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AN INTEGRATIVE CURRICULUM MODEL: Incorporating CAM Within an Allopathic Curriculum. Rita K. Benn, Ph.D., Sara L. Warber, M.D. University of Michigan Complementary & Alternative Medicine Research Center Department of Family Medicine . Rationale.

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an integrative curriculum model incorporating cam within an allopathic curriculum

AN INTEGRATIVE CURRICULUM MODEL:Incorporating CAM Within an Allopathic Curriculum

Rita K. Benn, Ph.D., Sara L. Warber, M.D.

University of Michigan

Complementary & Alternative Medicine Research Center

Department of Family Medicine

rationale
Rationale
  • Increased patient use of CAM without disclosing such information to physicians
  • Physicians have limited knowledge base of CAM
  • Physician and medical students attitudes towards CAM correlate with educational exposure
usf survey results
USF Survey Results

Most students agreed that traditional medicine could benefit from CAM but

  • only 1/4 students would refer for CAM
  • 2/3 students understood principles of only 4/10 CAM modalities
  • 40% would dissuade their patients from using chiropractic care.
cam in medical schools
CAM in Medical Schools
  • 75/125 offer some form of CAM training
  • 83% of courses are electives
  • 31% incorporate CAM into other courses
goals knowledge
GOALSKnowledge
  • To expand physician base of information on theory and practice of CAM
  • To provide research based evidence for efficacy and safety of CAM
professional behaviors
Professional Behaviors
  • To instill an attitude of openness & respect for CAM
  • To develop skills for:
    • communicating information about CAM to patients
    • coordinating health care with CAM practitioners
    • use CAM for personal self-care
plans for um medical curriculum
Plans for UM Medical Curriculum
  • New curricular units within existing courses and clerkships
  • New web case-based modules
  • New clinical electives
  • New clinical assessment stations
  • Faculty development in CAM
introductory cam module in m1 goals
Introductory CAM Module in M1Goals:
  • To identify common forms of CAM
  • To become aware of reasons for patient use of CAM
  • To experience/observe the clinical practice of a CAM modality
  • To observe and reflect on differences among CAM practices and between CAM and conventional medicine.
cam unit first semester m1
CAM Unit: First Semester M1
  • Lecture — An overview of CAM modalities and evidence surrounding its efficacy
  • Readings — Several general articles on CAM and specific modality-related to their field visit
  • Field Visit — Students observe/or experience the practice of a CAM modality
  • Small Groups — Students reflect on their experiences and discuss the readings.
cam selective courses m1
CAM Selective Courses - M1
  • Mind-Body Medicine for Care of Self and Patient
  • Understandings of Health and Disease in the Classic Medical Systems of Asia
  • The Role of Spirituality in Medicine
  • Nutrition and Chronic Disease
future first year plans
Future First Year Plans
  • An Overview Lecture in Four Required Courses:
    • Pharmacology
    • Immunology
    • Host Defense
    • Anatomy
  • Two Panel Case Based Presentations Focused on Herbs and Nutrition
second year curriculum integration plans
Second Year Curriculum Integration Plans
  • CAM and Nutrition Content in all Courses
  • Case Based Presentations
  • Integrative Case for Standardized Patient Interview
  • Practice-based Modules in Alternative Medicine and Spiritual History Taking
web based materials and consultation third year
Web-Based Materials and Consultation: Third year
  • Standard Integrative Case Materials in all Clerkships
  • Case Consultation On-line with CAM Faculty
  • Packets of Readings
fourth year electives
Fourth Year Electives
  • Clinical Electives

-Complementary Medicine

-Specialized Topic Area Electives

  • Science in the Clinic Research Elective
faculty development cam faculty scholars program
Faculty Development:CAM Faculty Scholars Program

Three components:

  • One day a month of CAM Content
  • Individual Mentoring by CAM affiliate faculty
  • Educational Project
medical curriculum evaluation
Medical Curriculum Evaluation
  • Student Performance in Courses
  • Course Evaluations
  • Pre-Post Learner Attitudes and Knowledge
  • Fourth Year Clinical Competence
  • Qualitative Study of Physician Growth
related program initiative interdisciplinary graduate certificate program
Related Program Initiative Interdisciplinary Graduate Certificate Program
  • Enrolled in Masters/Doctoral Program in Schools of Pharmacy, Social Work, Nursing and Public Health
  • Three additional core courses

-Clinical Complementary Therapies (Nursing School)

challenges
Challenges
  • Building Relationships with Faculty Course Directors
  • Shifting Academic Faculty Attitudes about CAM
  • Expanding Academic Faculty CAM Knowledge
  • Engaging Faculty in Interdisciplinary Collaboration
  • Cultivating value in students for self-reflection/self-care
  • Developing Capacity for Clinical CAM Electives
facilitating factors
Facilitating Factors
  • Medical Education Administration Support
  • NIH, Foundation, and Donor Funds
  • CAM Research Center Grant
  • Quality Courses and Positive Student Evaluation
  • Expansive Community Network of Reputable CAM Providers
conclusions
Conclusions
  • Model program
  • Curricular innovations
  • Benchmarking quality education
  • Preparation of health care professionals and researchers of the future