Integrating complementary and alternative medicine instruction into health professions education

Organizational and instructional strategies

Mary Y. Lee, Rita Benn, Leslie Wimsatt, Jane Cornman, Joan Hedgecock, Susan Gerik, Janice Zeller, Mary Jo Kreitzer, Pamela Allweiss, Claudia Finklestein, Aviad Haramati

Research output: Contribution to journalArticle

42 Citations (Scopus)

Abstract

A few years ago, the National Institutes of Health National Center for Complementary and Alternative Medicine funded a program called the Complementary and Alternative Medicine (CAM) Education Project. Grantees were 14 medical and nursing schools and the American Medical Student Association, which funded six additional medical schools. Grants were awarded in cohorts of five per year in 2000, 2001, and 2002-2003.The R25 grant recipients identified several major themes as crucial to the success of integrating CAM into health professions curricula. The rationale for integrating CAM curricula was in part to enable future health professionals to provide informed advice as patients dramatically increase the use of CAM. Success of new CAM education programs relied on leadership, including top-down support from institutions' highest administrators. Formal and informal engagement of key faculty and opinion leaders raised awareness, interest, and participation in programs. A range of faculty development efforts increased CAM-teaching capacity. The most effective strategies for integration addressed a key curriculum need and used some form of evidence-based practice framework. Most programs used a combination of instructional delivery strategies, including experiential components and online resources, to address the needs of learners while promoting a high level of ongoing interest in CAM topics. Institutions noted several benefits, including increased faculty development activities, the creation of new programs, and increased cross- and interuniversity collaborations. Common challenges included the need for qualified faculty, crowded and changing curricula, a lack of defined best practices in CAM, and postgrant sustainability of programs.

Original languageEnglish (US)
Pages (from-to)939-945
Number of pages7
JournalAcademic Medicine
Volume82
Issue number10
DOIs
StatePublished - Oct 2007

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alternative medicine
Health Occupations
Complementary Therapies
Health Education
profession
instruction
health
education
curriculum
Curriculum
grant
opinion leader
Organized Financing
Medical Schools
health professionals
school
best practice
medical student
nursing
recipient

ASJC Scopus subject areas

  • Nursing(all)
  • Public Health, Environmental and Occupational Health
  • Education

Cite this

Integrating complementary and alternative medicine instruction into health professions education : Organizational and instructional strategies. / Lee, Mary Y.; Benn, Rita; Wimsatt, Leslie; Cornman, Jane; Hedgecock, Joan; Gerik, Susan; Zeller, Janice; Kreitzer, Mary Jo; Allweiss, Pamela; Finklestein, Claudia; Haramati, Aviad.

In: Academic Medicine, Vol. 82, No. 10, 10.2007, p. 939-945.

Research output: Contribution to journalArticle

Lee, MY, Benn, R, Wimsatt, L, Cornman, J, Hedgecock, J, Gerik, S, Zeller, J, Kreitzer, MJ, Allweiss, P, Finklestein, C & Haramati, A 2007, 'Integrating complementary and alternative medicine instruction into health professions education: Organizational and instructional strategies', Academic Medicine, vol. 82, no. 10, pp. 939-945. https://doi.org/10.1097/ACM.0b013e318149ebf8
Lee, Mary Y. ; Benn, Rita ; Wimsatt, Leslie ; Cornman, Jane ; Hedgecock, Joan ; Gerik, Susan ; Zeller, Janice ; Kreitzer, Mary Jo ; Allweiss, Pamela ; Finklestein, Claudia ; Haramati, Aviad. / Integrating complementary and alternative medicine instruction into health professions education : Organizational and instructional strategies. In: Academic Medicine. 2007 ; Vol. 82, No. 10. pp. 939-945.
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