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From the Georgetown University School of Medicine in Washington, DC, and the Philadelphia College of Osteopathic Medicine in Pennsylvania. Ideas from this paper were presented at Founder's Day Address at the A.T. Still University-Kirksville (Mo) College of Osteopathic Medicine on September 23, 2005.

Address Correspondence to John R. Gimpel, DO, MEd, Vice President for Clinical Skills Testing, National Board of Osteopathic Medical Examiners, 101 W Elm St, Suite 150, Conshohocken, PA 19428-2075. E-mail: jgimpel{at}nbome.org

As the healthcare needs of the United States change, some leaders at colleges of osteopathic medicine and osteopathic graduate medical education programs have embraced one very important and timeless goal: to prepare future physicians to meet society's health needs. These medical educators have made significant strides toward moving "beyond the barriers" to effect curricular reform and quality improvement at their institutions. Some of the barriers to osteopathic medical education reform are addressed in this article, which recommends allowing curricular evolution and faculty development; expanding clinical learning and teaching; breaking down departmental walls; integrating osteopathic principles and practice; reevaluating admission requirements of colleges of osteopathic medicine; and eradicating the unspoken and, ironically, often detrimental culture of medicine, which can be contrary to compassionate patient care and healing.