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Scientist–practitioner training in osteopathic medicine
Abstract   Peer reviewed

Scientist–practitioner training in osteopathic medicine

Melainie Cameron, P F Gibbons, C Gosling and P McLaughlin
Focus on Alternative and Complementary Therapies, Vol.8(1), p.129
Annual Symposium on Complementary Health Care, 9th (Exeter, United Kingdom)
2003
DOI: https://doi.org/10.1111/j.2042-7166.2003.tb05777.x
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https://doi.org/10.1111/j.2042-7166.2003.tb05777.xView
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Abstract

Complementary and Alternative Medicine
Objective The purpose of this study was to analyse the short-term outcomes of the introduction of a scientist-practitioner model of education, comprising compulsory research, to the pre-registration training of osteopaths. Materials and methods Pre-registration training of osteopaths underwent a radical shift in 1994 with the commencement of osteopathic education at Victoria University. This new university programme used a scientist-practitioner model of education requiring that all students understand the scientific method, and develop skills in the analysis and conduct of clinical research. The programme comprised a double award: Bachelor of Science (Clinical Science) and Master of Health Science (Osteopathy). All students are required to complete research to the level of a Masters minor thesis prior to graduation. Cohort: Over the 1998-2001 academic years, Victoria University awarded 135 graduates with Master of Health Science (Osteopathy) degrees. This sample may be viewed as four subsamples (n = 23 graduates in 1998; n = 35 graduates in 1999; n = 35 graduates in 2000; and n = 42 graduates in 2001). Measures: Short-term outcomes of the scientist-practitioner education model were measured in terms of peer-reviewed publications and graduate employment pathways. Results All graduates completed theses/treatises assessed as 'passed' at the Masters level. Twenty-six progressed their work to peer-reviewed publication, comprising 21 peer-reviewed journal articles, 11 conference presentations, one conference poster presentation, and one book contribution (data used in development of a book chapter). Nine graduates published their work in more than one forum. Two graduates produced a combined publication. Presently, all graduates work at least part-time in private osteopathic practice (manual therapy). Two, and until recently three, graduates have permanent part-time employment in academia in osteopathic education. Many others contribute to the educational life of osteopaths, and other complimentary therapists (e.g. naturopaths) as sessional/casual teachers. Two graduates are employed full-time as rehabilitation officers for third-party providers (insurers). One graduate has commenced further research as a doctoral candidate. Conclusion The scientist-practitioner model of osteopathic education has led to increased research activity and subsequent peer-reviewed publication in osteopathy, and has broadened practise opportunities for graduates. It is noteworthy however that the vast majority of graduates seek, and obtain, full time employment in osteopathy (manual therapy), and engage in no research or publication in the years immediately following university graduation and osteopathic registration.

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