المؤلفون: Laurence B. McCullough, Donald M. Marcus

المصدر: Academic Medicine. 84:1229-1234

مصطلحات موضوعية: Complementary Therapies, medicine.medical_specialty, Medical education, Evidence-Based Medicine, Evidence-based practice, education, Alternative medicine, General Medicine, Health professions, Education, Political science, Family medicine, medicine, Humans, Center (algebra and category theory), Curriculum, Integrative medicine, health care economics and organizations, Education, Medical, Undergraduate

الوصف: Alternative therapies are popular, and information about them should be included in the curricula of health profession schools. During 2000 to 2003, the National Institutes of Health National Center for Complementary and Alternative Medicine awarded five-year education grants to 14 health professions schools in the United States and to the American Medical Students Association Foundation. The purpose of the grants was to integrate evidence-based information about complementary and alternative medicine (CAM) into the curriculum. The authors reviewed the educational material concerning four popular CAM therapies-herbal remedies, chiropractic, acupuncture, and homeopathy-posted on the integrative medicine Web sites of the grant recipients and compared it with the best evidence available. The curricula on the integrative medicine sites were strongly biased in favor of CAM, many of the references were to poor-quality clinical trials, and they were five to six years out of date. These "evidence-based CAM" curricula, which are used all over the country, fail to meet the generally accepted standards of evidence-based medicine. By tolerating this situation, health professions schools are not meeting their educational and ethical obligations to learners, patients, or society. Because integrative medicine programs have failed to uphold educational standards, medical and nursing schools need to assume responsibility for their oversight. The authors suggest (1) appointing faculty committees to review the educational materials and therapies provided by integrative medicine programs, (2) holding integrative medicine programs' education about CAM to the same standard of evidence used for conventional treatments, and (3) providing ongoing oversight of integrative medicine education programs.

URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::fcabbee1a269eda57a26cb560012603e
https://doi.org/10.1097/acm.0b013e3181b185f4

المؤلفون: Roberta Lee, Rachel N. Remen, Constance M. Park, Rita Benn, Steven C. Schachter, Victoria Maizes, Benjamin Kligler, Tracy Gaudet

المصدر: Academic Medicine. 79:521-531

مصطلحات موضوعية: Complementary Therapies, Male, Quality Control, Interprofessional Relations, MEDLINE, Guidelines as Topic, Education, Mind–body interventions, Health care, Humans, Medicine, Curriculum, Schools, Medical, Biomedicine, Medical education, Modalities, business.industry, Core competency, General Medicine, United States, Research Design, Female, Clinical Competence, Integrative medicine, Clinical Medicine, business, Education, Medical, Undergraduate

الوصف: The authors present a set of curriculum guidelines in integrative medicine for medical schools developed during 2002 and 2003 by the Education Working Group of the Consortium of Academic Health Centers for Integrative Medicine (CAHCIM) and endorsed by the CAHCIM Steering Committee in May 2003. CAHCIM is a consortium of 23 academic health centers working together to help transform health care through rigorous scientific studies, new models of clinical care, and innovative educational programs that integrate biomedicine, the complexity of human beings, the intrinsic nature of healing, and the rich diversity of therapeutic systems. Integrative medicine can be defined as an approach to the practice of medicine that makes use of the bestavailable evidence taking into account the whole person (body, mind, and spirit), including all aspects of lifestyle. It emphasizes the therapeutic relationship and makes use of both conventional and complementary/alternative approaches. The competencies described in this article delineate the values, knowledge, attitudes, and skills that CAHCIM believes are fundamental to the field of integrative medicine. Many of these competencies reaffirm humanistic values inherent to the practice of all medical specialties, while others are more specifically relevant to the delivery of the integrative approach to medical care, including the most commonly used complementary/alternative medicine modalities, and the legal, ethical, regulatory, and political influences on the practice of integrative medicine. The authors also discuss the specific challenges likely to face medical educators in implementing and evaluating these competencies, and provide specific examples of implementation and evaluation strategies that have been found to be successful at a variety of CAHCIM schools. Acad Med. 2004;79:521‐531.

URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::58a56b45e5e455c75556a5d71fc51524
https://doi.org/10.1097/00001888-200406000-00006

المؤلفون: Tracy Gaudet, Ralph Snyderman

المصدر: Academic Medicine. 77:861-863

مصطلحات موضوعية: Complementary Therapies, medicine.medical_specialty, Practice patterns, Best practice, Alternative medicine, MEDLINE, General Medicine, Education, Family medicine, medicine, Humans, Integrative medicine, Practice Patterns, Physicians', Psychology, Education, Medical, Undergraduate, Quality of Health Care

URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2062a8dcd8af9a1730992d69a8c91422
https://doi.org/10.1097/00001888-200209000-00005

المؤلفون: Robert J Bulik, Constance D. Baldwin, Ann W. Frye, Moshe Frenkel, Diedra J.A. Walters, Susan M Gerik, Victor S. Sierpina

المصدر: Academic Medicine. 82:341-350

مصطلحات موضوعية: Complementary Therapies, Models, Educational, medicine.medical_specialty, Faculty, Medical, Students, Medical, Process (engineering), media_common.quotation_subject, Alternative medicine, Context (language use), Education, Politics, ComputingMilieux_COMPUTERSANDEDUCATION, medicine, Institution, Humans, Sociology, Cooperative Behavior, Program Development, Human resources, Curriculum, media_common, Evidence-Based Medicine, business.industry, Communication, General Medicine, Texas, Leadership, Engineering ethics, Integrative medicine, business, Education, Medical, Undergraduate, Program Evaluation

الوصف: The authors describe the process by which a curriculum was developed to introduce complementary and alternative medicine topics at multiple levels from health professional students to faculty, as part of a five-year project, funded by a grant from the National Institutes of Health, at the University of Texas Medical Branch in Galveston, Texas, from 2001 to 2005. The curriculum was based on four educational goals that embrace effective communication with patients, application of sound evidence, creation of patient-centered therapeutic relationships, and development of positive perspectives on wellness. The authors analyze the complex and challenging process of gaining acceptance for the curriculum and implementing it in the context of existing courses and programs. The developmental background and context of this curricular innovation at this institution is described, with reference to parallel activities at other academic health centers participating in the Consortium of Academic Health Centers for Integrative Medicine. The authors hold that successful curricular change in medical schools must follow sound educational development principles. A well-planned process of integration is particularly important when introducing a pioneering curriculum into an academic health center. The process at this institution followed six key principles for successful accomplishment of curriculum change: leadership, cooperative climate, participation by organization members, politics, human resource development, and evaluation. The authors provide details about six analogous elements used to design and sustain the curriculum: collaboration, communication, demonstration, evaluation, evolution, and dissemination.

URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::9e7fb8dbd41cc1e3f387188e909478d0
https://doi.org/10.1097/acm.0b013e3180334908

المؤلفون: Desiree Lie, Felicia Cohn, Lloyd Rucker

المصدر: Academic Medicine. 77:1170

مصطلحات موضوعية: Medical education, Medicine in Literature, business.industry, Teaching method, Behavioural sciences, Context (language use), Cultural Diversity, General Medicine, Education, Cultural diversity, Health care, Humans, Medical humanities, Curriculum, Faculty development, Role Playing, business, Psychology, Education, Medical, Undergraduate

الوصف: Objective The award-winning book The Spirit Catches You and You Fall Down,(1) a true story of the collision between two cultures (American and Hmong) with heartrending consequences for the patient, the patient's family, and the medical professionals who care for them, has been favorably reviewed(2) and used to stimulate teaching of cultural diversity, ethics, and professionalism to students and residents. We used it as a required text for a new Patient Doctor Society (PDS) course for 184 first- and second-year medical students. This report describes the scope and contexts in which the book was used to meet specific course goals. Description PDS is a required 90-hour introduction to medical interviewing, which integrates ethics, communication, clinical reasoning, cultural diversity, humanities, spirituality, integrative medicine, nutrition, and behavioral science. To provide a common experience among these diverse topics, faculty members were asked to use examples from the book to achieve their learning objectives. A required faculty development session illustrated strategies for effectively using the text. Focusing on chapter 13 ("Code X"), dramatic portrayals of differences in beliefs about end-of-life care and clinician-family communication, facilitated the introduction of methods including point-of-view writing, role-plays, and faculty-facilitated discussions as techniques for meeting course objectives. At PDS orientation, we used the same chapter, and had faculty members lead small groups of students using the teaching techniques they acquired. About 90% of students read the book prior to orientation. Students favorably reviewed this three-hour session. For the ethics session, unfacilitated small groups of students were asked to identify and discuss the ethical issues in chapter 11 ("The Big One"), which describes a major turning point in the health care provided to the text's central character, Lia. Each group presented its "moral diagnosis" and ethical arguments for resolution. Class discussion then focused on the diverse views presented, to emphasize the importance of justifying decisions and to practice using tools of ethical analysis. In the communication skills workshop, we excerpted dramatic readings from the book. Faculty members played the roles of the author, the patient's mother, and one of Lia's physicians. The interaction became a dialogue to illustrate the points of view of the participants. The dialogue was used to stimulate discussion about potential pitfalls in physician-patient communication and understanding. In a medical humanities session, excerpts from the book were compared with poetry explicating themes of physician arrogance and humility. Discussion The Spirit Catches You and You Fall Down provides a context appropriate to teaching students how to listen to, and learn from patient stories. The story will be reintroduced in the pediatrics clerkship. Caution will be exercised to (1) avoid overexposure to the text, (2) counteract the potential to interpret the story too narrowly, and (3) assure that faculty become familiar with the text and its uses. We intend to track outcomes in knowledge, skills and attitudes for each content area, and observe the degree that the book facilitates achievement of objectives. We will follow several cohorts of students to verify longitudinally the learning effects observed.

URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::20311d599f53a8dcb908017d08b431e1
https://doi.org/10.1097/00001888-200211000-00039