Gamber, Russell2019-08-222019-08-222007-05-012014-02-11https://hdl.handle.net/20.500.12503/29190IrvineMoore, LaPonna R. Integration of Osteopathic Manipulative Medicine into Differential Diagnosis Training: A study evaluating teaching strategies and their influence on student learning. Master of Science in Clinical Research and Education, May 2007, 109 pp, 16 tables, 14 figures, bibliography 118 titles. This study compared traditional lecture versus a computer-based cognitive science-based approach in training 2nd year medical students to perform low back pain differential diagnosis with integrated osteopathic diagnoses and findings. Research subjects were tested on diagnostic capabilities and outcomes were compared. Students’ opinion and feedback was assessed through a computer-based questionnaire. Although the two groups performed equally with respect to overall mean and osteopathic diagnoses, the treatment group performed better on difficult questions. Eighty percent of student attitudes were positive toward computer-based learning and its utility in uniquely osteopathic concepts. Cognitive science-based teaching modalities may increase diagnostic competencies and positively affect learning of uniquely osteopathic concepts.application/pdfenDiagnosisEducationEducational MethodsMedicine and Health SciencesOsteopathic Medicine and OsteopathyTranslational Medical ResearchIntegrationosteopathic manipulative medicineOMMdifferential diagnosis trainingteaching strategiesstudent learningcomputer-based cognitive science-based approachmedical studentlower back paindiagnostic competenciesThesis