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    Integrated Curriculum CAM

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    Kusman Thea
    This document outlines an integrative curriculum model developed at the University of Michigan to incorporate complementary and alternative medicine (CAM) education within its medical school curriculum. It describes goals to expand knowledge of CAM theory and research, develop skills in communicating with patients about CAM, and foster openness and respect for CAM. The model incorporates CAM content across the four-year curriculum through new courses, modules, clerkships and faculty development programs while addressing challenges of implementation and evaluation.

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    Integrated Curriculum CAM

    Uploaded by

    Kusman Thea
    24 views22 pages
    This document outlines an integrative curriculum model developed at the University of Michigan to incorporate complementary and alternative medicine (CAM) education within its medical school curriculum. It describes goals to expand knowledge of CAM theory and research, develop skills in communicating with patients about CAM, and foster openness and respect for CAM. The model incorporates CAM content across the four-year curriculum through new courses, modules, clerkships and faculty development programs while addressing challenges of implementation and evaluation.

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    This document outlines an integrative curriculum model developed at the University of Michigan to incorporate complementary and alternative medicine (CAM) education within its medical school curriculum. It describes goals to expand knowledge of CAM theory and research, develop skills in communicating with patients about CAM, and foster openness and respect for CAM. The model incorporates CAM content across the four-year curriculum through new courses, modules, clerkships and faculty development programs while addressing challenges of implementation and evaluation.

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    24 views22 pages

    Integrated Curriculum CAM

    Uploaded by

    Kusman Thea
    This document outlines an integrative curriculum model developed at the University of Michigan to incorporate complementary and alternative medicine (CAM) education within its medical school curriculum. It describes goals to expand knowledge of CAM theory and research, develop skills in communicating with patients about CAM, and foster openness and respect for CAM. The model incorporates CAM content across the four-year curriculum through new courses, modules, clerkships and faculty development programs while addressing challenges of implementation and evaluation.

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    of 22

    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
    • 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
    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
    • 75/125 offer some form of CAM training
    • 83% of courses are electives
    • 31% incorporate CAM into other courses
    GOALS

    Knowledge
    • 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
    • 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
    • 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:
    • 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
    • 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.
    Evaluation of CAM Unit
    Student Opinions of CAM After CAM Unit

    As A Result of This Unit, I Would Like


    to Expand My Knowledge of CAM

    I See the Value of Introducing This Unit


    As A MI Student

    I Now Understand Why It's Important


    For A Physician To Understand CAM

    0 10 20 30 40 50 60 70 80 90 10
    Percent In Agreement 0
    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
    Evaluation of Selectives
    Mean Ratings Nutrition
    (1-low, 5-high) Mind- & Chronic All
    Body Spirituality Oriental Medical Selectives
    Medicine in Medicine Medicine Care Disease
    Increased my interest in 4.53 4.36 4.18 4.40 4.26
    this topic.
    I have a broader 4.46 3.92 4.18 4.60 4.31
    understanding of this
    topic.
    Increased my 4.23 4.36 3.94 4.40 4.19
    understanding of the
    relationship between
    medicine and society.
    Overall the quality of 4.38 3.67 3.71 4.40 4.19
    teaching during this
    course was
    Overall, this course was 4.38 3.83 3.65 4.20 4.01
    I would recommend 4.54 4.46 3.82 4.60 4.31
    having this course
    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
    • 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
    • Standard Integrative Case Materials in all
    Clerkships
    • Case Consultation On-line with CAM
    Faculty
    • Packets of Readings
    Fourth Year Electives
    • Clinical Electives
    -Complementary Medicine
    -Specialized Topic Area Electives
    • Science in the Clinic Research Elective
    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
    • 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
    • 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
    • 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
    • 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
    • Model program
    • Curricular innovations
    • Benchmarking quality education
    • Preparation of health care professionals
    and researchers of the future

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