Integrative Medicine in Residency Education: Developing Competency Through Online Curriculum Training

Lebensohn, Patricia; Kligler, Benjamin; Dodds, Sally; Schneider, Craig; Sroka, Selma; Benn, Rita; Cook, Paula; Guerrera, Mary P.; Dog, Tieraona Low; Sierpina, Victor S.; Teets, Raymond; Waxman, Dael; Woytowicz, John; Weil, Andrew; Maizes, Victoria

doi:10.4300/jgme-04-01-30

Cited by 52 publications

(42 citation statements)

References 15 publications

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“…15 Regarding GME, evaluation of the Integrative Medicine in Residency (IMR) online course shows that only 8.6% of content hours are devoted to supplements (16/186 total hours). 18 In accordance with predictions from the TRA, findings in this study illustrated that perceived faculty norms and resident attitudes influence residents' intended behavior. Prior to the workshop, resident behavior was correlated with perceived faculty norms.…”

Section: Discussionsupporting

confidence: 83%

“…Completion time for the IMR course was 186 total hours (16 hours on supplements) vs 4 weeks for the fourth-year elective vs 1 hour for our workshop. 7,18 These differences in course duration may offer an opportunity for programs to improve participants' competence discussing supplements with patients without adding substantial course time to medical students' and residents' already packed schedules. This answers concerns expressed at both the MSE and GME level that one of the top barriers to integrating CAM content into the curriculum is finding time for it.…”

Section: Discussionmentioning

confidence: 99%

“…Due to previously reported medical student and resident discomfort advising patients about CAM, we hypothesized that residents perceive MSE and GME on supplements as inadequate; however, we hypothesized that residents would identify a greater need for supplement education in MSE, given recent GME expansion of supplement education without corresponding expansions in MSE. 7,[10][11][12][15][16][17][18] Based on principles from the theory of reasoned action (TRA), a well-established theory of human motivation and behavior, we hypothesized that both perceived faculty norms and resident attitudes would influence resident intentions and behavior. 19 Finally, we evaluated perceived utility of an innovative workshop in improving resident knowledge about supplements and intentions to address supplements with patients, hypothesizing that our curriculum would improve confidence about supplements and increase the proportion of residents intending to address supplements with patients.…”

Section: Objectives and Hypothesesmentioning

confidence: 99%

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Family Medicine Resident Perspectives on Curricula in Herbal Medicine

Foster

Corbin

Kwan

et al. 2018

Fam Med

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Section: Discussionsupporting

confidence: 83%

Section: Discussionmentioning

confidence: 99%

Section: Objectives and Hypothesesmentioning

confidence: 99%

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Family Medicine Resident Perspectives on Curricula in Herbal Medicine

Foster

Corbin

Kwan

et al. 2018

Fam Med

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“…8,19 There are several examples in the literature of successful implementation of curriculum by motivated residents and residencies open to CAM/IM. 7,20 …”

Section: Discussionmentioning

confidence: 99%

“…Now, there is an effort in incorporating CAM/IM curriculum into residency training. 7,8 As this new field emerges, family medicine residencies have struggled with how to implement the best of evidence based CAM and principles of IM into curriculum. 8,9 There are over 40 Family Medicine residencies that officially advertise CAM/IM in their program.…”

Section: Introductionmentioning

confidence: 99%

Family Medicine Residency Program Directors Attitudes and Knowledge of Family Medicine CAM Competencies

Gardiner

Filippelli

Lebensohn

et al. 2013

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Context Little is known about the incorporation of integrative medicine (IM) and complementary and alternative medicine (CAM) into family medicine residency programs. Objective The Society for Teachers of Family Medicine (STFM) approved a set of CAM/IM competencies for family medicine residencies. We hope to evaluate with an online survey tool, whether residency programs are implementing such competencies into their curriculum. We also hope to assess the knowledge and attitudes of Residency Directors (RDs) on the CAM/IM competencies. Design A survey was distributed by the CAFM (Council of Academic Family Medicine) Educational Research Alliance to RDs via email. The survey was distributed to 431 RDs. Of those who received it, 212 responded for a response rate of 49.1%. Questions assessed the knowledge and attitudes of CAM/IM competencies and incorporation of CAM/IM into residency curriculum. Results Forty-five percent of RDs were aware of the competencies. In term 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%). Conclusions While many RDs are aware of the STFM CAM/IM competencies and acknowledge their role in residence education, there are many barriers preventing residencies to implementing the STFM CAM/IM competencies.

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Evaluation of Integrative Medicine in Residency-Psychiatry Curriculum

Villagomez,

Dunne,

Brooks

et al. 2024

Acad Psychiatry

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Objective This study describes knowledge change, self-assessed confidence in providing integrative medicine approach, and respondents’ perspective on value and feasibility for the Integrative Medicine in Residency-Psychiatry (IMR-Psychiatry) curriculum, a 100-h elective offered during psychiatry training. Methods Residents/fellows completed pre-post Medical Knowledge tests and self-assessment instruments tracking self-rated confidence. Participants were also interviewed for feedback about their experience using a semi-structured design after completion of the program. Results Thirty-five of 37 (94.6%) participants completed all elective requirements. Items on the self-assessment instrument with the greatest positive pre-post change (p < 0.001) included ability to identify authoritative sources about botanicals (Cohen d = 2.15), effectively respond to patients’ questions regarding the use of herbs/supplements (Cohen d = 2.67), and interpret labels on nutraceuticals (Cohen d = 2.28). Mean score on the Medical Knowledge test (n = 30) increased from 64.7% correct at pretest to 81.6% at posttest. Responses tracking self-assessed confidence in providing an IM approach to address 18 common medical and psychiatric conditions all increased significantly pre to post (p < 0.001). Qualitative interviews provided important insights into challenges and recommendations for improvement, and all participants highly recommended the curriculum and found it feasible to complete during training. Conclusion The IMR-Psychiatry curriculum provides trainees skills that promote comprehensive person-centered care; as a tool to optimize patient care and safety while enhancing physician well-being, wider-spread incorporation of the curriculum into psychiatry residency programs would be beneficial.

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Integrative Medicine in Residency Education: Developing Competency Through Online Curriculum Training

Cited by 52 publications

References 15 publications

Family Medicine Resident Perspectives on Curricula in Herbal Medicine

Family Medicine Resident Perspectives on Curricula in Herbal Medicine

Family Medicine Residency Program Directors Attitudes and Knowledge of Family Medicine CAM Competencies

Evaluation of Integrative Medicine in Residency-Psychiatry Curriculum

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