The AAO Forum for Osteopathic Thought
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An Osteopathic Approach for the Concussed Athlete
AN OSTEOPATHIC APPROACH FOR THE CONCUSSED ATHLETE ALBERT J KOZAR, DO, FAOASM, R-MSK BOARD CERTIFIED NMMOMM, FP, CAQSM, RMSK PROGRAM DIRECTOR / ASSOCIATE PROFESSOR ONMM RESIDENCY & INTEGRATED SPORTS MED / ONMM RESIDENCY EDWARD VIA COLLEGE OF OSTEOPATHIC MEDICINE DISCLOSURES My only disclosures are: • I am a Fighting Irish Fanatic !!! • I love Jazz !!! • really can’t stand country music OBJECTIVES ① Be able to discuss the Berlin Concussion Statement in relation to an Osteopathic Manipulative Approach ② Be able to discuss the anatomical connectivity and mobility of the cranial & spinal dura ③ Be able to discuss the newly discovered Glymphatic drainage system of the CNS and recent high quality OMT research of the lymphatic system by Lisa Hodges, PhD ④ Be able to formulate a manipulative approach to the mechanical and whiplash affects of concussion ?? ⑤ Be able to discuss the evidence in the literature ① Specific to OMT and concussions ② Specific to OMT and symptoms that occur in concussion ⑥ Be able to discuss the current active RTCs of OMT and concussion ⑦ Understand and be able to apply OMT techniques in the approach to treating concussion (Hands-On Lab) ⑧ Be able to discuss when to apply OMT in the treatment of concussions and the absolute / relative contra-indications (Hands-On Lab) OSTEOPATHY “Do you practice decorticate or decerebrate Osteopathy ?” Anthony Chila, DO, FAAO, FCA OSTEOPATHY “Even heads have bodies attached to them …” Viola Frymann, DO, FAAO, FCA CRANIAL CONCEPT William Garner Sutherland proposed the cranial concept in 1929 “Cranial” osteopathy is a misnomer since it was originally described in the head but in reality is a whole- body concept Cranial is not a separate treatment modality but an extension of osteopathy as originally described by A. -
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THE SOMATIC CONNECTION “The Somatic Connection” highlights renewed interest in manual medicine and summarizes important contribu - internationally, especially in Europe. tions to the growing body of literature To submit scientific reports for on the musculoskeletal system’s role in possible inclusion in “The Somatic health and disease. This section of Connection,” readers are encouraged JAOA—The Journal of the American to contact JAOA Associate Editor Osteopathic Association strives to chron - Michael A. Seffinger, DO (mseffinger icle the significant increase in published @westernu.edu), or Editorial Board research on manipulative methods and Member Hollis H. King, DO, PhD (hollis treatments in the United States and the [email protected]). “How much lymph can a lymph pump pump todiaphragmatic junction. Manual force was directed if a lymph pump can pump lymph?” medially and cranially to compress and then release the —Norman Gevitz, PhD 1 abdomen at a rate of about 1 compression per second. The outcome measures were lymph flow; cyto - Schander A, Downey HF, Hodge LM. Lymphatic pump manipulation mobi - kine/chemokine flux (ie, the rate of flow multiplied by lizes inflammatory mediators into lymphatic circulation. Exp Biol Med . the concentration of the cytokine or chemokine, as a way 2012;237(1):58-63. to describe the distribution of these substances in circula - tion); and the concentrations of proinflammatory cytokines As a challenge to osteopathic manipulative treatment and chemokines—including interleukin 6 (IL-6), IL-8, IL- (OMT) researchers, Norman Gevitz, PhD, has suggested 10, monocyte chemotactic protein-1 (MCP-1), and ker - that lymphatic pump techniques (LPTs) are high data- atinocyte chemoattractant (KC)—for both the TLD and yield applications. -
Specialty Board Certification and Federal Civil Rights Statutes, 11 J
Journal of Contemporary Health Law & Policy (1985-2015) Volume 11 Issue 1 Article 9 1994 Specialty Board Certification and ederF al Civil Rights Statutes John J. Smith Follow this and additional works at: https://scholarship.law.edu/jchlp Recommended Citation John J. Smith, Specialty Board Certification and Federal Civil Rights Statutes, 11 J. Contemp. Health L. & Pol'y 111 (1995). Available at: https://scholarship.law.edu/jchlp/vol11/iss1/9 This Article is brought to you for free and open access by CUA Law Scholarship Repository. It has been accepted for inclusion in Journal of Contemporary Health Law & Policy (1985-2015) by an authorized editor of CUA Law Scholarship Repository. For more information, please contact [email protected]. SPECIALTY BOARD CERTIFICATION AND FEDERAL CIVIL RIGHTS STATUTES John J.Smith, M.D., J.D.* Medical practice in the United States is structured around physician- specialists, highly trained professionals who affect the character, quality and cost of health care. Training and credentialing of these specialists is essentially unregulated by government. Instead, a comprehensive private regulatory system has developed, based largely on standards created by the twenty-four specialty boards recognized by the American Board of Medical Specialties. These private organizations assess physician skill through an evaluation and examination process, with candidates who meet board standards being granted certification in a particular specialty or subspecialty. The certification process is voluntary and is not legally required in or- der to practice medicine in any jurisdiction. Likewise, neither the boards nor any other medical organization encourages health care institutions to limit specialty practice to certified physicians alone. -
NOTICE by Lincoln Memorial University Duncan School of Law Re 2 MOTION for Temporary Restraining Order MOTION for Preliminary In
Lincoln Memorial University Duncan School of Law v. American Bar Association (TV1) Doc. 33 Att. 1 Commission on Colleges Southern Association of Colleges and Schools DOCUMENTATION FOR THE SUBSTANTIVE CHANGE COMMITTEE For use with the following types of changes: Initiating programs at a more advanced degree level Expanding programs at current degree levels (when the new program is a departure from current programs) Initiating programs at a lower degree level Expanding electronic delivery to include currently offered degrees Name of the Institution: Lincoln Memorial University Nature of the Substantive Change: Expanding programs at the current level (when a new degree program is a departure from current programs). To offer the Doctor of Jurisprudence (J.D.) degree program at the Former City Hall Building, Knoxville, Tennessee, 601 West Summit Hill Drive. Date: January 22, 2010 By signing below, we attest to the following: 1. That Lincoln Memorial University has attached a complete and accurate overview of the proposed Substantive Change. 2. That Lincoln Memorial University provided complete and accurate disclosure of timely information regarding compliance with the selected sections of the Principles of Accreditation affected by this Substantive Change. Name and signature of the President: _____________________________ Dr. C. Warren Neel, President (Int.) Name and signature of the Accreditation Liaison: _____________________________ Dr. Clayton Hess COC Staff Member assigned to the Institution: Dr. Cheryl Cardell 1 Dockets.Justia.com Part I. Overview A. Describe the proposed change. Include the location, initial date of implementation, projected number of students, primary target audience, projected life of the program (single cohort or ongoing), and instructional delivery methods. -
4Th Year Guide
Class of 2019 Guide to the Fourth Year Table of Contents SECTION I – OFFICE OF MEDICAL EDUCATION .............................................................................................. 5 Graduation Requirements Checklist ............................................................................................................. 7 Timeline to Graduation ................................................................................................................................. 8 Dates to know during the Third Year ........................................................................................................ 8 Dates to know during the Fourth Year ...................................................................................................... 9 Scheduling USMLE Step 2 CS ....................................................................................................................... 10 “SIT BY” Deadline: ................................................................................................................................... 10 Know The Rules: ...................................................................................................................................... 10 Apply for a Scheduling Permit ................................................................................................................. 10 Selecting a Test Date ............................................................................................................................... 11 Selecting a Test Site -
Booklet of Information a Guide to Board Certification in Pediatrics
Booklet of Information A Guide to Board Certification in Pediatrics January 2021 THE AMERICAN BOARD of PEDIATRICS TABLE OF CONTENTS ABP MISSION, VALUES, VISION AND GUIDING PRINCIPLES ........................................................................................... 1 GENERAL EXAMINATION ADMISSION REQUIREMENTS .................................................................................................. 2 Graduation from Medical School ............................................................................................................................................................ 2 Training Requirements .......................................................................................................................................................................... 2 Accreditation of Training Programs ..................................................................................................................................................... 2 Osteopathic Pediatric Training and Eligibility for ABP Certification .................................................................................................... 2 Licensure Requirements ........................................................................................................................................................................ 2 SPECIAL TRAINING SITUATIONS ........................................................................................................................................ 3 Credit for Previous Training .................................................................................................................................................................... -
Specialties, Sub-Specialties and Progression Through Training the International Perspective
Intelligence Unit Research Specialties, sub-specialties and progression through training the international perspective August 2011 Introduction In the UK, it is a legal requirement that a doctor who wishes to practise as a substantive, fixed term or honorary consultant in the NHS must hold specialist registration. Similarly, in order to practise as a GP, a doctor must hold GP registration. A Certificate of Completion of Training (CCT) confirms that a doctor has completed an approved training programme and is eligible for entry onto the GP or Specialist Register. Between the end of the first foundation year, when doctors are fully registered with the GMC, and the granting of a CCT, there is no recognised intermediate ‘waypoint’ for doctors. There are approximately 20,000 Staff Grade and Associate Specialist (SAS) doctors not in training who are providing care to patients in specialty areas. The skills, knowledge and experience that these doctors have is not formally recognised by the GMC. Due to the lack of regulatory recognition, no credit is given for prior learning. Furthermore, the movement of doctors between specialties, as well as the ability to stop and, at a later date, re-enter a training programme may not always be suitably efficient or effectively supported. One major strand of this research was, therefore, to find out whether other regulators (or equivalent) recognise clinical training and experience which surpasses compulsory medical education but is not necessarily undertaken in the pursuit and eventual attainment of a specialist qualification. The second strand of this research was to assess the specialty and sub-specialty systems in other countries. -
National MD-Phd Program Outcomes Study
National MD-PhD Program Outcomes Study Learn Serve Lead Association of American Medical Colleges 17-171 (04/18) National MD-PhD Program Outcomes Study April 2018 Association of American Medical Colleges Washington, D.C. Acknowledgments This report was written by Myles Akabas, MD, PhD, Albert Einstein College of Medicine; Lawrence Brass, MD, PhD, University of Pennsylvania Perelman School of Medicine; and Irena Tartakovsky, MD, MS, Association of American Medical Colleges. They conducted the analysis and led the survey on which the analysis is based. Akabas and Brass, who contributed equally to this report, are also members of the AAMC Graduate Research, Education, and Training Group MD-PhD Section, for which Tartakovsky is lead staff. Hershel Alexander, PhD, and other members of the AAMC Data Operations and Services team assisted the authors, particularly with the conduct of the survey and the use and analysis of AAMC data resources, and Jodi Yellin, PhD, director of science policy, AAMC Scientific Affairs, played an essential role in coordinating data validation, editing the report, and shepherding its publication. The MD-PhD Outcomes Project was developed and conducted in close collaboration with the directors and administrators of 80 U.S. MD-PhD programs, all of whom worked tirelessly to identify their alumni and encourage them to participate in this groundbreaking study. This study could not have been done without their help. This is a publication of the Association of American Medical Colleges. The AAMC serves and leads the academic medicine community to improve the health of all. aamc.org © 2018 Association of American Medical Colleges. May not be reproduced or distributed without prior written permission. -
(Aoasm) Aoa Update
AOASM– AOA Update April 26, 2021 AMERICAN OSTEOPATHIC ASSOCIATION OF SPORTS MEDICINE (AOASM) AOA UPDATE I. OPENING REMARKS I am Thomas Ely, DO, an osteopathic board-certified Family Physician, and currently President of the American Osteopathic Association. April 18-24, 2021, we celebrated National Osteopathic Medicine Week, highlighting the proud 129-year heritage of osteopathic medicine, reflecting the momentous contributions of DOs – past, present, and future – within the health care system and in the lives of millions of patients. As we reflected on our heritage, we looked forward to our future. So, I thank you for the opportunity to provide a brief update on how the American Osteopathic Association is working for YOU. Even though we have been working in a “virtual world,” I can assure you that the AOA has been involved in many significant activities and areas that have, and will have, definite impact on the osteopathic profession. We are a physician-led, physician-directed organization working to measure, anticipate, and respond to YOUR needs. II. AOA OPERATIONAL PRIORITIES In addition to supporting physicians and students during the pandemic, the operational priorities for my presidential year have been aimed at advancing, enhancing, and building a bright future for the osteopathic profession. My first objective is to Expand the Osteopathic Community. Currently, osteopathic physicians represent approximately 11% of all practicing physicians in the United States, but osteopathic medicine is one of the fastest-growing segments of health care, with a growth increase of almost 300% over the past three decades. We graduate over 7,000 new osteopathic physicians a year and by the end of this decade, we will represent an estimated 20% of all practicing physicians in the United States. -
June 2020 Class of 2024 Incoming Newsletter EW
Student Services June 26, 2020 STUDENT NEWSLETTER Student Advocate Meet ICOM’s Osteopathic Principles and Association Practice Team What is SAA? The OPP team at ICOM is a group of accomplished and dedicated individuals invested in producing highly proficient It’s an organization on campus osteopathic physicians able to use their palpatory skills for for spouses and significant patient diagnosis and treatment. others of ICOM's student- doctors supporting each other With years of clinical and academic experience, the OPP team through the journey of blends active hands-on learning with strong didactic training. medical school. The mission This teaches students the most effective and practical application behind the SAA is of classical osteopathy for a modern health care world. to also support and promote the osteopathic profession. It is a way for your spouse or significant other to get together and brainstorm ideas for Dr. Dennis Rau Dr. Richard Sloan Dr. Sarah Davis events, create fundraisers, and encourage support of our students. September will mark the first meeting to elect board members. If this something Dr. Jenisa Oberbeck Amy Nguyen your significant other would be interested in, please have Dr. Dennis C. Rau serves Assistant Dean of Osteopathic Integration them email Sharon at and Associate Professor of Osteopathic Principles & Practice at the [email protected] Idaho College of Osteopathic Medicine. He earned his Doctor of Osteopathic Medicine (D.O.) degree from the Kentucky College of Osteopathic Medicine in Pikeville, KY. Prior to coming to ICOM, Dr. Rau utilized OMM in private practice treating a variety of neuromuscular complaints and most recently was a professor at William Carey University College of Osteopathic Medicine. -
Authorized Osteopathic Thesaurus December, 2003 Terms 200-299
Authorized Osteopathic Thesaurus December, 2003 Terms 200-299 Item number: 200 Term Jones Treatment USE Term(s) Counterstrain Item number: 201 Term Junctional Region USE Term(s) Transitional Region Item number: 202 Term Key Lesion USE Term(s) Somatic Dysfunction Item number: 203 Term Knee Somatic Dysfunction Broader Term(s) Lower Extremity Somatic Dysfunction Scope Notes Impaired or altered function of the knee. Item number: 204 Term LAS USE Term(s) Ligamentous Articular Strain Technique Item number: 205 Term Lateral Strain USE Term(s) Sphenobasilar Synchondrosis Lateral Strain Item number: 206 Term Leg Length Inequality [MeSH] Related Term(s) Pelvic Declination; Sacral Base Declination Scope Notes see: http://www.nlm.nih.gov/mesh/MBrowser.html Item number: 207 Term Lesioned Component USE Term(s) Somatic Dysfunction Item number: 208 Term Ligament Somatic Dysfunction Broader Term(s) Somatic Dysfunction Narrower Term(s) Ligamentous Articular Strain Scope Notes Impaired or altered function of the ligament. Created by Kathy Broyles, MLS, AHIP Authorized Osteopathic Thesaurus Created: 12/15/2003 Page 1 of 17 Modified: 12/15/2003 Authorized Osteopathic Thesaurus December, 2003 Terms 200-299 Item number: 209 Term Ligamentous Articular Strain Broader Term(s) Ligament Somatic Dysfunction Narrower Term(s) Ligamentous Strain Scope Notes Any somatic dysfunction resulting in abnormal ligamentous tension or strain. Item number: 210 Term Ligamentous Articular Strain Method USE Term(s) Ligamentous Articular Strain Technique Item number: 211 Term Ligamentous Articular Strain Technique Broader Term(s) Combined Method; Direct Method; Osteopathic Manipulative Treatment Systems Used For Term(s) LAS; Ligamentous Articular Strain Method; Ligamentous Articular Strain Treatment Scope Notes 1. -
Osteopathic Medicine
Osteopathic Medicine Should I Become An Osteopathic Doctor? o Osteopathic doctors are physicians who focus on holistic treatment. Along with treating diseases or illnesses, these doctors place emphasis on prevention. Osteopathic physicians may practice all kinds of medical specialties in the United States. The terms 'Osteopathy' and 'Osteopath' refer to a more limited kind of healthcare worker who is not a physician. o Osteopathic physicians spend a lot of time with patients, which often means working on their feet and exposure to illnesses. Hours can be long and may include nights or weekends, especially during residency. Many doctors earn a substantial income, although the education required is long and expensive. The job can be stressful, but there is great satisfaction in helping people. Career Requirements Degree Level o Doctoral Degree Field o Osteopathic Medicine Training o Beyond osteopathic medical school, an internship or residency training program. Licensure/Certification o Must pass the Comprehensive Osteopathic Medical Licensing Examination (COMLEX-USA); board certification from the National Board of Osteopathic Medical Examiners (NBOME) is optional. Key Skills o Extensive medical knowledge, detail orientation, empathy, critical thinking, physical stamina, leadership and communication skills, knowledge of medical and scientific software. Salary o $ 137,568 per year (Median 2015) Sources: U.S. Bureau of Labor Statistics (May, 2014), American Osteopathic Association, ONET Online, Pay scale.' Step 1: Earn a Bachelor's Degree o Acceptance into an osteopathic medicine program generally requires a bachelor's degree. While no specific undergraduate major is required, osteopathic programs do require specific prerequisite courses for acceptance. Course requirements commonly include a strong background in the sciences( biology, physics and chemistry) and English.