Addressing holistic healthcare needs of oncology patients: Implementation and evaluation of a complementary and alternative medicine (CAM) course within an elective module designed for healthcare professionals

Klafke, Nadja; Homberg, Angelika; Glassen, Katharina; Mahler, Cornelia

doi:10.1016/j.ctim.2016.10.011

Cited by 15 publications

(9 citation statements)

References 22 publications

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“…The experts assumed that it would not only be important for students to gain an overview of many methods and concepts, but also to be able to assess effects and side-effects. Other surveys also emphasize the importance of teaching basics such as CIM terms, evidence and reasons for using CIM [38,39]. For interprofessional communication, the use of the same terminology is essential since communication plays a major role in complementary medicine, both for communicating with patients and between the different professional groups [40,41].…”

Section: Discussionmentioning

confidence: 99%

Findings from a three-round Delphi study: essential topics for interprofessional training on complementary and integrative medicine

Homberg

Klafke

Loukanova

et al. 2020

BMC Complement Med Ther

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Background Integrating complementary medicine into medical care promotes patient-oriented care. A well-informed and collaborative professional healthcare team is essential for effective and patient-safe implementation of these methods. At present, the skills for patient counseling, therapy and care regarding complementary medicine vary among the professional groups involved. Professionals generally feel that they are not sufficiently qualified in this area. Curricular concepts for Complementary and Integrative Medicine (CIM) are virtually non-existent in undergraduate interprofessional training. The aim of this study is to initiate a consensus-building process between various experts (professionals, students, patient and faculty representatives) in order to identify which topics should be the focus of such a curriculum. Methods A three-round Delphi study was carried out from March 2018 to March 2019 to compile the experience and knowledge of experts in the field of integrative patient care and interprofessional education. Sixty-five experts from Germany and German-speaking Switzerland with various professional backgrounds and experiences were asked to name general content, therapy methods and treatment reasons which should be addressed in interprofessional seminars. In the subsequent rounds these were rated on a seven-point Likert scale. The ratings were assigned to relevance groups and discussed in a final workshop in July 2019. Results The response rates for the three rounds were 76% (n = 50), 80% (n = 40) 90% (n = 36); and 21% (n = 11) for the final workshop. The experts suggested that topics could be aligned along the most common treatment reasons such as insomnia, generalized pain, fatigue and back pain. However, it is important that students also receive an overview of the evidence base for different therapeutic concepts, especially in the field of classical natural medicine, acupuncture and mind-body medicine, and that they get an overview of the effects and interactions of frequently used procedures. Conclusion Consensus was reached among the various experts on the most important topics for an interprofessional CIM curriculum. The systematic evaluation of the topics in this study can help to create a curriculum that achieves a high level of acceptance among teachers, lecturers and students, and thus facilitates implementation at universities and medical faculties.

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Section: Discussionmentioning

confidence: 99%

Findings from a three-round Delphi study: essential topics for interprofessional training on complementary and integrative medicine

Homberg

Klafke

Loukanova

et al. 2020

BMC Complement Med Ther

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“…General knowledge about evidence-based medicine [7,17,20,21,[24][25][26] Provide evidence-based, balanced, resource-oriented, up-to-date complementary and integrative medicine (CIM) information that assists patients to make a decision [7,9,15,16,[18][19][20][27][28][29][30][31] Respect individual differences in the understanding and implementation of integrative oncology [17,[19][20][21]24, 26] Knowledge on how to access and appraise scientific literature on integrative oncology [19,20,31] Identify, understand, and contextualize relevant information on CIM [7,12,[15][16][17][18][19]21] Respect cultural and ethnic differences in the understanding and implementation of integrative oncology [7,21,29] Knowledge about cancer [18,26,28] Understand patients, the problems patients face, and their needs [14,19,29,31,…”

Section: Knowledgementioning

confidence: 99%

“…As integrative oncology involves various healthcare professionals [7], its implementation into clinical practice requires a divergent set of competencies [8]. Although integrative oncology content exists in courses, curricula, syllabi, and trainings, information about the required core competencies is incomplete and not yet standardized [8,9]. To date, no core set of education competencies for integrative oncology that reflects different professions and countries has been developed.…”

Section: Introductionmentioning

confidence: 99%

Education Competencies for Integrative Oncology—Results of a Systematic Review and an International and Interprofessional Consensus Procedure

et al. 2020

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Integrative oncology is a burgeoning field and typically provided by a multiprofessional team. To ensure cancer patients receive effective, appropriate, and safe care, health professionals providing integrative cancer care should have a certain set of competencies. The aim of this project was to define core competencies for different health professions involved in integrative oncology. The project consisted of two phases. A systematic literature review on published competencies was performed, and the results informed an international and interprofessional consensus procedure. The second phase consisted of three rounds of consensus procedure and included 28 experts representing 7 different professions (medical doctors, psychologists, nurses, naturopathic doctors, traditional Chinese medicine practitioners, yoga practitioners, patient navigators) as well as patient advocates, public health experts, and members of the Society for Integrative Oncology. A total of 40 integrative medicine competencies were identified in the literature review. These were further complemented by 18 core oncology competencies. The final round of the consensus procedure yielded 37 core competencies in the following categories: knowledge (n = 11), skills (n = 17), and abilities (n = 9). There was an agreement that these competencies are relevant for all participating professions. The integrative oncology core competencies combine both fundamental oncology knowledge and integrative medicine competencies that are necessary to provide effective and safe integrative oncology care for cancer patients. They can be used as a starting point for developing profession-specific learning objectives and to establish integrative oncology education and training programs to meet the needs of cancer patients and health professionals.

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“…[14][15][16] This same trend was also seen in self-reported knowledge after lectures focused on delivering bad news and development of positive attitudes towards holistic and complementary treatment methods when used alongside more traditional treatment plans. 17,18 100% of the papers looking at the use of didactic lectures within oncology and radiation oncology clerkships were positive in all reported metrics. Hirsch et al showed significant improvement in pre-and post-test exam scores in radiation oncology, as well as breast, prostate, and general cancer management knowledge.…”

Section: Lectures and Small Group Learningmentioning

confidence: 99%

<p>A Thorough Analysis of the Current State of Cancer Education in Medical Schools and Application of Experimental Teaching Techniques and Their Efficacy</p>

Klufas¹,

Shin²,

Raphael³

et al. 2020

AMEP

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Newly diagnosed cases of cancer are expected to double by the year 2040. Although many different oncology teaching initiatives have been implemented, many students continue to report uncertainty when dealing with patients with cancer. Through this review, we aim to find the most effective teaching methods to better prepare future physicians. Papers studying different methods of teaching oncology were identified through a thorough review of specific electronic databases. Each study was analyzed and sorted into one of ten unique categories created by the authors specifically for this review. If portions of the study fit into multiple categories, relevant results would be analyzed in all applicable areas. Additionally, papers were separated and analyzed by country of origin, preclinical or clinical interventional basis, and quantitative versus qualitative form of statistical analysis. A total of 115 papers from 26 different countries and regions were included in the final analysis. 91.4% of papers analyzing Lecture and Small Group Discussions indicated a positive impact. 97.1% of papers analyzing Clinical Practice and Simulation indicated a positive impact. 100% of papers analyzing Early Experience and Mentorship, Summer Programs and Voluntary Electives, use of Multidisciplinary Teams, and Role Play stated that these methods had a positive impact. 50% of papers analyzing Computer/Web Based Programs indicated a positive impact. Clinical Practice and Simulation, Role Play, Summer/Elective Programs and interventions involving Multidisciplinary Team Work all appeared to be most effective. Intensive Block Programs, Didactic Lectures/Small Group Discussions, and Computer/Web Based Education tools as a whole were variable. General Review papers showed continued variability in domestic and international oncology curricula. Incorporation of effective teaching interventions should be highly considered in the future creation of standardized oncology curricula in order to best prepare the next generation of physicians. Future studies could explore the differing efficacies of teaching interventions in the postgraduate versus graduate realms.

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Addressing holistic healthcare needs of oncology patients: Implementation and evaluation of a complementary and alternative medicine (CAM) course within an elective module designed for healthcare professionals

Cited by 15 publications

References 22 publications

Findings from a three-round Delphi study: essential topics for interprofessional training on complementary and integrative medicine

Findings from a three-round Delphi study: essential topics for interprofessional training on complementary and integrative medicine

Education Competencies for Integrative Oncology—Results of a Systematic Review and an International and Interprofessional Consensus Procedure

<p>A Thorough Analysis of the Current State of Cancer Education in Medical Schools and Application of Experimental Teaching Techniques and Their Efficacy</p>

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