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Integration of complementary and alternative medicine in a major pediatric teaching hospital: an initial overview

Ellen Silver Highfield1, Mary C McLellan, Kathi J Kemper

  • 1Center for Holistic Pediatric Education and Research, Division of General Pediatrics, Children's Hospital, Boston, MA 02115, USA. eshighfield@comcast.net

Journal of Alternative and Complementary Medicine (New York, N.Y.)
|May 4, 2005
PubMed

Insights

A multidisciplinary team offering complementary and alternative medicine (CAM) services and education was established in a pediatric hospital. This initiative successfully integrated CAM into clinical practice and medical training.

Area of Science:

  • Pediatric integrative medicine
  • Complementary and Alternative Medicine (CAM) education
  • Healthcare systems integration

Background:

  • Increasing use of pediatric complementary and alternative medicine (CAM).
  • Limited development of CAM education programs for pediatric healthcare professionals.
  • Need for structured CAM services within pediatric settings.

Purpose of the Study:

  • To detail the establishment of a multidisciplinary CAM team at an urban pediatric hospital and medical school.
  • To describe the integration of CAM clinical services and educational initiatives.
  • To evaluate the impact of a dedicated CAM center in a pediatric academic environment.

Main Methods:

  • Retrospective review of clinical consultation data.
  • Analysis of educational program materials and delivery methods.
  • Examination of team meeting minutes and scholarly publications.

Main Results:

  • Over 5.5 years, more than 2100 consultations were provided across various CAM modalities (e.g., acupuncture, massage, biofeedback).
  • Acupuncture and massage therapies were integrated into a Clinical Practice Guideline.
  • Formal CAM education was delivered through diverse methods, including didactic sessions and clinical practice.
  • CHPER faculty produced significant scholarly output, including 1 book and 64 articles.

Conclusions:

  • An interdisciplinary team of CAM clinicians and educators can be successfully integrated into pediatric teaching hospitals.
  • This integration facilitates the provision of CAM medical education and clinical services.
  • The model demonstrates the feasibility of establishing comprehensive CAM programs within academic pediatric centers.
Abstract

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