The Canadian CAM in UME Project: Past & Future Rebecca Brundin-Mather, MASc and Marja Verhoef, PhD University of Calgary, Alberta Between 2002 and 2007, a Canadian team of medical school educators and students explored the role of complementary medicine in undergraduate medical education (UME) programs. Using literature reviews, surveys, interviews, and workshops, we produced a comprehensive collection of resources to assist educators to develop or refine CAM- oriented curriculum for UME courses. This means: • Using language that captures CAM principles (e.g., healing, whole-person care, humanism, etc.) and resonates positively with medical educators in its connection to conventional medicine. • Conducting a Delphi process with conventional and complementary medicine educators to establish opinions about the term CAM. • Documenting existing teaching resources on topics that could align with CAM. • Using current high level priority setting reports in medical education to leverage CAM integration. For example, • The Association for Faculties of Medicine in Canada education initiatives. • The College of Family Physicians of Canada’s report “Rethinking Undergraduate Medical Education ” • The Canadian Medical Association’s policy on Medical Professionalism • Strengthening local networks and faculty interest and expertise. • Working directly with course chairs of schools that have interest and commitment to identify areas for CAM integration (e.g., communication, physician wellness). • Exploring the prospect of an inter-institutional, inter-professional network of faculty and students. • Expanding into post-graduate medical education and focusing on specialties where patient CAM use should be raised (e.g., family medicine). www.caminume.ca An evaluation in 2008 established the project’s (1) importance in facilitating the development of CAM- related content in Canadian UME programs, and (2) legitimacy as a source of relevant information and as a network of credible and interested educators. All resources are posted on the project’s website (www.caminume.ca) and include: • Peer-reviewed summaries on CAM-related topics (CAMpods) • Teaching/learning materials (e.g., slides, cases) submitted by educators (TLRs) • A set of CAM-related competencies •A guide to meet common challenges related to implementing and sustaining CAM content in UME The incorporation of new cross-cutting themes (e.g., humanism) to broaden medical students learning experiences opens the door to balanced and quality teaching of relevant CAM content. Progress is slow and requires a collaborative and flexible framework to change how Canada educates their future physicians and the care they provide. Although all 17 medical schools in Canada acknowledge the need to teach students about CAM, they widely differ in how they have been able to address this need. Many challenges, both external and internal to medical schools, complicate establishing appropriate teaching content. If we teach about CAM, we are endorsing it. All CAM is non evidence based. Misper ceptions Limited consensus on CAM definitions and terminology Meditati on Massag e Naturopath y Ayurved a Yoga COQ10 Vitami ns Acupunctu re St. Johns Wort Music therapy Pray er Homeopath y What is CAM? Recognize that: 1.There is no single approach to curriculum integration. 2.Content must be relevant to local circumstances. The Past… The Future… Examples of TLRs www.caminume. ca Visit us at: The CAM in UME project is funded by:

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The Canadian CAM in UME Project: Past & Future Rebecca Brundin-Mather, MASc and Marja Verhoef , PhD University of Calgary, Alberta. The Past… . The Future… . - PowerPoint PPT Presentation

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Page 1: The Canadian CAM in UME Project: Past & Future

The Canadian CAM in UME Project: Past & FutureRebecca Brundin-Mather, MASc and Marja Verhoef, PhDUniversity of Calgary, Alberta

Between 2002 and 2007, a Canadian team of medical school educators and students explored the role of complementary medicine in undergraduate medical education (UME) programs. Using literature reviews, surveys, interviews, and workshops, we produced a comprehensive collection of resources to assist educators to develop or refine CAM-oriented curriculum for UME courses.

This means:• Using language that captures CAM principles (e.g., healing, whole-person care,

humanism, etc.) and resonates positively with medical educators in its connection to conventional medicine.

• Conducting a Delphi process with conventional and complementary medicine educators to establish opinions about the term CAM.

• Documenting existing teaching resources on topics that could align with CAM.

• Using current high level priority setting reports in medical education to leverage CAM integration. For example,

• The Association for Faculties of Medicine in Canada education initiatives.• The College of Family Physicians of Canada’s report “Rethinking

Undergraduate Medical Education”• The Canadian Medical Association’s policy on Medical Professionalism

• Strengthening local networks and faculty interest and expertise.• Working directly with course chairs of schools that have interest and

commitment to identify areas for CAM integration (e.g., communication, physician wellness).

• Exploring the prospect of an inter-institutional, inter-professional network of faculty and students.

• Expanding into post-graduate medical education and focusing on specialties where patient CAM use should be raised (e.g., family medicine).

www.caminume.ca

An evaluation in 2008 established the project’s (1) importance in facilitating the development of CAM-related content in Canadian UME programs, and (2) legitimacy as a source of relevant information and as a network of credible and interested educators.

All resources are posted on the project’s website (www.caminume.ca) and include: • Peer-reviewed summaries on CAM-related topics (CAMpods)• Teaching/learning materials (e.g., slides, cases) submitted by educators (TLRs)• A set of CAM-related competencies• A guide to meet common challenges related to implementing and sustaining

CAM content in UME

The incorporation of new cross-cutting themes (e.g., humanism) to broaden medical students learning experiences opens the door to balanced and quality teaching of relevant CAM content. Progress is slow and requires a collaborative and flexible framework to change how Canada educates their future physicians and the care they provide.

Although all 17 medical schools in Canada acknowledge the need to teach students about CAM, they widely differ in how they have been able to address this need. Many challenges, both external and internal to medical schools, complicate establishing appropriate teaching content.

If we teach about CAM, we are endorsing it.All CAM is non evidence based.

Misperceptions

Limited consensus on CAM definitions and terminology

Meditation

Massage

Naturopathy

AyurvedaYoga

COQ10Vitamins

Acupuncture

St. Johns Wort

Music therapyPrayer

Homeopathy