Innovations in Integrative Healthcare Education: Consortium Expands With the Addition of the University of Wisconsin and the Mayo Medical Center (original) (raw)
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Academic Medicine, 2002
Dissatisfaction with the U.S. health care system is increasing despite impressive technologic advances. This dissatisfaction is one factor that has led patients to seek out complementary and alternative medicine (CAM) and led medical schools to start teaching CAM. This paper focuses on the University of Arizona's approach to developing and implementing a comprehensive curriculum in integrative medicine. Integrative medicine is defined much more broadly than CAM. It is healing-oriented medicine that reemphasizes the relationship between patient and physician, and integrates the best of complementary and alternative medicine with the best of conventional medicine. Since its inception in 1996, the Program in Integrative Medicine (PIM) has grown to include a two-year residential fellowship that educates four fellows each year, a distance learning associate fellowship that educates 50 physicians each year, medical student and resident rotations, continuing medical and professional education, an NIHsupported research department, and an active outreach program to facilitate the international development of integrative medicine. The paper describes the PIM curriculum, educational programs, clinical education, goals, and results. Future strategies for assessing competency and credentialing professionals are suggested.
Integrating Complementary and Alternative Medicine into the Health Education Curriculum
Journal of Health Education, 2000
Background: Patients across North America are using complementary and alternative medicine (CAM) with increasing frequency as part of their management of many different health conditions. The objective of this study was to develop a guide for academic health sciences centers that may wish to consider starting an integrative medicine program. Methods: We queried North American leaders in the field of integrative medicine to identify initial sites. Key stakeholders at each of the initial sites visited were then asked to identify additional potential study sites (snowball sampling), until no new sites were identified. We conducted structured interviews to identify critical factors associated with success and failure in each of four domains: research, education, clinical care, and administration. During the interviews, field notes were recorded independently by at least two investigators. Team meetings were held after each visit to reach consensus on the information recorded and to ensure that it was as complete as possible. Content analysis techniques were used to identify key themes that emerged from the field notes. Results: We identified ten leading North American integrative medical centers, and visited nine during 2002-2003. The centers visited suggested that the initiation of an integrative medicine program requires a significant initial outlay of funding and a motivated "champion". The centers had important information to share regarding credentialing, medico-legal issues and billing for clinical programs; identifying researchers and research projects for a successful research program; and strategies for implementing flexible educational initiatives and establishing a functional administrative structure. Conclusion: Important lessons can be learned from academic integrative programs already in existence. Such initiatives are timely and feasible in a variety of different ways and in a variety of settings.
Integrating complementary and alternative medicine into a health sciences curriculum
Background: Patients across North America are using complementary and alternative medicine (CAM) with increasing frequency as part of their management of many different health conditions. The objective of this study was to develop a guide for academic health sciences centers that may wish to consider starting an integrative medicine program.
Annual …, 2007
Background: Patients across North America are using complementary and alternative medicine (CAM) with increasing frequency as part of their management of many different health conditions. The objective of this study was to develop a guide for academic health sciences centers that may wish to consider starting an integrative medicine program. Methods: We queried North American leaders in the field of integrative medicine to identify initial sites. Key stakeholders at each of the initial sites visited were then asked to identify additional potential study sites (snowball sampling), until no new sites were identified. We conducted structured interviews to identify critical factors associated with success and failure in each of four domains: research, education, clinical care, and administration. During the interviews, field notes were recorded independently by at least two investigators. Team meetings were held after each visit to reach consensus on the information recorded and to ensure that it was as complete as possible. Content analysis techniques were used to identify key themes that emerged from the field notes. Results: We identified ten leading North American integrative medical centers, and visited nine during 2002-2003. The centers visited suggested that the initiation of an integrative medicine program requires a significant initial outlay of funding and a motivated "champion". The centers had important information to share regarding credentialing, medico-legal issues and billing for clinical programs; identifying researchers and research projects for a successful research program; and strategies for implementing flexible educational initiatives and establishing a functional administrative structure. Conclusion: Important lessons can be learned from academic integrative programs already in existence. Such initiatives are timely and feasible in a variety of different ways and in a variety of settings.
Teaching evidence-based integrative medicine
Evidence-Based Integrative Medicine, 2003
Complementary and alternative medicine is of great importance to the American public, yet often resisted by a conventional medical community unschooled in its methods. To provide the public with safe and unprejudiced access to all modes of health care, the integration of conventional and complementary care is needed. The Integrative Medicine Center at Griffin Hospital (Derby, Connecticut, USA) has implemented a unique model of integrative care in which allopathic and naturopathic providers base treatment recommendations on consensus. The centre is used as a training site for allopathic students and naturopathic residents; and, in conjunction with Yale's Prevention Research Center, also provides training in research methods. Since its inception in 2000, three naturopathic residents have graduated and high patient satisfaction has been consistently achieved. The model described has the potential to advance the delivery of integrative care, train naturopathic practitioners in evidence-based methods, and create collaboration between allopathic and alternative providers.
Novel Model for Integrative Medicine Curriculum
International Journal of Integrative Medical Sciences, 2020
While the use of Traditional, Complimentary, and Integrative Medicine (TCIM) is substantial, it continues to exist at the periphery of allopathic medicine. This article provides a global scenario with the strengths and weaknesses of the present health care systems. Availability, affordability, and accessibility of healthcare coupled with uneven growth and the double burden of diseases have become major concerns around the globe. This article emphasizes the need for mindset change from illness-disease-drug centric curative to person-healthwellness centric preventive and promotive approaches. It highlights the innovation deficit faced by conventional allopathic medicine and delineates the significant benefits of the integration of conventional medicine with traditional, complementary and integrative therapies in the medical curriculum. Medical heterogeneity is a rising trend, and people are trying to explore various options, including allopathic, complementary, and alternative medicine. In such a situation, knowledge from Yoga, Ayurveda, Traditional Chinese medicine/Acupuncture, and Homeopathy may play a vital role. We can progress with an appropriate model by integrating allopathic medicine with traditional medicine systems for affordable health care. Several medical scientists have contributed positive reflections and benefits of integrative approaches to health. These provide not only clear insight into the historical roots of the healing traditions of traditional and complementary medicine, but also into the entire concept of integrative approaches to health.
REVISTA BRASILEIRA DE EDUCAÇÃO MÉDICA, 2021
Introduction: Traditional Complementary and Alternative Medicine (TCAM) encompass therapeutic resources of complex medical systems from different medical rationalities. This field of practice has gained greater visibility in recent times, with the increase in demand for health care that prioritizes a more comprehensive approach of human beings, encouraging the health professionals themselves to seek better training. Objective: To evaluate the interest, the degree of knowledge and the attitude of students and teachers of the medical course towards the TCAM and the challenges for their effective teaching. Method: This is a cross-sectional, descriptive study with a quantitative approach, which was carried out with 214 individuals, 21 of which were teachers and 193 students attending the first to the twelfth semesters of the medical course at a health education institution in Recife-PE. An online survey was used to assess the study participants regarding their learning sources and the level of interest on this topic, as well as the Portuguese version of the Integrative Medicine Attitude Questionnaire (IMAQ). The data were submitted to descriptive statistical analysis (frequency and percentage), using software R, version 3.4.3. and LibreOffice. Result: Among the study participants, 57.14% of teachers and 35.42% of students were aware of the Nacional TCAM Policy (PNPIC, Política Nacional de Práticas Integrativas e Complementares), 85.71% of the teachers and 91.7% of students considered TCAM to be crucial for Brazilian Unified Health System (SUS). Most considered the teaching of TCAM an important subject for the undergraduate medical course (90.48% of teachers and 89.58% of students). The best known practices were yoga, phytotherapy and TCM/acupuncture and there was greater interest to learn yoga and TCM/acupuncture. Conclusion: A large number of students and teachers have never had contact with TCAM. However, most are willing to recommend them to patients and family members and are willing to learn about the topic. Thus, it is recommended that more studies be performed on this topic and that it can corroborate for their inclusion in health courses' curriculum.