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Integrating Complementary and Alternative Medicine Instruction into Health Professions Education: Organizational and Instructional Strategies

Lee, Mary Y. MD; Benn, Rita PhD; Wimsatt, Leslie PhD; Cornman, Jane AP, RN, PhD; Hedgecock, Joan MSPH; Gerik, Susan MD; Zeller, Janice RN, PhD; Kreitzer, Mary Jo PhD, RN; Allweiss, Pamela MD; Finklestein, Claudia MD; Haramati, Aviad PhD

doi: 10.1097/ACM.0b013e318149ebf8
CAM Education

A few years ago, the National Institutes of Health National Center for Complementary and Alternative Medicine funded a program called the Complementary and Alternative Medicine (CAM) Education Project. Grantees were 14 medical and nursing schools and the American Medical Student Association, which funded six additional medical schools. Grants were awarded in cohorts of five per year in 2000, 2001, and 2002–2003.

The R25 grant recipients identified several major themes as crucial to the success of integrating CAM into health professions curricula. The rationale for integrating CAM curricula was in part to enable future health professionals to provide informed advice as patients dramatically increase the use of CAM. Success of new CAM education programs relied on leadership, including top-down support from institutions' highest administrators. Formal and informal engagement of key faculty and opinion leaders raised awareness, interest, and participation in programs. A range of faculty development efforts increased CAM-teaching capacity. The most effective strategies for integration addressed a key curriculum need and used some form of evidence-based practice framework. Most programs used a combination of instructional delivery strategies, including experiential components and online resources, to address the needs of learners while promoting a high level of ongoing interest in CAM topics. Institutions noted several benefits, including increased faculty development activities, the creation of new programs, and increased cross- and interuniversity collaborations. Common challenges included the need for qualified faculty, crowded and changing curricula, a lack of defined best practices in CAM, and postgrant sustainability of programs.

Dr. Lee is associate provost, Tufts University, Medford, Massachusetts, and professor of medicine, Tufts University School of Medicine, Boston, Massachusetts.

Dr. Benn is director, Education of Integrative Medicine, and research investigator, Department of Family Medicine, University of Michigan Medical School, Ann Arbor, Michigan.

Dr. Wimsatt is director, Curriculum Development, University of Michigan Integrative Medicine, Ann Arbor, Michigan.

Dr. Cornman is senior lecturer, Department of Family and Child Nursing, and project director, Integrating CAM Grant, University of Washington School of Nursing, Seattle, Washington.

Ms. Hedgecock is associate director, American Medical Student Association Foundation, Reston, Virginia.

Dr. Gerik is associate professor, Pediatrics and Family Medicine, and director, Children's Special Services, University of Texas Medical Branch, Galveston, Texas.

Dr. Zeller is director, CAM Education Program, Rush University College of Nursing, Chicago, Illinois.

Dr. Kreitzer is a founder and director of the Center for Spirituality & Healing, University of Minnesota, Minneapolis, Minnesota.

Dr. Allweiss is assistant professor, Family Practice, University of Kentucky College of Medicine, Lexington, Kentucky.

Dr. Finkelstein is clinical associate professor, University of Washington School of Medicine, Seattle, Washington.

Dr. Haramati is professor, Departments of Physiology & Biophysics and Medicine, Georgetown University School of Medicine, Washington, DC.

Please see the end of this article for information about the authors.

Correspondence should be addressed to Dr. Lee, Tufts University, Ballou Hall 1, Medford MA 02155.

© 2007 Association of American Medical Colleges