Evaluation of osteopathic manipulative treatment in pain reduction in pregnant women during third trimester and postpartum: Review Article

The female body undergoes physiological changes during pregnancy that often lead to low back pain (LBP). To assess a non-pharmaceutical treatment option for LBP, a literature review was conducted comparing research trials using Osteopathic Manipulative Treatment (OMT) and its effect on LBP experienced in the third trimester and postpartum. Research studies using the Visual Analog Scale (VAS) to rate pain were used and the effects of OMT was analyzed. It was found that, compared to usual treatment for LBP, OMT provided significant relief of pain for patients. While research conducted in pregnant populations is limited, further research is required to assess OMT technique models on individuals and the effect on pain throughout pregnancy through the postpartum period.

Correlation of Breakfast Consumption Frequency and Grade Point Average in Preclinical Medical Students

Background: Due to its nutritious, metabolic, and overall energy-providing benefits, studies have emphasized the value of breakfast, resulting in support of breakfast as “the most important meal of the day,” and subsequently, essential for academic success. However, limited research exists on the impact of habitual breakfast consumption on medical students. How does eating breakfast contribute to the academic success and well-being of medical students? Methods: A voluntary survey was distributed to preclinical medical students to gather information on their breakfast-eating habits as well as other indicators of well-being, including mental health, physical health, and stress. Participants indicated the average number of times per week they consumed breakfast. They also recorded the likelihood of eating breakfast on the day of an exam and various components of well-being on a five-point Likert scale. Subjects also provided student identification (ID) numbers. To measure academic success, grade point averages (GPAs) were then extracted using each student's ID number. A correlation analysis was performed between the breakfast-eating habits of medical students and their GPA. Results: 121 surveys met the inclusion criteria. A correlation analysis showed that frequency of eating breakfast was positively correlated with GPA (r=0.35, p<0.001). Eating breakfast on the day of an exam was also positively correlated with GPA (r=0.32, p<0.001). Eating breakfast had no significant correlation with indices of well-being. Conclusion: Consistently eating breakfast may contribute to greater academic performance among medical students. However, eating breakfast appears to have no impact on well-being. Based on this research, eating breakfast regularly may help preclinical medical students boost their academic performance.

Failed Knowledge Retention from Educational Intervention on Anaphylaxis Management Among Medical Personnel

Background: Anaphylaxis is a life-threatening allergic reaction that is often inadequately treated in the hospital setting, leading to adverse outcomes. We hypothesize that a brief educational intervention will enhance knowledge of community-based medical professionals evaluated by pre- and post-questionnaires, leading to improved recognition and management of anaphylaxis. Methods: An initial questionnaire consisting of eight multiple-choice questions and two fill in response pertaining to anaphylaxis identification, management, and treatment was completed by 189 University Hospitals Regional Hospitals personnel, including faculty, nurses, student, residents, and Emergency Medical Services (EMS). The participants were then offered an educational intervention, including a 10-slide, 20-minute PowerPoint presentation on anaphylaxis, and review of the pre-educational intervention questionnaire responses, followed by a post-educational intervention questionnaire similar to the initial questionnaire. Seventy-seven participants completed the same questionnaire at a six-month follow-up to assess retention. Results: Participant scores improved from 62% to 94%, from the initial questionnaire to the immediate post- educational intervention questionnaire. The six-month post-educational intervention questionnaire revealed a return to near baseline (65%) medical knowledge regarding anaphylaxis Conclusion: Healthcare personnel demonstrate a knowledge deficit of identification and management of anaphylaxis. In the short-term, a brief, educational intervention did improve knowledge of anaphylaxis (p<0.00001). However, in the long-term, this educational intervention did not improve knowledge retention about anaphylaxis (p=0.52218). We received approval for and implemented an anaphylaxis order set in the electronic medical record (EMR) at University Hospitals, in effort to improve patient care.