Clinical Holistic Medicine: The Dean Ornish Program (“Opening the Heart”) in Cardiovascular Disease

Ventegodt, Søren; Merrick, Efrat; Merrick, Joav

doi:10.1100/tswhhm.2006.02

Cited by 5 publications

(4 citation statements)

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“…Major educational experience suggestions were practicing LM as part of a multi-disciplinary health care team and experiencing self-health behavior. The main general recommendation was the importance of using existing knowledge like the JAMA LM competencies [ 9 ] or existing programs such as Dean Ornish Program [ 28 ] or Coronary Health Improvement Program (CHIP) [ 29 ].…”

Section: Resultsmentioning

confidence: 99%

Bridging the gap - planning Lifestyle Medicine fellowship curricula: A cross sectional study

Polak¹,

Dacey²,

Keenan³

et al. 2014

BMC Med Educ

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BackgroundThe emerging field, Lifestyle Medicine (LM), is the evidence-based practice of assisting individuals and families to adopt and sustain behaviors that can improve health. While competencies for LM education have been defined, and undergraduate curricula have been published, there are no published reports that address graduate level fellowship in LM. This paper describes the process of planning a LM fellowship curriculum at a major, academic teaching institution.MethodsIn September 2012 Harvard Medical School Department of Physical Medicine and Rehabilitation approved a “Research Fellowship in Lifestyle Medicine”. A Likert scale questionnaire was created and disseminated to forty LM stakeholders worldwide, which measured perceived relative importance of six domains and eight educational experiences to include in a one-year LM fellowship. Statistical procedures included analysis of variance and the Wilcoxon signed-rank test.ResultsThirty-five stakeholders (87.5%) completed the survey. All domains except smoking cessation were graded at 4 or 5 by at least 85% of the respondents. After excluding smoking cessation, nutrition, physical activity, behavioral change techniques, stress resiliency, and personal health behaviors were rated as equally important components of a LM fellowship curriculum (average M = 4.69, SD = 0.15, p = 0.12). All educational experiences, with the exception of completing certification programs, research experience and fund raising, were graded at 4 or 5 by at least 82% of the responders. The remaining educational experiences, i.e. clinical practice, teaching physicians and medical students, teaching other health care providers, developing lifestyle interventions and developing health promotion programs were ranked as equally important in a LM fellowship program (average M = 4.23, SD = 0.11, p = 0.07).ConclusionsLifestyle fellowship curricula components were defined based on LM stakeholders’ input. These domains and educational experiences represent the range of competencies previously noted as important in the practice of LM. As the foundation of an inaugural physician fellowship, they inform the educational objectives and future evaluation of this fellowship.

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Section: Resultsmentioning

confidence: 99%

Bridging the gap - planning Lifestyle Medicine fellowship curricula: A cross sectional study

Polak¹,

Dacey²,

Keenan³

et al. 2014

BMC Med Educ

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“…Interestingly, multiple medical students commented on business models, whereas the stakeholders emphasized experience with implementing already existing LM programs (eg, Dean Ornish Program or Coronary Health Improvement Program [CHIP]). 26,27 Future studies should assess the necessity and feasibility of providing the type of fellowship experience that medical students are seeking and may also want to gauge the interest level of including additional domains such as sleep or mindfulness.…”

Section: Discussionmentioning

confidence: 99%

Perspectives on a Lifestyle Medicine Fellowship Curriculum From Interested Medical Students

Bonnet

Edshteyn

Phillips

et al. 2016

American Journal of Lifestyle Medicine

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Background. Lifestyle behaviors have a significant effect on preventing and treating disease, yet there is minimal graduate medical training in lifestyle medicine (LM). LM stakeholders' perspectives regarding components of a LM fellowship have been examined. However, the student perspective has not been studied. Methods. A cross-sectional study design analyzed medical student perceptions surrounding LM domains and educational experiences. A Kruskal-Wallis analysis of variance and a Wilcoxon Rank-Sum Test were performed for each topic. Results. In all, 21 medical students completed the survey. All domains (nutrition, physical activity, behavior change, stress resiliency, and personal health), except smoking cessation, were rated as important or very important by at least 75% of the respondents (P = .002). The 4 highest-rated educational experiences, by at least 69% of respondents, included developing LM interventions and health promotion programs, clinical experiences, and teaching other health care providers about LM. Significant differences overall were found among the educational experiences (P = .005), with research and fund raising considered the least important. Conclusions. Medical students felt strongly about including nutrition, physical activity, behavior change, personal health, and stress resiliency as part of a LM fellowship curriculum. There was significantly less interest in smoking cessation. Desired experiences of students focused on delivery of LM.

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“…Berger (2003) states that the theory of salutogenesis with its search for health-preserving factors can support the strengthening of patient's self-healing powers by identifying healthy parts, and Onega (1991) understands salutogenesis as a guiding concept for psychiatric care. Referrals to salutogenesis with a slightly esoteric touch can also be found in studies on so-called holistic care (e.g., Ventegodt et al, 2006).…”

Section: Salutogenesis In General and The Salutogenic Modelmentioning

confidence: 96%

The Application of Salutogenesis in Hospitals

Dietscher

Winter²

2022

The Handbook of Salutogenesis

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Hospitals, in developed countries the center of curative health care in practice, research, and education, still have a dominantly pathogenic orientation. Therefore, salutogenic principles definitely have to offer quality improvement of cure and care in hospitals. But salutogenesis also is a considerable challenge to be implemented in hospitals, and hospitals are challenging for health and salutogenesis promoters. In this chapter, the authors first demonstrate how salutogenesis, if understood as a specific dimension of hospital quality, could considerably contribute to better health gain for patients and hospital staff. Second, drawing on a comprehensive literature search, it is highlighted which aspects of salutogenesis in relation to hospitals already are covered in descriptive and intervention research focusing on patients (and family members), staff, and the hospital as an organization.

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Clinical Holistic Medicine: The Dean Ornish Program (“Opening the Heart”) in Cardiovascular Disease

Cited by 5 publications

References 0 publications

Bridging the gap - planning Lifestyle Medicine fellowship curricula: A cross sectional study

Bridging the gap - planning Lifestyle Medicine fellowship curricula: A cross sectional study

Perspectives on a Lifestyle Medicine Fellowship Curriculum From Interested Medical Students

The Application of Salutogenesis in Hospitals

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