Article

Integrative medicine in residency education: developing competency through online curriculum training.

Journal of graduate medical education 03/2012; 4(1):76-82. DOI: 10.4300/JGME-04-01-30
Source: PubMed

ABSTRACT The Integrative Medicine in Residency (IMR) program, a 200-hour Internet-based, collaborative educational initiative was implemented in 8 family medicine residency programs and has shown a potential to serve as a national model for incorporating training in integrative/complementary/alternative medicine in graduate medical education.
The curriculum content was designed based on a needs assessment and a set of competencies for graduate medical education developed following the Accreditation Council for Graduate Medical Education outcome project guidelines. The content was delivered through distributed online learning and included onsite activities. A modular format allowed for a flexible implementation in different residency settings.
TO ASSESS THE FEASIBILITY OF IMPLEMENTING THE CURRICULUM, A MULTIMODAL EVALUATION WAS UTILIZED, INCLUDING: (1) residents' evaluation of the curriculum; (2) residents' competencies evaluation through medical knowledge testing, self-assessment, direct observations, and reflections; and (3) residents' wellness and well-being through behavioral assessments.
The class of 2011 (n = 61) had a high rate of curriculum completion in the first and second year (98.7% and 84.2%) and course evaluations on meeting objectives, clinical utility, and functioning of the technology were highly rated. There was a statistically significant improvement in medical knowledge test scores for questions aligned with content for both the PGY-1 and PGY-2 courses.
The IMR program is an advance in the national effort to make training in integrative medicine available to physicians on a broad scale and is a success in terms of online education. Evaluation suggests that this program is feasible for implementation and acceptable to residents despite the many pressures of residency.

Download full-text

Full-text

Available from: Tieraona Low Dog, Feb 03, 2014
0 Followers
 · 
119 Views
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: Mental illness accounts for about one-third of adult disability globally, reflecting marked societal and personal suffering, and social and economic costs. This calls for change in the paradigm and practices of mental healthcare, including fundamental reforms in education, clinician-training, and research priorities. This White Paper outlines current challenges in mental healthcare, and characterizes the emerging field of integrative mental health (IMH), a critical element in the large-scale changes needed to transform mental healthcare in the 21st century. Strategic recommendations for advancing IMH are outlined including increasing research in key areas, improving clinician training and education, and promoting a public health agenda. The field of IMH adopts the bio-psycho-socio-spiritual model, utilizing evidence-based & evidence-guided treatments from both traditional healing and modern scientific practices. IMH incorporates mainstream interventions including the judicious use of psychopharmacology, psychosocial therapies, evidence-based complementary and alternative (CAM) medicines and therapies, meditation, in addition to health-promoting lifestyle changes. The clinical application of IMH takes into account the range of socio-cultural, economic and spiritual considerations affecting mental healthcare in different countries. To meet the challenges facing mental healthcare, the International Network of Integrative Mental Health (INIMH: www.INIMH.org ) was established in 2010 with the objective of creating an international organization consisting of clinicians, researchers, and public health advocates. INIMH was created to advance a global agenda for research, education and the clinical practice of evidence-based integrative mental healthcare. In authoring this White Paper the board of INIMH is inviting global dialog on critical issues surrounding mental health care in the hope of achieving integrated, compassionate, individualized, person-centered mental healthcare.
  • 06/2013; 5(2):343. DOI:10.4300/1949-8357-5.2.343
  • [Show abstract] [Hide abstract]
    ABSTRACT: Little is known about the incorporation of integrative medicine (IM) and complementary and alternative medicine (CAM) into family medicine residency programs. The Society for Teachers of Family Medicine (STFM) approved a set of CAM/IM competencies for family medicine residencies. We hope to evaluate whether residency programs are implementing such competencies into their curriculum using an online survey tool. We also hope to assess the knowledge and attitudes of Residency Directors (RDs) on the CAM/IM competencies. A survey was distributed by the Council of Academic Family Medicine (CAFM) Educational Research Alliance to RDs via e-mail. The survey was distributed to 431 RDs. Of those who received it, 212 responded, giving a response rate of 49.1%. Questions assessed the knowledge and attitudes of CAM/IM competencies and incorporation of CAM/IM into the residency curriculum. Forty-five percent of RDs were aware of the competencies. In terms of RD attitudes, 58% reported that CAM/IM is an important component of residents' curriculum; yet, 60% report not having specific learning objectives for CAM/IM in their residency curriculum. Among all programs, barriers to CAM/IM implementation included time in residents' schedules (77%); faculty training (75%); access to CAM experts (43%); lack of reimbursement (43%); and financial resources (29%). While many RDs are aware of the STFM CAM/IM competencies and acknowledge their role in residence education, there are many barriers that prevent residencies from implementing the STFM CAM/IM competencies.
    EXPLORE The Journal of Science and Healing 09/2013; 9(5):299-307. DOI:10.1016/j.explore.2013.06.002 · 0.94 Impact Factor