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Updated: Jun 22, 2026

Emergency Undocking in Robotic Surgery: A Simulation Curriculum

Emergency Undocking in Robotic Surgery: A Simulation Curriculum

Published on: May 20, 2018

Osteopathic postdoctoral training institutions: a decentralized model for facilitating accreditation and program

Don N Peska¹, Michael I Opipari, D Keith Watson

¹University of North Texas Health Science Center/Texas College of Osteopathic Medicine and academic officer of the Texas OPTI, Fort Worth, Texas 76107, USA. dpeska@hsc.unt.edu

Academic Medicine : Journal of the Association of American Medical Colleges

|May 29, 2009

Summary

The American Osteopathic Association’s Osteopathic Postdoctoral Training Institutions (OPTIs) model has increased training program approvals. This decentralized accreditation approach enhances quality oversight and accountability in osteopathic graduate medical education.

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Last Updated: Jun 22, 2026

Emergency Undocking in Robotic Surgery: A Simulation Curriculum

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Published on: May 20, 2018

Area of Science:

Osteopathic Medicine
Graduate Medical Education
Accreditation Models

Background:

Significant growth in osteopathic medicine colleges and graduates necessitates expanded postdoctoral training opportunities.
The American Osteopathic Association established a national network of Osteopathic Postdoctoral Training Institutions (OPTIs) to address this need.
OPTIs aim to enhance program development, accreditation, quality oversight, and academic resource access for member institutions.

Purpose of the Study:

To evaluate the impact of the Osteopathic Postdoctoral Training Institutions (OPTIs) model on graduate medical education.
To assess the effectiveness of the OPTI model in increasing training program approvals and maintaining quality.
To examine the role of OPTIs in providing strength and accountability to the osteopathic graduate medical education infrastructure.

Main Methods:

Implementation of a decentralized accreditation model through national educational consortia (OPTIs).
Mandatory membership of all graduate training programs in an OPTI consortium since 1999.
Peer-driven oversight of curriculum and faculty development.
Monitoring of quality indicators including in-service examination scores, certification board passage rates, and resident evaluations.

Main Results:

An increased rate of American Osteopathic Association training program approvals has been observed under the OPTI model.
OPTIs provide peer-driven oversight for curriculum and faculty development.
Quality indicators such as examination scores and passage rates are closely monitored, though considered more elusive.

Conclusions:

The OPTI model has facilitated a significant transformation in osteopathic graduate medical education, enhancing both strength and accountability.
This decentralized accreditation strategy has contributed to an increase in approved training programs.
The OPTI model is still evolving and requires continued study and application to optimize its effectiveness.