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

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’.

Keywords: Osteopathic medicine, Osteopathy, Evidence-based medicine