Faculty Development Initiatives to Advance Research Literacy and Evidence-Based Practice at CAM Academic Institutions

Abstract

Objectives: To present the varied approaches of 9 complementary and alternative medicine (CAM) institutions (all grantees of the National Center for Complementary and Alternative Medicine) used to develop faculty expertise in research literacy and evidence-based practice (EBP) in order to integrate these concepts into CAM curricula. Design: A survey to elicit information on the faculty development initiatives was administered via e-mail to the 9 program directors. All 9 completed the survey, and 8 grantees provided narrative summaries of faculty training outcomes. Results: The grantees found the following strategies for implementing their programs most useful: assess needs, develop and adopt research literacy and EBP competencies, target early adopters and change leaders, employ best practices in teaching and education, provide meaningful incentives, capitalize on resources provided by grant partners, provide external training opportunities, and garner support from institutional leadership. Instructional approaches varied considerably across grantees. The most common were workshops, online resources, in-person short courses, and in-depth seminar series developed by the grantees. Many also sent faculty to intensive multiday extramural training programs. Program evaluation included measuring participation rates and satisfaction and the integration of research literacy and EBP learning objectives throughout the academic curricula. Most grantees measured longitudinal changes in beliefs, attitudes, opinions, and competencies with repeated faculty surveys. Conclusions: A common need across all 9 CAM grantee institutions was foundational training for faculty in research literacy and EBP. Therefore, each grantee institution developed and implemented a faculty development program. In developing the framework for their programs, grantees used strategies that were viewed critical for success, including making them multifaceted and unique to their specific institutional needs. These strategies, in conjunction with the grantees' instructional approaches, can be of practical use in other CAM and non-CAM academic environments considering the introduction of research literacy and EBP competencies into their curricula.

Chiropractic Attitudes and Utilization of Evidence-Based Practice: The Use of the EBASE Questionnaire

“…Chiropractic education has incorporated EBP training only in the past 15 years or so, and there remains a wide variability of competence in its application in practice. 36 What has shifted, however, is the general acceptance of the overarching concepts of EBP.…”

Survey of Chinese Medicine Students to Determine Research and Evidence-Based Medicine Perspectives at Pacific College of Oriental Medicine

“…This project leverages the previous NCCIH R25 grant program 1 entitled the CAM Practitioner Research Education Project Grant Partnership, aimed at increasing the quality and quantity of research education in CAM institutions 2,3 .…”

Self-perceived evidence-based practice competencies: a survey of faculty and students at a chiropractic institution*

“…Multifaceted programs are the current best-practice recommendations and are also found in the 9 CAM institutions implementing an EBP program. 13,18 By contrast, in the medical literature, a single strategy of workshop and e-learning courses 19 has been recommended. Another survey of 9 CAM institutions that implemented a rigorous EBP curriculum found several strategies that were effective for faculty development, including developing and adopting research literacy and EBP competencies, targeting early adopters and change leaders, employing best practices in teaching and education, providing meaningful incentives, capitalizing on resources provided by conventional partners, providing external training opportunities, and garnering support from institutional leadership.…”

“…12 Many chiropractic institutions have implemented EBP initiatives, noting successes as well as areas for improvement with the most successful programs focused on faculty development in research literacy and fundamentals of EBP. 13 Instructional approaches varied considerably across these institutions. The most common were workshops, online resources, inperson short courses, and in-depth seminar series.…”

“…These instructional approaches can be of practical use in CAM and non-CAM academic environments that are considering the introduction of research literacy and EBP competencies into their curricula. 13 Understanding how EBP is perceived and implemented across an educational program by both faculty members and students can identify needs and guide where new training is needed. 14 The aim of this survey was to gather current faculty member and student self-reports of EBP competencies within a chiropractic institution in the United States that did not have a structured EBP program.…”