine Galluzzi, DO, professor and chair, geriatrics, provides a microscopic view of structure/function
relationships in their case study documenting mixed neuropathology in a patient diagnosed
with Lewy body disease. Finding Chlamydia pneumoniae bacteria in this brain was consistent
with previously demonstrated correlations between infection and late-onset dementia
of the Alzheimer type.
The full Engage issue featuring PCOM’s research can be found on the JAOA’s website.
About Philadelphia College of Osteopathic Medicine
Founded in 1899, Philadelphia College of Osteopathic Medicine (PCOM) has trained thousands
of highly competent, caring physicians, health practitioners and behavioral scientists
who practice a “whole person” approach to care—treating people, not just symptoms.
PCOM operates three campuses (PCOM, PCOM Georgia and PCOM South Georgia) and offers doctoral degrees in clinical psychology, educational psychology, osteopathic
medicine, pharmacy, physical therapy and school psychology, and graduate degrees in
applied behavior analysis, applied positive psychology, biomedical sciences, forensic
medicine, medical laboratory science, mental health counseling, non profit leadership
and population health management, organizational development and leadership, physician
assistant studies, school psychology, and public health management and administration.
PCOM students learn the importance of health promotion, research, education and service
to the community. Through its community-based Healthcare Centers, PCOM provides care
to medically underserved populations. For more information, visit pcom.edu or call 215-871-6100.
For more information, contact: Daniel McCunney Associate Director, News and Media Relations Email: firstname.lastname@example.org Office: 215-871-6304 | Cell: