Teaching Critical Thinking in Osteopathy - Integrating Craft Knowledge and Evidence-informed Approaches

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Fryer, Gary (2008) Teaching Critical Thinking in Osteopathy - Integrating Craft Knowledge and Evidence-informed Approaches. International Journal of Osteopathic Medicine, 11 (2). pp. 56-61. ISSN 1746-0689


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’.

Item type Article
URI https://vuir.vu.edu.au/id/eprint/3667
Official URL http://www.sciencedirect.com/science/journal/17460...
Subjects Historical > RFCD Classification > 320000 Medical and Health Sciences
Historical > Faculty/School/Research Centre/Department > School of Biomedical and Health Sciences
Historical > FOR Classification > 1199 Other Medical and Health Sciences
Keywords ResPubID14830. osteopathic medicine, osteopathy, evidence-based medicine
Citations in Scopus 42 - View on Scopus
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