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National Center for Integrative Primary Healthcare: Designing an introductory interprofessional integrative health course for primary care educational training programs
Abstracts / European Journal of Integrative Medicine 7S (2015) 1–53
The Integrative Medicine in Residency Project: Feasibility and effectiveness of a multi-site web-based curriculum for primary care residencies Victoria Maizes ∗ , Audrey J. Brooks, Patricia Lebensohn University of Arizona Center for Integrative Medicine, PO Box 245153, Tucson, AZ, United States E-mail address: [email protected] (V. Maizes). Introduction: Integrative Medicine is an important topic currently being incorporated into residency education. Online curricular interventions address the challenges of time, cost, and curriculum consistency. This study determined the feasibility and effectiveness of a longitudinal, multi-site online curriculum, Integrative Medicine (IMR), for family medicine residencies. Methods: Residents (N = 186) from eight programs undertook the 170-h online IMR curriculum and were compared to a control group from 4 similar residency programs (N = 53). Baseline demographics and medical knowledge (MK) scores were comparable between groups. Course completion, MK scores, and course evaluations were assessed. An exit survey rating curriculum experience, faculty/program support, and relevance to career was administered. Items were rated on a 5-point scale. A site survey assessed the extent to which IM was integrated into residency culture and clinic. Results: 76.9% met IMR completion requirements. The IMR group improved on MK scores at graduation, the control group did not (79.2% vs. 53.2%; p < 0.001). Most IMR participants (79–92%) chose the top 2 rating categories for each course evaluation item. Ability to access the curriculum for 1 year (Mean = 4.4) and intention to utilize IM approaches in practice (Mean = 4.2) were the highest ranked exit survey items. Higher numbers of additional on-site activities supporting IM and requiring IMR completion (p < 0.001) were associated with IMR completion. Conclusions: The IMR curriculum was demonstrated to be feasible and effective and its positive evaluations indicate that a multi-site, online curricular intervention is a potentially viable approach for other primary care residencies to offer new curriculum with limited on-site faculty expertise. http://dx.doi.org/10.1016/j.eujim.2015.09.040
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National Center for Integrative Primary Healthcare: Designing an introductory interprofessional integrative health course for primary care educational training programs Victoria Maizes ∗ , Audrey J. Brooks, Patricia Lebensohn University of Arizona Center for Integrative Medicine, PO Box 245153, Tucson, AZ, United States E-mail address: [email protected] (V. Maizes). Introduction: The University of Arizona Center for Integrative Medicine was funded to establish the National Center for Integrative Primary Healthcare (NCIPH). NCIPH supports the incorporation of competency- and evidence-based Integrative Healthcare (IH) curricula into educational programs. One goal is designing a 45-h IH online course for the entire interprofessional spectrum of primary care trainees. Methods: Curriculum development included developing Integrative Primary Healthcare meta-competencies and a needs assessment survey. Experts representing primary care residency programs, nursing, public health, pharmacy, behavioral health, and complementary and integrative health professions developed meta-competencies. Educational programs completed a survey assessing interest, curriculum priorities and barriers. Results: Ten meta-competencies were identified: patientcentered care, integrative health history, collaborative treatment planning, utilizing evidence-based integrative treatments, knowledge of integrative and conventional professions, facilitating behavior change, working interprofessionally, self-care, incorporating integrative healthcare across settings, and ethical standards. Respondents (N = 420) from complementary and integrative health (40%), primary care residencies (26%), nursing (9%), pharmacy (9%), and other professions completed the survey. 90% felt it was important to offer IH content. 57% offered IH content, but only 21% felt it was sufficient. Time constraints, budget, and faculty expertise were the top barriers. Highest rated content included nutrition/diet, patient–provider communication, behavior change, patient-centered care, physical activity and lifestyle counseling. All IH competencies were rated important. 44% wished to pilot the course. Conclusions: The project’s ultimate goal is incorporating an emphasis on integrative interprofessional patient care within primary care education. Survey results demonstrated substantial interest and need. The meta-competencies and needs assessment provided the course foundation. http://dx.doi.org/10.1016/j.eujim.2015.09.041
The Integrative Medicine in Residency Project: Feasibility and effectiveness of a multi-site web-based curriculum for primary care residencies Victoria Maizes ∗ , Audrey J. Brooks, Patricia Lebensohn University of Arizona Center for Integrative Medicine, PO Box 245153, Tucson, AZ, United States E-mail address: [email protected] (V. Maizes). Introduction: Integrative Medicine is an important topic currently being incorporated into residency education. Online curricular interventions address the challenges of time, cost, and curriculum consistency. This study determined the feasibility and effectiveness of a longitudinal, multi-site online curriculum, Integrative Medicine (IMR), for family medicine residencies. Methods: Residents (N = 186) from eight programs undertook the 170-h online IMR curriculum and were compared to a control group from 4 similar residency programs (N = 53). Baseline demographics and medical knowledge (MK) scores were comparable between groups. Course completion, MK scores, and course evaluations were assessed. An exit survey rating curriculum experience, faculty/program support, and relevance to career was administered. Items were rated on a 5-point scale. A site survey assessed the extent to which IM was integrated into residency culture and clinic. Results: 76.9% met IMR completion requirements. The IMR group improved on MK scores at graduation, the control group did not (79.2% vs. 53.2%; p < 0.001). Most IMR participants (79–92%) chose the top 2 rating categories for each course evaluation item. Ability to access the curriculum for 1 year (Mean = 4.4) and intention to utilize IM approaches in practice (Mean = 4.2) were the highest ranked exit survey items. Higher numbers of additional on-site activities supporting IM and requiring IMR completion (p < 0.001) were associated with IMR completion. Conclusions: The IMR curriculum was demonstrated to be feasible and effective and its positive evaluations indicate that a multi-site, online curricular intervention is a potentially viable approach for other primary care residencies to offer new curriculum with limited on-site faculty expertise. http://dx.doi.org/10.1016/j.eujim.2015.09.040
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National Center for Integrative Primary Healthcare: Designing an introductory interprofessional integrative health course for primary care educational training programs Victoria Maizes ∗ , Audrey J. Brooks, Patricia Lebensohn University of Arizona Center for Integrative Medicine, PO Box 245153, Tucson, AZ, United States E-mail address: [email protected] (V. Maizes). Introduction: The University of Arizona Center for Integrative Medicine was funded to establish the National Center for Integrative Primary Healthcare (NCIPH). NCIPH supports the incorporation of competency- and evidence-based Integrative Healthcare (IH) curricula into educational programs. One goal is designing a 45-h IH online course for the entire interprofessional spectrum of primary care trainees. Methods: Curriculum development included developing Integrative Primary Healthcare meta-competencies and a needs assessment survey. Experts representing primary care residency programs, nursing, public health, pharmacy, behavioral health, and complementary and integrative health professions developed meta-competencies. Educational programs completed a survey assessing interest, curriculum priorities and barriers. Results: Ten meta-competencies were identified: patientcentered care, integrative health history, collaborative treatment planning, utilizing evidence-based integrative treatments, knowledge of integrative and conventional professions, facilitating behavior change, working interprofessionally, self-care, incorporating integrative healthcare across settings, and ethical standards. Respondents (N = 420) from complementary and integrative health (40%), primary care residencies (26%), nursing (9%), pharmacy (9%), and other professions completed the survey. 90% felt it was important to offer IH content. 57% offered IH content, but only 21% felt it was sufficient. Time constraints, budget, and faculty expertise were the top barriers. Highest rated content included nutrition/diet, patient–provider communication, behavior change, patient-centered care, physical activity and lifestyle counseling. All IH competencies were rated important. 44% wished to pilot the course. Conclusions: The project’s ultimate goal is incorporating an emphasis on integrative interprofessional patient care within primary care education. Survey results demonstrated substantial interest and need. The meta-competencies and needs assessment provided the course foundation. http://dx.doi.org/10.1016/j.eujim.2015.09.041