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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.

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AN INTEGRATIVE CURRICULUM MODEL: Incorporating CAM Within an Allopathic Curriculum

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  1. 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

  2. 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

  3. 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.

  4. CAM in Medical Schools • 75/125 offer some form of CAM training • 83% of courses are electives • 31% incorporate CAM into other courses

  5. GOALSKnowledge • To expand physician base of information on theory and practice of CAM • To provide research based evidence for efficacy and safety of CAM

  6. 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

  7. 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

  8. 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.

  9. 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.

  10. Evaluation of CAM Unit

  11. 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

  12. Evaluation of Selectives

  13. 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

  14. 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

  15. Web-Based Materials and Consultation: Third year • Standard Integrative Case Materials in all Clerkships • Case Consultation On-line with CAM Faculty • Packets of Readings

  16. Fourth Year Electives • Clinical Electives -Complementary Medicine -Specialized Topic Area Electives • Science in the Clinic Research Elective

  17. Faculty Development:CAM Faculty Scholars Program Three components: • One day a month of CAM Content • Individual Mentoring by CAM affiliate faculty • Educational Project

  18. Medical Curriculum Evaluation • Student Performance in Courses • Course Evaluations • Pre-Post Learner Attitudes and Knowledge • Fourth Year Clinical Competence • Qualitative Study of Physician Growth

  19. 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)

  20. 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

  21. 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

  22. Conclusions • Model program • Curricular innovations • Benchmarking quality education • Preparation of health care professionals and researchers of the future

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