Teaching critical thinking in osteopathy - Integrating craft knowledge and evidence-informed approaches

Document Type

Article

Publication Title

International Journal of Osteopathic Medicine

Abstract

Educators in the field of osteopathic manipulative medicine have a responsibility to encourage critical thinking and integration of evidence-based knowledge. Important strategies for osteopathic educators include discussion of relevant evidence as part of classroom osteopathic manual technique training; problem-based or case-based critical appraisal exercises which focus on the management of actual patients; and provision of adequate information resources in teaching clinics to support evidence-based practice. Where evidence conflicts with a particular paradigm, educators should be prepared to adapt and modify their teaching. A pragmatic approach for teaching osteopathic technique where evidence conflicts with aspects of theory and practice is outlined, using a case study from the author's experience in teaching muscle energy technique as an example of using an evidence-informed and critical thinking approach to motivate and empower students, rather than engender disillusionment or 'evidence nihilism'. © 2008 Elsevier Ltd. All rights reserved.

First Page

56

Last Page

61

DOI

10.1016/j.ijosm.2008.02.005

Publication Date

1-1-2008

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