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The Vanguard Faculty program: research training for complementary and alternative medicine faculty.

Erin N Connelly¹, Patricia J Elmer, Cynthia D Morris

¹Helfgott Research Institute, National College of Natural Medicine, Portland, OR 97201, USA.

Journal of Alternative and Complementary Medicine (New York, N.Y.)

|September 30, 2010

Summary

A faculty development program successfully increased evidence-based medicine (EBM) content in complementary and alternative medicine (CAM) curricula. This initiative at the National College of Natural Medicine (NCNM) highlights effective strategies for integrating EBM into CAM education.

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Area of Science:

Integrative Medicine
Medical Education
Complementary and Alternative Medicine (CAM)

Background:

Growing demand for evidence-based practice in CAM.
Need to enhance quality and quantity of evidence-based medicine (EBM) content in CAM curricula.
Initiative funded by the National Institutes of Health (NIH) at NCNM in partnership with OHSU.

Purpose of the Study:

Describe the Vanguard Faculty program, a faculty development initiative.
Share successes and challenges in implementing EBM integration at a CAM institution.
Provide a model for other CAM institutions seeking to incorporate EBM.

Main Methods:

Establishment of a faculty development program with four key components: EBM training, professional skills enhancement, peer support, and curricular integration.
Intensive training for a core group of faculty (Vanguard Faculty) in EBM.
Ongoing support through monthly meetings, individualized mentorship, and access to resources.

Main Results:

Early evaluations indicate success in increasing EBM content within NCNM curricula.
The Vanguard Faculty program effectively facilitated the incorporation of EBM into teaching.
Demonstrated feasibility of a comprehensive faculty development and curricular initiative in CAM.

Conclusions:

The Vanguard Faculty program has been successful in enhancing EBM content in CAM education.
The program offers valuable insights into the implementation of faculty development for EBM integration.
Sharing this experience can guide future efforts in evidence-based CAM practice and education.