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Pediatric faculty development in integrative medicine
Kathi J Kemper1, Ellen Silver Highfield, Mary McLellan
1Wake Forest University School of Medicine, Winston-Salem, NC, USA.
Alternative Therapies in Health and Medicine
|November 21, 2002
Summary
Faculty development in integrative medicine significantly improved healthcare providers' knowledge and confidence in discussing complementary and alternative medical (CAM) therapies with patients and trainees.
Area of Science:
- Integrative Medicine
- Medical Education
- Complementary and Alternative Medicine (CAM)
Background:
- Increasing patient use of CAM therapies necessitates faculty training for educators.
- Existing faculty may lack sufficient knowledge and confidence in CAM topics.
- A structured faculty development program is needed to address this educational gap.
Purpose of the Study:
- To evaluate a new faculty development program focused on CAM.
- To assess improvements in faculty knowledge, confidence, and clinical/teaching behaviors.
- To determine the feasibility of faculty development in integrative medicine.
Main Methods:
- A 6-session, case-based, experiential seminar program was developed.
- Six faculty members participated, completing at least 3 sessions.
- Pre- and post-session assessments measured knowledge, confidence, and communication practices.
Main Results:
- All participants reported significant knowledge gains in CAM topics like herbs and acupuncture.
- Confidence in discussing CAM with patients, colleagues, and trainees increased notably.
- Asking patients about herb use rose from 50% to 75%; CAM discussions in training increased from 10% to 25%.
Conclusions:
- Faculty development in integrative medicine is feasible and effective.
- The program led to measurable improvements in knowledge, confidence, and clinical/teaching behaviors.
- This approach enhances educators' ability to address CAM in patient care and medical training.