Preparing complementary and alternative practitioners to teach learners in conventional health professions
Federal funding is supporting complementary and alternative medicine (CAM) educational programming in health-professions schools in the United States. CAM practitioners from a wide range of disciplines are now being invited to participate as instructors or content experts in this effort. The challenge is to promote effective and consistent teaching methods around appropriate content. This article describes the development of a series of 4 workshops intended to enhance the teaching skills of 9 complementary medicine practitioners participating in an educational project at the University of North Carolina. Key issues addressed in the workshops included the interface between CAM and conventional medicine, a better understanding of the nature of conventional medical practice, styles and strategies in teaching complementary medicine, and building skills in accessing information from databases.
Available from: Erik Peper
- "Although this progress is encouraging , some authors suggest that CAM training in medical schools remains inadequate because of limited faculty interest, already high demands on the curriculum, the absence of a critical analysis of CAM research and practices in CAM courses, and other factors (Sampson, 2001; Wetzel et al., 2003). Solutions that have been advanced include efforts to reform and standardize CAM curricula, increasing the number of postgraduate clinical fellowships, and training non-M.D. CAM providers to teach in medical schools (Curtis et al., 2002; Kligler et al., 2000; Maizes et al., 2002). CAM research training opportunities, such as universitybased CAM research fellowships, are also growing (Shaw et al., 2003). "
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ABSTRACT: Efforts to build a complementary and alternative medicine (CAM) education and research infrastructure have been productive. Development has focused largely on graduate, postgraduate, and professional level training. This paper examines baccalaureate programs, looking at the prevalence and characteristics of CAM and holistic health training in the United States.
A comprehensive literature and web site search was conducted to find educational institutions offering baccalaureate programs in CAM or holistic health. Search criteria included accredited undergraduate programs terminating in a minor, an AA, or a BA/BS degree.
A search of health and education databases produced marginal results. Internet searches, by contrast, were very productive in locating CAM or holistic health-related programs generally and baccalaureate programs specifically. The most effective search strings included terms such as "holistic health," "minor," "certificate," and "undergraduate." Using these terms, 5 programs were found in the United States that met the inclusion criteria: Arizona State University East, Bastyr University, San Francisco State University, Metropolitan State College of Denver, and Georgian Court College.
Preparing tomorrow's scholars and clinicians to contribute meaningfully to this emerging healthcare paradigm will require a plan that integrates all elements of higher education. The creation of a truly effective workforce of CAM-competent M.D.s, nurses, health educators, pharmacists, and other allied health professionals will increasingly necessitate baccalaureate preparation. Curriculum discussions at the campus, state, and national levels are needed.
Available from: healing-touch.co.uk
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ABSTRACT: Reiki is a vibrational, or subtle energy, therapy most commonly facilitated by light touch, which is believed to balance the biofield and strengthen the body's ability to heal itself. Although systematic study of efficacy is scant thus far, Reiki is increasingly used as an adjunct to conventional medical care, both in and out of hospital settings. This article will describe the practice and review the history and theory of Reiki, giving readers a context for the growing popularity of this healing modality. Programs that incorporate Reiki into the clinical setting will be discussed, as well as important considerations in setting up such a program. Finally, the research literature to date on Reiki will be reviewed and evaluated, and directions for future Reiki research will be suggested.
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