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Developing and implementing core competencies for integrative medicine fellowships.

Melinda Ring1, Marc Brodsky, Tieraona Low Dog

  • 1Dr. Ring is assistant professor of clinical medicine, Department of Medicine, Northwestern University Feinberg School of Medicine, Chicago, Illinois. Dr. Brodsky is assistant clinical professor of medicine, Department of Medicine, Columbia University College of Physicians and Surgeons, New York, New York. Dr. Low Dog is clinical associate professor of medicine, Department of Medicine, University of Arizona Health Sciences Center, Tucson, Arizona. Dr. Sierpina is professor of family medicine, Department of Family Medicine, University of Texas Medical Branch, Galveston, Texas. Dr. Bailey is instructor, Department of Pediatrics, Duke University School of Medicine, Durham, North Carolina. Dr. Locke is assistant professor of family medicine, Department of Family Medicine, University of Michigan Medical School, Ann Arbor, Michigan. Dr. Kogan is assistant professor of medicine, Division of Geriatrics and Palliative Medicine, George Washington University School of Medicine and Health Sciences, Washington, DC. Dr. Rindfleisch is associate professor, Department of Family Medicine, University of Wisconsin School of Medicine and Public Health, Madison, Wisconsin. Dr. Saper is associate professor of family medicine, Department of Family Medicine, Boston University School of Medicine, Boston, Massachusetts.

Academic Medicine : Journal of the Association of American Medical Colleges
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Summary
This summary is machine-generated.

Integrative medicine training is expanding in the U.S. to educate health professionals on patient counseling for complementary therapies. Core competencies were developed to standardize fellowship education for optimal patient care.

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Area of Science:

  • Integrative Medicine
  • Medical Education
  • Health Professions Training

Background:

  • Public demand for integrative medicine has grown over 30 years.
  • Medical schools and residencies are developing integrative medicine curricula.
  • Integrative medicine clinical fellowships are emerging for postresidency physicians.

Purpose of the Study:

  • To outline core competencies for integrative medicine fellowships.
  • To guide curriculum development and ensure consistent training.
  • To establish a common knowledge base, skills, and attitudes for graduates.

Main Methods:

  • A two-year task force was convened by the Consortium of Academic Health Centers for Integrative Medicine.
  • The task force comprised representatives from 56 member academic health care institutions.
  • The process involved drafting and discussing core competencies.

Main Results:

  • The article discusses the developed core competencies for integrative medicine fellowships.
  • It details the task force's process in creating these competencies.
  • Associated teaching, assessment methods, faculty development, and barriers are also addressed.

Conclusions:

  • Standardized core competencies are essential for effective integrative medicine fellowship training.
  • These competencies will ensure graduates are well-equipped to guide patients on integrative approaches.
  • Further development and implementation are needed to advance the field.