An Undergraduate Course Combining Interprofessional Education and Complementary Health Approaches Learning Objectives: Successful Integrative Learning that Improves Interest and Reduces Redundancy

Kutt, Anastasia; Mayan, Maria; Bienko, Izabela; Davies, Joanne; Bhatt, Hitesh; Vohra, Sunita

doi:10.1016/j.explore.2019.02.002

Cited by 13 publications

(19 citation statements)

References 22 publications

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“…Student courses that are able to combine the promoting factors identified in this study in an IPE format have been described: Rivera et al (2018) reported an interprofessional standardized patient case for prelicensure learners, which comprises the interview of a standardized patient interested in integrative medicine and complementary therapies, and the joint formulation of a care plan by dentistry, physical therapy, medical, nurse practitioner students and social work, nutrition and chaplain trainees. Additionally, Kutt et al (2019) implemented an IPE course on CM combining didactic lectures, facilitated small groups with team conferences, and case studies. Participating students reported increased comfort collaborating in quantitative evaluation and appreciated the need for collaboration and communication in qualitative evaluation.…”

Section: Discussionmentioning

confidence: 99%

“…Teaching complementary medicine (CM) in an interprofessional setting could promote patient-centered care (Kligler et al, 2015;Rivera et al, 2018;Templeman et al, 2016) and team-based collaboration in the future Kutt et al, 2019;Rosenthal et al, 2019). Successful approaches in interprofessional education (IPE) on CM have been described (Brett et al, 2013: Kutt et al, 2019Rivera et al, 2018;Sierpina & Kreitzer, 2014), and competencies and frameworks in interprofessional education have been established (Academic Collaboration for Integrative Health, 2018; Thistlethwaite et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Determinants of interprofessional collaboration in complementary medicine to develop an educational module “complementary and integrative medicine” for undergraduate students: A mixed-methods study

Prill

Steinhäuser

Herchenröder

et al. 2021

Journal of Interprofessional Care

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As use of complementary medicine (CM) is increasing, health professionals may require proper training in CM to offer evidence-based advice to their patients. The aim of this study was to explore interprofessional collaboration (IPC) in CM in order to gain a comprehensive overview of determinants and to facilitate the definition of objectives for an undergraduate interprofessional educational module. Pursuant to a sequential mixed-methods approach, focus groups and individual interviews with health professionals, who actively use CM in patient care, were conducted. All hospital employees at the University Hospital Lübeck, Germany, were asked to complete an online questionnaire that was based on the previously obtained qualitative results. The interviews with 20 participants revealed four main themes: professionspecific aspects, communication, health care system-associated factors, and the influence of CM on interprofessional dynamics. An analysis of the 157 responses in the online questionnaire showed that team meetings (n = 124, 79%) were most frequently stated as promoting IPC. In binary regression analyses, nursing ) and medical professions ) predicted evidence-based care as enabler for IPC. Hence, teaching professional competencies and an equal understanding of evidence-based medicine seems necessary to promote IPC within CM.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Determinants of interprofessional collaboration in complementary medicine to develop an educational module “complementary and integrative medicine” for undergraduate students: A mixed-methods study

Prill

Steinhäuser

Herchenröder

et al. 2021

Journal of Interprofessional Care

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“…In order to meet the demand for holistic care and foster future collaboration in professional practice, it seems beneficial to teach complementary and integrative medicine (CIM) in an interprofessional setting [ 23 , 24 ] as this can promote patient-centered and team-based care and save resources in education [ 18 , 19 , 25 ]. In addition, interprofessional teaching on CIM can also broaden the range of options for individual caregivers and providers, improve outcomes for people with chronic diseases and lead to cost savings in the healthcare system [ 26 ].…”

Section: Introductionmentioning

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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“…So far, interprofessional curricular CIM concepts have been lacking in undergraduate training programmes. The few examples show that students welcome the opportunity to learn more about CIM and to benefit from the experiences and approaches of other professional groups within the interprofessional setting 6,7 …”

Section: Introductionmentioning

confidence: 99%

“…The few examples show that students welcome the opportunity to learn more about CIM and to benefit from the experiences and approaches of other professional groups within the interprofessional setting. 6,7 To meet the demand for holistic care, it is necessary to combine complementary medicine with conventional health care.…”

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confidence: 99%

Interprofessional Education on Complementary and Integrative Medicine

Homberg

Stock-Schröer

2020

The Clinical Teacher

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The prevalence of multimorbidity is increasing with the rise in chronic diseases and the rapid ageing of the population. This has implications for all health care professions, since patient care is becoming increasingly complex and can only be optimally managed through the interaction of all professionals involved. 1 In addition, more and more patients want to add on complementary medicine to their treatment. 2 Complementary medicine refers to a

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An Undergraduate Course Combining Interprofessional Education and Complementary Health Approaches Learning Objectives: Successful Integrative Learning that Improves Interest and Reduces Redundancy

Cited by 13 publications

References 22 publications

Determinants of interprofessional collaboration in complementary medicine to develop an educational module “complementary and integrative medicine” for undergraduate students: A mixed-methods study

Determinants of interprofessional collaboration in complementary medicine to develop an educational module “complementary and integrative medicine” for undergraduate students: A mixed-methods study

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

Interprofessional Education on Complementary and Integrative Medicine

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