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Accahc optimalintegration

Accahc mission

ACCAHC Mission

Advance patient care through fostering mutual understanding and respect among the healthcare professions.

Accahc optimalintegration

An organization and a project built to

Practice Collaboration in Order to Create Optimal Access & Integration

Context policy health system change

Context: Policy & Health System Change

  • Policy: Specific inclusion in federal healthcare overhaul legislation

    • Workforce inclusion

    • Delivery (medical homes, community health)

    • Payment (non-discrimination)

    • Research (comparative effectiveness)

    • Health promotion & prevention

  • Policy: “Real world” focus at NCCAM

    • New strategic plan focuses on health,

    • outcomes, disciplines & integration

  • Health systems

    • 25% with some form of CAM

    • Major initiatives: VA, Allina, Beth Israel NY, Swedish, Duke plus

  • Employers/payers/public health

    • Cost, over-treatment, pain

    • Primary care potential

  • Patient choice

    Accahc core disciplines 5 with federally recognized accrediting agencies plus

    ACCAHC Core Disciplines5 with federally-recognized accrediting agencies, plus …

    Cam disciplines expansion maturation recognition

    CAM Disciplines: Expansion, Maturation, Recognition

    Updated from ACCAHC’s Clinicians’ & Educators’ Desk Reference on the Licensed Complementary & Alternative Healthcare Professions (2009)

    Power through collaboration building the accahc platform

    Power through CollaborationBuilding the ACCAHC Platform

    4 Councils of Colleges/Schools

    5 Accrediting Agencies

    3 Certification and Testing Organizations

    4 Traditional World Medicines/Emerging Professions organizations

    Council of Advisors with leading MD/RNs in health systems, academic medicine

    16 Member Organizations

    Accahc by the numbers

    ACCAHC: By the Numbers

    • 16 national organizations

    • 350,000 licensed practitioners

      • 100,000 DC, LAc, ND only

    • 183 accredited schools/programs

    • 20,000 students (DC/LAc/ND only)

    • Yoga teachers/therapists

    • 7 MD/RN advisers

      DC-LAc-ND alone are 95% of the certified or licensed integrative practice workforce

    Integrative care workforce comparison

    Integrative Care Workforce: Comparison

    • Fellows, American Board of Integrative and Holistic Medicine

    • Fellows, Arizona Center for Integrative Medicine

    • Board Certified Holistic Nurses


    • Integrative MD/RN with specialty standards

    • Licensed DC/ND/LAc







    Context cam disciplines stepping up

    Context: CAM Disciplines Stepping Up

    • Integration themes for ACC-RAC and AAAOM in 2011

      • New integration themed DC-led journal (Topics)

  • Integration in institutional missions

    • Northwestern, Bastyr, NUHS, NYCC, SCUHS

  • Initial accreditation activity exploration

    • Integration, co-management, referral

  • Partnerships with academic health centers

  • Major initiatives with VA, DoD

    • DC, LAc, other modalities

  • Membership commitment and participation In ACCAHC

  • Accahc some external accomplishments 2005 present

    ACCAHC: Some External Accomplishments2005-Present

    Network with MD/nurse academics

    Collegiality, contacts, barrier removal, discipline respect in IM definition

    Publish ACCAHC CEDR-disciplines book

    Disciplines versus therapies focus

    Place CAM disciplines on 2 IOM panels

    Health focus, CAM participation, collaboration

    Move CAM disciplines into national interprofessional education (IPE) dialogue

    Getting CAM disciplines to the table

    Help shape NCCAM Strategic Plan

    Increased focus on CAM disciplines; more $$ to CAM schools for EBM, research participation

    Accahc establishing strategic priorities 2006 present

    ACCAHC: Establishing Strategic Priorities2006-Present

    • 2006 – Decide to form organization

    • 2007 – Bylaws, dues, RWG formed

    • 2007 – RWG formed, via Standard Process 2008 – Incorporate, form EWG/CWG

    • 2009 – Planning retreat; focus on integration

    • 2009 – RWG, NIH R-25 evidence in education

    • 2009 – Begin Competencies

    • 2010 – Finish Competencies; begin ACT

    • 2010 – RWG led, influence NCCAM plan

    • 2010 – Endorse Center for Optimal Integration

      2011 Forward – COI Web Portal+ as encompassing vehicle for ACCAHC mission

    Accahc optimalintegration

    • Identified Self-Care for the CAM Disciplines

    • to Foster System Inclusion

    • Competencies

    • Evidence

    • (as language of integration and as practice improvement )

    Accahc optimalintegration

    • Forge optimal care that respects patient choice

    • Activate & support educators, students, researchers, clinicians & administrators

    • Influence other stakeholders

    • Create access

    • Become accepted parts of care teams

    Coi methods

    COI: Methods

    • Aggregate useful information

      • Templates, tools, models, how-to, curricular components

    • Organize activity

      • Newsletters, communities of interest

      • Educate on key policy issues

    • Online course(s)

      • Competencies, possible certification

    • Stimulate leadership

    Major content area 1 competencies for optimal practice in integrated environments

    Major Content Area #1: Competencies for Optimal Practice in Integrated Environments

    Competencies Overview

    • 11 month process (Sept. 2009-August 2010)

    • 50 professionals from 8 disciplines

    • All ACCAHC Working Groups plus Board of Directors

    • 5 major competency areas

    • 28 competency elements

      “I wish all providers had these competencies .”

      Administrator, Department of

      Integrative Medicine, Beth Israel Hospital (NYC)

    Major content area 1 competencies adopt a competency task act project

    Major Content Area #1: Competencies: Adopt a Competency Task (ACT) Project

    ACT Overview

    • Begun September 2010

    • ACCAHC educator leaders “adopt” an element as volunteer faculty

    • Goal: Develop 1-2 hour course module for each competency element

    • Phase 1: Course objectives, reading list, syllabus/outline

    • Phase 2: Complete/post (power-point, voice-over powerpoint, other)

      Quality content in

      development on 18 of 28

    Major content area 1 competencies envisioned next steps

    Major Content Area #1: Competencies: Envisioned Next Steps*

    • Contract professional team

    • Develop online course

    • Bring in conventional partners

    • Seeks formal endorsements

    • Explore potential certification

    • Seek CE recognition

    • Add interactive components

    • Develop teams for onsite CE

    • Continuous quality improvement

      * Requires significant COI funding

    Major content area 2 evidence the language of integration

    Major Content Area #2:Evidence: The Language of Integration

    Key Audiences

    • Door opener

    • Medical directors

    • In-service presentations

    • Grand rounds

    • One-on-one referrals

      Key Attitudes/Skills

    • Research literacy

    • Comfort with science

    • Non-defensive

    • Articulate about strengths and weaknesses

      Evidence-Based Healthcare and Evidence Informed Practice:

      Key ACCAHC Competency Domain

    Accahc optimalintegration

    Major Content Area #2:Evidence Opportunity: Partnership for Dissemination of Exceptional Learning from NIH-Funded Programs

    Overview of “R-25s” Programs

    Funded by NIH to:

    • Expand role of evidence in education in CAM schools

    • Foster research literacy

    • Stimulate research interests

    • 5 DC schools, 2 ND schools with NIH funded programs

      • All are represented in ACCAHC

    • Requirement to disseminate

      185 ACCAHC-affiliated, accredited programs have never had educational support in this areas.

    Major content area 2 partnership for dissemination sample content areas

    Major Content Area #2:Partnership for Dissemination: Sample Content Areas

    • Defining evidence-related competencies

      • Clarity on what EBM is*

    • Strategies to engage institutional leaders in culture change

      • Faculty

      • Board/Trustees

    • Share best practices/proven strategies

    • Role of librarians

    • Engage dialogue on challenges of evidence & research in whole practice fields

    Major content area 2 partnership for dissemination envisioned additional steps

    Major Content Area #2:Partnership for Dissemination: Envisioned Additional Steps

    • Continue to urge NCCAM to increase funding for evidence

    • Develop and support networks of CAM science educators

      • Web-based communities

    • Deliver programs at key conferences

    • Convene meetings on evidence challenges/strategies in CAM fields

    • Publish white paper(s) to help policy makers on whole practice and discipline evidence

    Coi additional envisioned programs

    COI: Additional Envisioned Programs

    Training Leadership in Optimal Integration

    • Use experts in leadership

    • Use experts on team care

    • Train individuals

    • Train local teams

      Top interest of ACCAHC Board

    Create Communities in Optimal Integration

    • Accrediting agency issues

    • Delivery issues

    • Payment issues

    • Policy issues

      Convening/white papers

    Accahc optimalintegration

    • ACCAHC strategy is an organizer’s

      • Make plans based on resources available

    • Basic requirements: $105,000 over 3 years ($315,000)

      • Fundamental level of 2 key projects

      • Some staffing, web, consulting, writing, organizing, content development

    • Resources for excellence: Numerous major project opportunities

      Societal value of optimal integration is tremendous.

      What we achieve will rest on what we can bring to the work.

    Accahc optimalintegration

    An organization and a project built to practice collaboration in order to create optimal access and integration.


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