Progression through osteopathic training in Australia: The student experience

Abstract 

Background

The objective of this study was to explore the lived experience of being an osteopathic student. The paucity of published material on the experience of osteopathic students highlighted the need for such research to record the nature of this aspect of osteopathic culture in Australia.

Methods

One on one in-depth interviews with participants were conducted and explored employing a phenomenological approach to information gathering and analysis.

Setting

Students undertaking the five-year osteopathic program at RMIT University, Melbourne, Australia.

Analysis

Colaizzi's seven step approach to phenomenological analysis was utilised.

Subjects

Purposeful sampling was used to select nineteen participants across all year levels to form the cohort of the study.

Results

The RMIT osteopathic program was found to be described in relation to five main stages; Acceptance into and Commencement of the Program, Progression through the Program, The Clinical Experience, The Masters Program and Looking Beyond Graduation to the Future. Each stage provoked significant and varied emotional responses forming the major themes of the study; Stress and Anxiety, Happiness and Excitement, Contentment, Self-Satisfaction, Frustration, Fear of Failure and Self-Doubt, Anger and Resentment, Sense of Support, Fear of the Unknown and Sadness.

Conclusions

The most prevalent emotional experience reported was that of stress and anxiety within the student's journey. While this was of great significance, it was concluded that a student's underlying passion for osteopathy and strong friendships formed within the program are what enable the student to get through the challenges and difficulties associated with undertaking the osteopathic program.

Keywords: Osteopathic medicine, Education, Lived experience, Phenomenology