The Canadian CAM in UME Project: Past & Future

1. The Canadian CAM in UME Project: Past & Future Rebecca Brundin-Mather, MASc and MarjaVerhoef, PhD University of Calgary, Alberta The Past… The Future… Between 2002 and 2007, a Canadianteam of medical school educators and students explored the role of complementary medicine in undergraduate medical education (UME) programs. Using literature reviews, surveys, interviews, and workshops, we produced a comprehensive collection of resources to assist educators to develop or refine CAM-oriented curriculum for UME courses. Although all 17 medical schools in Canada acknowledge the need to teach students about CAM, they widely differ in how they have been able to address this need. Many challenges, both external and internal to medical schools, complicate establishing appropriate teaching content. • All resources are posted on the project’s website (www.caminume.ca) and include: • Peer-reviewed summaries on CAM-related topics (CAMpods) • Teaching/learning materials (e.g., slides, cases) submitted by educators (TLRs) • A set of CAM-related competencies • A guide to meet common challenges related to implementing and sustaining CAM content in UME Recognize that: There is no single approach to curriculum integration. Content must be relevant to local circumstances. • This means: • Using language that captures CAM principles (e.g., healing, whole-person care, humanism, etc.) and resonates positively with medical educators in its connection to conventional medicine. • Conducting a Delphi process with conventional and complementary medicine educators to establish opinions about the term CAM. • Documenting existing teaching resources on topics that could align with CAM. • Using current high level priority setting reports in medical education to leverage CAM integration. For example, • The Association for Faculties of Medicine in Canada education initiatives. • The College of Family Physicians of Canada’s report “Rethinking Undergraduate Medical Education” • The Canadian Medical Association’s policy on Medical Professionalism • Strengthening local networks and faculty interest and expertise. • Working directly with course chairs of schools that have interest and commitment to identify areas for CAM integration (e.g., communication, physician wellness). • Exploring the prospect of an inter-institutional, inter-professional network of faculty and students. • Expanding into post-graduate medical education and focusing on specialties where patient CAM use should be raised (e.g., family medicine). Acupuncture Massage Homeopathy St. Johns Wort Ayurveda Yoga COQ10 Prayer Vitamins Music therapy Naturopathy Meditation www.caminume.ca Examples of TLRs An evaluation in 2008 established the project’s (1) importance in facilitating the development of CAM-related content in Canadian UME programs, and (2) legitimacy as a source of relevant information and as anetwork of credible and interested educators. ceptions Misper What is CAM? The incorporation of new cross-cutting themes (e.g., humanism) to broaden medical students learning experiences opens the door to balanced and quality teaching of relevant CAM content. Progress is slow and requires a collaborative and flexible framework to change how Canada educates their future physicians and the care they provide. If we teach about CAM, we are endorsing it. All CAM is non evidence based. Limited consensus on CAM definitions and terminology The CAM in UME project is funded by: Visit us at: www.caminume.ca