Using complementary and alternative medicine curricular elements to foster medical student self-awareness

Willam Elder, David Rakel, Margaret Heitkemper, Carol Hustedde, Nancy Harazduk, Susan Gerik, Aviad Haramati

Research output: Contribution to journalArticle

16 Citations (Scopus)

Abstract

PURPOSE: To determine the value that the National Center for Complementary and Alternative Medicine (NCCAM)-funded Education Project leaders placed on self-awareness objectives among their curricular activities, to identify projects' rationales for inclusion of self-awareness activities, and to describe curricular elements used to teach self-awareness. METHOD: A survey was distributed to the NCCAM Education Project grantees in October 2006. Survey items sought to identify project directors' perceived importance of self-awareness activities in complementary and alternative medicine (CAM) curricula, rationales for inclusion of self-awareness activities, and activities to foster self-awareness. Invited reports described in more depth the specific activities in three of the projects. RESULTS: Fourteen of 15 reporting NCCAM educational projects rated activities to promote self-awareness as highly or very highly valued components, and all projects incorporated numerous strategies to enhance self-awareness. Learning objectives ranged from basic knowledge about mind-body relationships and psychoneuroimmunology, to evidence and indications for mind-body interventions, to training in self-application, to training for intervention with patients. Specific strategies that increase students' self-awareness included evidence-based CAM activities to help students recognize personal biases that may impair critical thinking; personal health experiences to expand definition of health beliefs; and mind-body medicine skills groups to personally integrate the use of mind-body techniques for wellness and stress management. CONCLUSIONS: Incorporating some of these CAM curricular activities, didactically or experientially, may be a unique way to foster student self-awareness and personal growth.

Original languageEnglish (US)
Pages (from-to)951-955
Number of pages5
JournalAcademic Medicine
Volume82
Issue number10
DOIs
StatePublished - Oct 2007

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alternative medicine
self awareness
Complementary Therapies
Medical Students
medical student
Students
Mind-Body Therapies
Psychoneuroimmunology
inclusion
Education
stress management
student
Evidence-Based Medicine
learning objective
Health
health
Curriculum
evidence
director
indication

ASJC Scopus subject areas

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

Cite this

Using complementary and alternative medicine curricular elements to foster medical student self-awareness. / Elder, Willam; Rakel, David; Heitkemper, Margaret; Hustedde, Carol; Harazduk, Nancy; Gerik, Susan; Haramati, Aviad.

In: Academic Medicine, Vol. 82, No. 10, 10.2007, p. 951-955.

Research output: Contribution to journalArticle

Elder, Willam ; Rakel, David ; Heitkemper, Margaret ; Hustedde, Carol ; Harazduk, Nancy ; Gerik, Susan ; Haramati, Aviad. / Using complementary and alternative medicine curricular elements to foster medical student self-awareness. In: Academic Medicine. 2007 ; Vol. 82, No. 10. pp. 951-955.
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