How does French initial osteopathic training value relational competency, patient education, and the competency-based approach? A cross-sectional survey

Quesnay, Paul; Poumay, Marianne; Gagnayre, Rémi

doi:10.1016/j.ijosm.2021.10.002

Article (Scientific journals)

How does French initial osteopathic training value relational competency, patient education, and the competency-based approach? A cross-sectional survey

Quesnay, Paul; Poumay, Marianne; Gagnayre, Rémi

2021 • In International Journal of Osteopathic Medicine

Peer Reviewed verified by ORBi

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https://hdl.handle.net/2268/264314

DOI
10.1016/j.ijosm.2021.10.002

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Keywords :

Osteopathic medicine; Competency-based education; Patient education as topic; Counseling; Education, Professional; Surveys and Questionnaires

Abstract :

[en] Key Points • Relational competency remains undervalued in the context of French initial training programs for osteopathy. • The standards for osteopathic education and practice need to be clarified before truly integrating patient education into relational competency. • Teaching, learning, and assessment methods must evolve to be consistent with a comprehensive competency-based approach. • There is a need to train educators in this relational competency and in the competency-based approach. Abstract Background Despite the promotion of international osteopathic recommendations and registration guidelines, relational competencies and patient education practices present a challenge in the clinical setting due to lack of training. In France, the latest national osteopathic standards for education and practice defined a relational competency that includes patient education. Little is known about its integration in curricula and how French osteopathic practitioners are subsequently trained for relational competency. Objective To determine teaching, learning, and assessment methods related to relational competency in French initial osteopathic training programs and identify the role of patient education in this relational competency. Methods An online questionnaire was designed and sent to all initial training institutes in France (n = 28). Eight institutes answered the survey. Results The relational competency appeared in various courses, enhanced by clinical learning. However, the courses were not specific to this competency and the volume of hours was relatively low. Patient education was seen as part of the relational competency but was poorly implemented. This competency-based approach is still considered an emerging practice in these institutes. Conclusions There is a misalignment among intended learning outcomes, teaching, and assessment. The current educational practices are not sufficient to support relational competency, specifically regarding patient education. Further research is needed on how French standards are understood, 1 how they are assimilated by educators, and how they are translated into educational practice. In addition, the adequacy of educators training for effective implementation of the competency- based approach should be questioned.

Research Center/Unit :

LabSET - Laboratoire de soutien aux Synergies Education-Technologie - ULiège

Disciplines :

Orthopedics, rehabilitation & sports medicine
Education & instruction

Author, co-author :

Quesnay, Paul ; Université de Liège - ULiège > ARCH

Poumay, Marianne ; Université de Liège - ULiège > Département des Sciences de l'éducation > Département des Sciences de l'éducation

Gagnayre, Rémi; Université Sorbonne Paris Nord > UFR SMBH > Laboratoire Educations et Promotion de la Santé UR3412

Language :

English

Title :

How does French initial osteopathic training value relational competency, patient education, and the competency-based approach? A cross-sectional survey

Publication date :

2021

Journal title :

International Journal of Osteopathic Medicine

ISSN :

1746-0689

Publisher :

Australian Student Osteopathic Medicine Association, Australia

Peer reviewed :

Peer Reviewed verified by ORBi

Additional URL :

https://www.journalofosteopathicmedicine.com/article/S1746-0689(21)00078-X/fulltext

Available on ORBi :

since 15 October 2021

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