- Email: [email protected]
A Systematic Approach to Gathering Integrative Medicine Educational Outcome Measures
corresponding diagnostic and therapeutic tools. The thinking and reasoning behind these approaches appear strange or unsound to most people in biomedicine. Complexity science enables to approach the study of alternative medical systems using a relevant framework of thinking and useful research tools.
Learner Centered Educational Strategies—The ESPRI2T-Approach as a Model for Integrative Medical Education Christian Scheffer Witten Herdecke University, Witten, Germany
Contact: Jacob Shoham, [email protected]
Medical Humanities and CAM: Curriculum Development to Focus on the Patient Pamela Saunders,1 Margaret Carey,2 and Caroline Wellbery1 1 Georgetown University SOM, Washington, Virginia, United States 2 Georgetown University SOM, Washington, District Of Columbia, United States
Background: Since the 1970s critics have alleged that Western medicine has focused more professionalism than on the patient. That is, many medical schools and residency programs train physicians to treat patients as problems to be solved, without taking into account the specific psychological and personal history. Since the 1990s, leaders in the field emphasize that medical practice should be structured around narrative. To address these issues, GUSOM has launched several initiatives in Medical Humanities. Summary of Work: 1. All medical students have access to the website which showcases patients expressing themselves through stories, theater, dance, film, and poetry. Students complete modules for credit. 2. First year students select an 8week course on personal essay writing. 3. CAM MA students elect an 11-week course in narrative medicine which includes writing and evaluating personal essays. Lectures from published authors provide advice on style and content. Students gain exposure to writing skills, self-reflection and self-awareness. Summary of Results: The GU Medical Humanities website has been evaluated by two focus groups of students. In addition, 186 students have evaluated exercises from one online units. Preliminary results suggest that students improve knowledge, attitudes, and skills from these curricula. The essay writing course was evaluated by 30 students in the last three years receiving scores of 4.0 and above (5 ¼ highest). Conclusion: There are numerous medical humanities programs across the United States, Canada and Europe. Some are required while others are elective. It is paramount to place the relationship between the doctor and the patient at the forefront. This is the cornerstone of our challenge to address the issues in heath care in the United States and globally. Contact: Pamela Saunders, [email protected]
332 EXPLORE September/October 2013, Vol. 9, No. 5
Rationale: We present and discuss the ESPRI2T approach as a learner centered model for integrative medical education, where patient-centeredness and anthroposophic medicine are integrated into the full six years of the regular medical curriculum at the medical school of Witten/Herdecke University in Germany. The ESPRI2T approach has been developed in close contact and together with interested students.: The new modules can be partly used to satisfy the regular curriculum. Objectives: The developed ESPRI2T approach integrates different learner centered methods: Explorative learning, Supported participation, Patient-centered learning, Reflective practice, Integrative learning, Integrative approach and Teamcentered learning. Both parts, the modules used for the regular curriculum as well as the optional ones showed good participation rates, 55% of all medical students participated at least occasionally (8–30 hours of participation per year). Contact: Christian Scheffer, [email protected]
A Systematic Approach to Gathering Integrative Medicine Educational Outcome Measures Delia Chiaramonte,1 and Anastasia Rowland-Seymour2 1 University of Maryland Center for Integrative Medicine, Baltimore, Maryland, United States 2 Johns Hopkins University, Baltimore, Maryland, United States
Background: The Education Working Group (EWG) of the Consortium of Academic Health Centers For Integrative Medicine (CAHCIM) provides support to Consortium members involved in education of healthcare students. Locating outcome measures and validation studies can be a time consuming and challenging facet of education research. Summary of Work: Members of the Education Working Group collaborated to systematically gather integrative medicine educational outcome measures and provide them to Consortium members. Summaries of each outcome measure, validation papers and information about clinically meaningful differences were included in the database. Summary of Results: Categories with relevance to educational projects were chosen. The Promis (R) system was used as the basis for selecting categories and other relevant unrepresented categories were added, such as
Abstracts
mindfulness, empathy and spirituality. Outcome measures were identified in each category via web searches, discussion with experts and reviews of published papers. Conclusion: Creating a database of educational outcome measures will assist researchers planning education-based
Abstracts
projects. The Education Working Group of the CAHCIM provides a venue for integrative medicine educators to support each other and exchange resources. Contact: Delia Chiaramonte, [email protected]
EXPLORE September/October 2013, Vol. 9, No. 5 333
Learner Centered Educational Strategies—The ESPRI2T-Approach as a Model for Integrative Medical Education Christian Scheffer Witten Herdecke University, Witten, Germany
Contact: Jacob Shoham, [email protected]
Medical Humanities and CAM: Curriculum Development to Focus on the Patient Pamela Saunders,1 Margaret Carey,2 and Caroline Wellbery1 1 Georgetown University SOM, Washington, Virginia, United States 2 Georgetown University SOM, Washington, District Of Columbia, United States
Background: Since the 1970s critics have alleged that Western medicine has focused more professionalism than on the patient. That is, many medical schools and residency programs train physicians to treat patients as problems to be solved, without taking into account the specific psychological and personal history. Since the 1990s, leaders in the field emphasize that medical practice should be structured around narrative. To address these issues, GUSOM has launched several initiatives in Medical Humanities. Summary of Work: 1. All medical students have access to the website which showcases patients expressing themselves through stories, theater, dance, film, and poetry. Students complete modules for credit. 2. First year students select an 8week course on personal essay writing. 3. CAM MA students elect an 11-week course in narrative medicine which includes writing and evaluating personal essays. Lectures from published authors provide advice on style and content. Students gain exposure to writing skills, self-reflection and self-awareness. Summary of Results: The GU Medical Humanities website has been evaluated by two focus groups of students. In addition, 186 students have evaluated exercises from one online units. Preliminary results suggest that students improve knowledge, attitudes, and skills from these curricula. The essay writing course was evaluated by 30 students in the last three years receiving scores of 4.0 and above (5 ¼ highest). Conclusion: There are numerous medical humanities programs across the United States, Canada and Europe. Some are required while others are elective. It is paramount to place the relationship between the doctor and the patient at the forefront. This is the cornerstone of our challenge to address the issues in heath care in the United States and globally. Contact: Pamela Saunders, [email protected]
332 EXPLORE September/October 2013, Vol. 9, No. 5
Rationale: We present and discuss the ESPRI2T approach as a learner centered model for integrative medical education, where patient-centeredness and anthroposophic medicine are integrated into the full six years of the regular medical curriculum at the medical school of Witten/Herdecke University in Germany. The ESPRI2T approach has been developed in close contact and together with interested students.: The new modules can be partly used to satisfy the regular curriculum. Objectives: The developed ESPRI2T approach integrates different learner centered methods: Explorative learning, Supported participation, Patient-centered learning, Reflective practice, Integrative learning, Integrative approach and Teamcentered learning. Both parts, the modules used for the regular curriculum as well as the optional ones showed good participation rates, 55% of all medical students participated at least occasionally (8–30 hours of participation per year). Contact: Christian Scheffer, [email protected]
A Systematic Approach to Gathering Integrative Medicine Educational Outcome Measures Delia Chiaramonte,1 and Anastasia Rowland-Seymour2 1 University of Maryland Center for Integrative Medicine, Baltimore, Maryland, United States 2 Johns Hopkins University, Baltimore, Maryland, United States
Background: The Education Working Group (EWG) of the Consortium of Academic Health Centers For Integrative Medicine (CAHCIM) provides support to Consortium members involved in education of healthcare students. Locating outcome measures and validation studies can be a time consuming and challenging facet of education research. Summary of Work: Members of the Education Working Group collaborated to systematically gather integrative medicine educational outcome measures and provide them to Consortium members. Summaries of each outcome measure, validation papers and information about clinically meaningful differences were included in the database. Summary of Results: Categories with relevance to educational projects were chosen. The Promis (R) system was used as the basis for selecting categories and other relevant unrepresented categories were added, such as
Abstracts
mindfulness, empathy and spirituality. Outcome measures were identified in each category via web searches, discussion with experts and reviews of published papers. Conclusion: Creating a database of educational outcome measures will assist researchers planning education-based
Abstracts
projects. The Education Working Group of the CAHCIM provides a venue for integrative medicine educators to support each other and exchange resources. Contact: Delia Chiaramonte, [email protected]
EXPLORE September/October 2013, Vol. 9, No. 5 333