Our Approach to OMM

Osteopathic Manipulative Medicine (OMM)

At the Orlando College of Osteopathic Medicine (OCOM), we place Osteopathy at the heart of our curriculum, ensuring that Osteopathic Manipulative Medicine (OMM) is seamlessly integrated into every stage of our students' education. Located in vibrant Orlando, Florida, OCOM is dedicated to shaping compassionate, skilled physicians who embrace holistic care and the core principles of Osteopathic Medicine. By combining cutting-edge medical education with the timeless art of OMM, we prepare future doctors to lead in advancing patient-centered care and innovation in healthcare.

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OMM Year One and Year Two

At the Orlando College of Osteopathic Medicine (OCOM), our Osteopathic Manipulative Medicine (OMM) curriculum is designed to progressively build the knowledge, skills, and confidence required to integrate Osteopathy into clinical practice. Students are immersed in the OMM lab and classroom throughout their first two years on campus, with each year emphasizing distinct facets of osteopathic education and hands-on training.

  • OMM within the Curriculum

    At the Orlando College of Osteopathic Medicine (OCOM), our curriculum integrates Osteopathic Manipulative Medicine (OMM) seamlessly with the case-based learning (CBL) approach, emphasizing hands-on practice and clinical application. By incorporating osteopathic findings into CBL cases, students gain a deeper understanding of the principles and practical applications of Osteopathy, fostering a comprehensive medical education.

  • Hands-on OMM Training

    OMM training is collaborative and highly interactive, with students pairing up to practice techniques under the guidance of expert table trainers in small-group settings (8:1 ratio). Each week, students dedicate time in the OMM lab, honing their skills through hands-on training that emphasizes precision and patient-centered care. To support their learning, students receive access to a comprehensive electronic folder (Bricks), which includes essential and optional readings, detailed lab rubrics, pre-lab videos, recorded lectures by OCOM faculty, and supplemental resources from academic partners like Lecturio and Picmonic. These materials are provided in advance, ensuring students come prepared to maximize their lab time.

  • Assessing OMM Knowledge

    Assessment is rigorous and designed to ensure mastery. Students are evaluated through weekly quizzes, mid-term and final practical exams (both written and hands-on), and the overall OMM curriculum components. Successfully passing these assessments is essential for receiving course credit, reflecting our commitment to producing skilled, confident, and competent osteopathic physicians.

OMM Year Three and Year Four

During the third and fourth years at the Orlando College of Osteopathic Medicine (OCOM), students transition from foundational learning to the clinical application of Osteopathic Manipulative Medicine (OMM). These years emphasize refining and standardizing osteopathic techniques in real-world settings while maintaining strong ties to the principles and practices learned in the pre-clinical years.

  • Standardized OMM Education for Clinical Rotations
    OCOM ensures that all preceptors delivering OMM education are trained to a high standard through Continuing Medical Education (CME) programs. This commitment to consistency guarantees that students experience a standardized, high-quality approach to osteopathic training during clinical rotations.

  • Hands-On Patient Experience
    Students are required to maintain a comprehensive log documenting cases where they perform OMM on patients during their clinical rotations. This log encourages reflection, tracks their proficiency, and ensures consistent practice of osteopathic techniques.

  • Preparation Through Faculty-Led Video Lectures
    Before beginning core clinical rotations, students receive video lectures from OCOM faculty, tailored to the OMM techniques relevant to the rotation’s specialty. This targeted preparation supports their ability to integrate OMM into diverse clinical contexts effectively.

  • On-Campus Hands-On Education
    To reinforce skills, students return to OCOM’s campus 5-6 times annually for intensive, hands-on training. These sessions provide opportunities to refine techniques, receive individualized feedback, and engage with peers and faculty in collaborative learning environments.

  • Asynchronous Learning Resources
    Students continue their osteopathic education through an asynchronous electronic curriculum supported by OCOM’s academic partners, including Lecturio and Picmonic. These resources allow for flexible, on-demand learning to complement hands-on practice.

Four Year Overview of OMM

Year One OMM

Students begin by mastering the foundational elements of Osteopathic Medicine, including its history, philosophy, and core principles. The first year focuses on developing the basics of osteopathic diagnosis and treatment, emphasizing palpatory skills, structural evaluation, and introductory techniques. Through case-based learning (CBL), students integrate these skills into real-world scenarios, enhancing their understanding of patient-centered care and holistic treatment.

Year Two OMM

Building on the first year, second-year students advance their understanding of Osteopathy through specialized topics, including Osteopathy in the cranial field, biodynamics, and a systems-based approach to diagnosis and treatment. This systems-based approach aligns osteopathic techniques with disciplines such as cardiology and pulmonology, enabling students to apply OMM principles to a wide range of clinical contexts. The second year prepares students to confidently incorporate osteopathic practices into their clinical rotations and future careers.

Year Three and Four OMM

By combining clinical application, continuous hands-on training, and access to innovative learning tools, OCOM ensures that third- and fourth-year students are well-prepared to apply OMM techniques confidently and effectively as they transition into residency and professional practice.

In 1892, Andrew Taylor Still, MD, DO, started the first osteopathic medical school. The first class of the American School of Osteopathy in Kirksville, Missouri.

What's the Story?

Osteopathic medicine is a unique form of American medical care that was developed in 1874 by frontier doctor Andrew Taylor Still. Dr. Still was dissatisfied with the effectiveness of 19th century medicine. He believed that many of the medications of his day were useless or even harmful. Dr. Still was one of the first in his time to study the attributes of good health so that he could better understand the process of disease.

In response Dr. Still founded a philosophy of medicine based on ideas that date back to Hippocrates, the Father of Medicine. The philosophy focuses on the unity of all body parts. He identified the musculoskeletal system as a key element of health. He recognized the body’s ability to heal itself and stressed preventive medicine, eating properly and keeping fit.

Dr. Still pioneered the concept of “wellness” 100 years ago. In today’s terms, personal health risks – such as smoking, high blood pressure, excessive cholesterol levels, stress and other lifestyle factors – are evaluated for each individual. In coordination with appropriate medical treatment, the osteopathic physicians act as a teacher to help patients take more responsibility for their own well-being and change unhealthy patterns.

History of Osteopathy

OMM Team

  • Darren McAuley, DO

    OMM Chair, OMM Faculty

  • April Smith-Gonzalez, DO

    OMM Faculty

  • Sean Martin, DO

    OMM Faculty

  • Nehemiah Cornelius

    OMM Coordinator