Incorporation of integrative medicine education into undergraduate medical education: a longitudinal study

Mahapatra, Saswati; Fekadu, Bisrat; Li, Zhuo; Bauer, Brent A.; Wahner‐Roedler, Dietlind L.

doi:10.1016/s2095-4964(17)60367-4

Cited by 15 publications

(13 citation statements)

References 42 publications

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“… 24 These findings highlight the potential impact of provider personal experience with CIH, and thus the critical importance of experiential learning in CIH education for providers, as shown in an initial longitudinal study of CIH in undergraduate medical education. 25 …”

Section: Discussionmentioning

confidence: 99%

Complementary and Integrative Health Knowledge and Practice in Primary Care Settings: A Survey of Primary Care Providers in the Northwestern United States

Schwartz

Cole

Keppel

et al. 2021

Glob Adv Health Med

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Background The demand for complementary and integrative health (CIH) is increasing by patients who want to receive more CIH referrals, in-clinic services, and overall care delivery. To promote CIH within the context of primary care, it is critical that providers have sufficient knowledge of CIH, access to CIH-trained providers for referral purposes, and are comfortable either providing services or co-managing patients who favor a CIH approach to their healthcare. Objective The main objective was to gather primary care providers’ perspectives across the northwestern region of the United States on their CIH familiarity and knowledge, clinic barriers and opportunities, and education and training needs. Methods We conducted an online, quantitative survey through an email invitation to all primary care providers (n = 483) at 11 primary care organizations from the WWAMI (Washington, Wyoming, Alaska, Montana and Idaho) region Practice and Research Network (WPRN). The survey questions covered talking about CIH with patients, co-managing care with CIH providers, familiarity with and training in CIH modalities, clinic barriers to CIH integration, and interest in learning more about CIH modalities. Results 218 primary care providers completed the survey (45% response rate). Familiarity with individual CIH methods ranged from 73% (chiropracty) to 8% (curanderismo). Most respondents discussed CIH with their patients (88%), and many thought that their patients could benefit from CIH (41%). The majority (89%) were willing to co-manage a patient with a CIH provider. Approximately one-third of respondents had some expertise in at least one CIH modality. Over 78% were interested in learning more about the safety and efficacy of at least one CIH modality. Conclusion Primary care providers in the Northwestern United States are generally familiar with CIH modalities, are interested in referring and co-managing care with CIH providers, and would like to have more learning opportunities to increase knowledge of CIH.

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Section: Discussionmentioning

confidence: 99%

Complementary and Integrative Health Knowledge and Practice in Primary Care Settings: A Survey of Primary Care Providers in the Northwestern United States

Schwartz

Cole

Keppel

et al. 2021

Glob Adv Health Med

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“…27 Several of the identified programs taught about the evidence base of CAM alongside the risks and benefits or offered an opportunity for scientifically evaluating CAM efficacy. 21,24,27,[29][30][31][32]…”

Section: Is Cam Being Taught In Ugme?mentioning

confidence: 99%

“…Sixteen articles [21][22][23][24][25][26][27][28][29][30][32][33][34][35][36][37] described specific CAM teaching, learning, and assessment approaches in UGME curricula. A detailed breakdown of the different approaches used is described in Table 3.…”

Section: How Is Cam Taught In Ugme?mentioning

confidence: 99%

“…[21][22][23][24][25] This reflects the identified difficulties in establishing a discrete knowledge base, as CAM disciplines require constant updating as new evidence and novel therapies emerge and gain traction within the general population. 3 In what proved to be a popular approach 21,24,27,[29][30][31][32] analysis of the evidence base surrounding CAM is one of the more common methods of teaching. In equipping students with the skill set needed to critically appraise evidence, the plethora of CAM therapies need not be delved into individually.…”

Section: Program Format and Designmentioning

confidence: 99%

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Teaching complementary and alternative medicine in undergraduate medical education: a scoping review

Soliman

Bilszta

2021

Int J Med Educ

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Objectives: This scoping review explores the extent to which undergraduate medical education have incorporated complementary and alternative medicine in their curricula and evaluates the teaching, delivery and assessment approaches used. Methods: ERIC, Ovid Medline and Pubmed databases were searched with keywords related to "complementary and alternative medicine" and "undergraduate medical education" for relevant articles published until August 2020. Data extraction included the presence/absence of complementary and alternative medicine integration, program duration, instructor background, and assessment methods. Results: Of 1146 citations, 26 met the inclusion criteria. Complementary and alternative medicine teaching in undergraduate medical education was widely inconsistent and not well aligned with clearly identified aims and objectives. Various complementary and alternative medicine disciplines were taught, demonstrated or observed, and several programs included teaching on evidence-based medicine. Educational outcomes mainly assessed student satisfaction and learning through self-evaluation and rarely assessed for effectiveness with regards to changing clinical practice or impacts on patient outcomes. Conclusions: Inconsistencies in complementary and alternative medicine teaching and assessment in undergraduate medical education reflect the lack of defined graduate competencies. An evidence-based medicine component of an educational program is a potential solution to overcoming breadth and content challenges. Curriculum developers would be better guided with research that determines if complementary and alternative medicine program design, content and assessment influence clinical practice and/or patient outcomes.

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“…Postcurricular evaluations have confirmed the feasibility of this curricular integration, and surveys completed by students indicate an improvement in medical students’ knowledge of IM practice and improvement in their personal health. 36 A barrier to overcome for this curriculum is sustaining dedicated time for the content in a busy medical school training program. These evaluations help to show the continued need and benefits.…”

Section: Im Education Programs At Our Academic Centermentioning

confidence: 99%

Curricular Development and Implementation of a Longitudinal Integrative Medicine Education Experience for Trainees and Health-Care Professionals at an Academic Medical Center

Cutshall

Khalsa

Chon

et al. 2019

Glob Adv Health Med

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A growing number of patients and consumers are seeking integrative medicine (IM) approaches as a result of increasing complex medical needs and a greater emphasis on prevention and health promotion. Health-care professionals need to have knowledge of the evidence-based IM resources that are safe and available to patients. Medical institutions have acknowledged the need for education and training in various IM modalities and whole-health approaches in medical curricula. There is a strong need to develop and incorporate well-structured IM curricula across all levels of learning and practice within medicine. This article provides an example of the development, implementation, impact, and assessment of IM education curricula across all learner levels at a large academic medical center.

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Incorporation of integrative medicine education into undergraduate medical education: a longitudinal study

Cited by 15 publications

References 42 publications

Complementary and Integrative Health Knowledge and Practice in Primary Care Settings: A Survey of Primary Care Providers in the Northwestern United States

Complementary and Integrative Health Knowledge and Practice in Primary Care Settings: A Survey of Primary Care Providers in the Northwestern United States

Teaching complementary and alternative medicine in undergraduate medical education: a scoping review

Curricular Development and Implementation of a Longitudinal Integrative Medicine Education Experience for Trainees and Health-Care Professionals at an Academic Medical Center

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