NCCAM funded a total of 15 grants in response to a program announcement for the "Complementary and Alternative Medicine (CAM) Education Project Grant." 1 The immediate goal of the program announcement was to encourage and support the incorporation of CAM information into medical, dental, nursing, and allied health professional school curricula, into residency training programs, and into continuing education courses. An important longer-term goal was to accelerate the integration of CAM and conventional medicine.
Following are descriptions of the 15 programs (12 medical schools, 2 nursing schools, and the American Medical Student Association).
1 This funding opportunity ended in 2002.
On this page:
Medical Schools
- Children's Hospital (Boston)
- Georgetown University
- Maine Medical Center
- Oregon Health & Sciences University
- Tufts University Boston
- University of California, San Francisco
- University of Kentucky
- University of Michigan at Ann Arbor
- University of North Carolina Chapel Hill
- University of Texas Medical Branch at Galveston
- University of Washington
Nursing Schools
Foundations
Children's Hospital (Boston)
Title: Center for Pediatric Integrative Medical Education
Principal Investigator: Alan D. Woolf, M.D., M.P.H.
Applicant Organization: Children's Hospital
Location:
Children's Hospital
300 Longwood Avenue
Boston, MA 02115
URL: holistickids.org
Contact:
Yourlanda Johnson
Phone: 617-355-6000
E-mail: yourlanda.johnson@childrens.harvard.edu
Description:
The Boston Children's Hospital Center for Pediatric Integrative Medical Education focuses on the incorporating CAM education into the training of medical students and pediatric residents, fellows, and faculty. The Center expands evidence-based knowledge of the risks and benefits of CAM in childhood diseases, such as otitis media and asthma. Through didactic lectures and experiential observation and perception, participants gain expert training in such CAM modalities as herbs and dietary supplements, mind-body interactions, massage, and acupuncture. The Center also provides resources for research and education on CAM, and seeks to improve attitudes towards CAM by families, colleagues, students, and CAM therapists and providers. It also fosters communication between families, medical professionals, and CAM providers. Research results regarding Center-sponsored studies in the following areas: educational outcomes, clinical applications, safety of selected dietary supplements, and health care provider knowledge and attitudes towards CAM are available from the Center.
Georgetown University
Title: Educational Initiative in CAM
Principal Investigator: Aviad Haramati, Ph.D.
Applicant Organization: Georgetown University
Location:
Georgetown University
37 and O Streets NW
Washington, DC 20057
Contact:
Aviad Haramati, Ph.D.
Phone: 202-687-1021
E-mail: haramati@georgetown.edu
Description:
The Educational Initiative in CAM at Georgetown University School of Medicine is designed to increase exposure to and experience in CAM practices by medical students across the four year curriculum. Relevant CAM topics are being integrated into the required basic science and other courses in the first two years. This will address important knowledge goals about CAM. At the same time, an experiential and didactic Mind-Body Medicine course has been developed for first-year students, in which several mind-body techniques are used in an effort to foster student self-awareness and self-care and other skills. In the clinical years, various CAM topics are being included in several rotations. Finally, Georgetown has launched a new graduate program (M.S. and Ph.D. degrees) in Physiology with a specific focus on CAM. This together with summer research opportunities have led to an expansion of CAM research at the institution.
Maine Medical Center
Title: Integrating CAM into a Family Medicine Residency Program
Principal Investigator: Ann K. Skelton, M.D.
Applicant Organization: Maine Medical Center
Location:
Maine Medical Center
Department of Family Practice
22 Bramhall Street
Portland, ME 04102
Contact:
Criag Schneider, M.D.
Phone: 207-781-1500
E-mail: schnec@mmc.org
Description:
The Maine Medical Center sees the family care physician as a key gatekeeper to CAM treatment for many. Consequently, its R25 program seeks to improve the training and experience of its family practice residents. The 30-month program will design and implement a curriculum that emphasizes the principles, safe use, appropriate referral procedures for selected CAM therapies, and effective communication with patients and local CAM providers regarding CAM choices. The Maine Medical Center is developing the skills and knowledge of four physician residency faculty in acupuncture, manipulative therapies, herbal remedies/homeopathy, and mind-body interventions, collaborates with local CAM providers for teaching and practice purposes.
Oregon Health & Sciences University
Title: Oregon CAM Course
Principal Investigator: Edward J. Keenan, Ph.D.
Applicant Organization: Oregon Health Sciences University
Location:
Oregon Health Sciences University
3181 SW Sam Jackson Park Road
Portland, OR 97201-3098
Contact:
Anne Nedrow, M.D.
Phone: 503-494-5231
E-mail: nedrowa@ohsu.edu
Description:
The American Medical Student Association (AMSA) Foundation's Educational Development for Complementary and Alternative Medicine (EDCAM) project focuses on the development, promotion, and dissemination of CAM education curricula and programs at allopathic and The Oregon CAM course is a collaboration between key faculty from Oregon allopathic, chiropractic, and naturopathic institutions. The project seeks to develop a 4-year longitudinal CAM curriculum for OHSU medical students. Initially, an educational monthly case conference that emphasizes evidence-based CAM knowledge and skills will be required for first and second year medical students. Advanced students may elect to follow patients through history, physical exam, clinical investigation, and integrative case conference to chosen treatment. This case conference will also provide Continuing Medical Education for OHSU faculty, community clinicians, and residents.
This program will be expanded to include integrative clinical experiences in a chiropractic clinic with a high ratio of underserved patients, a CAM lecture series, a course for third year medical students, and broader CAM electives and experiences for fourth year students and the family medicine residency program.
Tufts University Boston
Title: The Tufts Program in Evidence-Based Complementary and Alternative Medicine
Principal Investigator: Mary Y. Lee, M.D.
Applicant Organization: Tufts University School of Medicine
Location:
Tufts University School of Medicine
136 Harrison Avenue
Boston, MA 02111
URL: tufts.edu/tufts-test/med/ebcam/
Contact:
Sharon Freeman, Program Manager
Phone: 617-636-0891
E-mail: sharon.freeman@tufts.edu
Description:
TThe Tufts Program in Evidence-Based Complementary Alternative Medicine (EBCAM) is a collaborative project between Tufts University School of Medicine (Boston, MA) and the New England School of Acupuncture (Watertown, MA). The goal of this project is to develop an evidence-based medicine (EBM) curriculum, integrated across the four-year continuum, to teach Tufts medical students the process of EBM, and how to use the EBM framework to critically evaluate complementary and alternative medicine (and allopathic) therapies and selectively integrate them into their future practices of allopathic medicine. A key feature of the project is the creation of an EBCAM website, which focuses on the content areas of East Asian Medicine; Nutrition; and Pain, Palliative and Supportive Care to support the teaching of CAM using the EBM model. This project also provides faculty development in EBM for allopathic faculty and CAM practitioners.
University of California, San Francisco
Title: Integrative Medicine Curriculum for Health Professionals
Principal Investigator: Ellen F. Hughes, M.D., Ph.D.
Applicant Organization: University of California San Francisco
Location:
Osher Center for Integrative Medicine
University of California, San Francisco
1701 Divisadero Street, Suite 150
San Francisco, CA 94115
URL: osher.ucsf.edu
Contact:
Rick Scott
Phone: 415-353-7785
E-mail: scottr@ocim.ucsf.edu
Description:
UCSF's integrative medicine curriculum takes advantage of the diverse CAM resources in the Bay Area to develop, implement, evaluate and disseminate curricula for allopathic and CAM medical students and health professionals. The program spans each of the four years of medical school and incorporates a pilot clerkship for residents. Special emphasis is placed on self-directed, evidence-based learning, case-based instruction, and collaborative programs with community CAM institutions.
Students have opportunities to examine the cultural diversity of healing approaches, explore the context of the healing encounter, and cultivate attitudes and values necessary for competent and compassionate physicianship. Specific programs have been designed to promote self-reflection and to encourage students to maintain their own health and well-being as a model for their patients.
University of Kentucky
Title: Interdisciplinary CAM Curriculum Model
Principal Investigator: William G. Elder, Ph.D.
Applicant Organization: University of Kentucky Research Foundation
Location:
University of Kentucky
K309 Kentucky Clinic
Lexington, KY 40536
Charlottesville, VA 22903
URL: uky.edu
Contact:
Dallieta Gullette
Phone: 859-257-4860
E-mail: dgull0@email.uky.edu
Description:
The University of Kentucky's Interdisciplinary CAM Curriculum Model project seeks to integrate CAM knowledge and interdisciplinary care skills into existing curricula of the Colleges of Medicine and Health Sciences; enhance the development of critical thinking skills for learners; and develop CAM practitioners to teach and precept.
Specific Aims:
A.
For Trainees - Improve the knowledge, skills and attitudes of medical, resident, continuing education and health professions trainees for competent incorporation of CAM information into patient care, including multidisciplinary care with CAM practitioners.
Outcomes include: Discuss CAM applications for disease and health; recognize the impact of their own health beliefs and practices on care and treatment recommendations made to patients; and communicate with patients appropriately regarding CAM.
B.
For Curriculum Implementation - Incorporate CAM information into the curriculum, including identifying opportunities for CAM integration and using EBM principles to select and deliver course content.
Outcomes include: Integrate CAM knowledge and skills across the curriculum; and deliver CAM content in an evidence-based fashion.
C.
For CAM Practitioners - Identify and train CAM practitioners to lecture, give labs, precept and provide multidisciplinary care.
Outcomes include: Apply EBM principles to CAM modality; learn common precepting skills; and teach CAM content in an evidence-based fashion.
University of Michigan at Ann Arbor
Title: Integrative Curriculum for Medicine and Allied Health
Principal Investigator: Sara L. Warber, M.D.
Applicant Organization: University of Michigan
Location:
University of Michigan at Ann Arbor
3003 S State St. Room 1044
Ann Arbor, MI 48109-1274
URL: med.umich.edu/umim
Contact:
Sara L. Warber, M.D.
Co-Director, University of Michigan Integrative Medicine
715 E. Huron, Ste 1E
Ann Arbor, MI 48104
Phone: 734-998-7715
E-mail: swarber@umich.edu
Description:
The University of Michigan first integrated complementary and alternative medicine (CAM) into its clinical training with the NIH NCCAM-funded CAM Research Center for Cardiovascular Diseases. The Integrative Curriculum for Medicine and Allied Health seeks to build upon strong collaborative relationships both within and between UM health professions schools to comprehensively integrate CAM education into allied health and undergraduate and graduate medical education throughout UM. A Multidisciplinary Advisory Committee directs the development of modular learning components. These modules, which include didactic lectures and experiential opportunities, are easily adopted by and reconfigured for individual learning environments. Additionally, UM has developed a highly successful interdisciplinary Integrative Faculty Scholars Program. An Interdisciplinary Graduate Program in Holistic Health and Healing is in the planning stages. These activities create a comprehensive model curriculum for Integrative Medicine education at multiple levels.
University of North Carolina Chapel Hill
Title: Integrating CAM into Health-Professions Education
Principal Investigator: Susan A. Gaylord, Ph.D.
Applicant Organization: University of North Carolina Chapel Hill
Location:
Program on Integrative Medicine
Department of Physical Medicine and Rehabilitation
School of Medicine
1148 Main Hospital, CB # 7200
University of North Carolina
Chapel Hill, NC 27599
URL: pim.med.unc.edu
Contact:
Susan Gaylord/Rebecca Coble
Phone: 919-966-8586
E-mail: gaylords@med.unc.edu; rcoble@med.unc.edu
Description:
The UNC Chapel Hill project, Integrating CAM into Health-Professions Education in NC, is designed to accelerate the integration of CAM information into the curricula of the University of North Carolina's health professions schools, medical residency programs, and continuing education programs. Educational materials will be developed and integrated into the curricula for a range of health professionals. The project also reaches out to CAM practitioners with activities to enhance their instructional skills, and to community health professionals with programs that introduce them to CAM. Finally, all of these activities are documented and their success described in terms of increasing knowledge and understanding of CAM by health professionals.
University of Texas Medical Branch at Galveston
Title: Evidence-Based Curriculum in Alternative Therapies
Principal Investigator: Victor S. Sierpina, M.D.
Applicant Organization: University of Texas Medical Branch at Galveston
Location:
University of Texas Medical Branch at Galveston
Department of Family Medicine
301 University Boulevard
Galveston, TX 77555-1123
URL: cam.utmb.edu
Contact:
Diedra J.A. Walters
Phone: 409-747-9344
E-mail: dwalters@utmb.edu
Description:
The University of Texas Medical Branch at Galveston's Evidence-Based Curriculum in Alternative Therapies builds upon the University's ethnic diversity to teach its medical and health profession students evidence-based CAM therapies and the communication skills necessary to discuss them to a wide audience. Initially focusing on first and second year medical students, CAM therapies are integrated into an existing problem-based Practice of Medicine course. Faculty CAM skills and awareness will also be boosted through continuing education courses and other faculty development activities. The curriculum also includes third and fourth year medical students in clerkships, electives, and selectives. In addition we teach other health profession students in allied health, nursing, and multiple specialty residencies. Extensive resources are posted to our website to document curricular offerings and to provide useful, evidence-based, reliable databases to respond to patient questions about CAM therapies.
University of Washington
Title: CAM Curriculum at the University of Washington
Principal Investigator: Ronald Schneeweiss, MBChB
Applicant Organization: University of Washington
Location:
Department of Family Medicine, Box 356390
University of Washington
Seattle WA 98195
URL: uwcam.org
Contact:
Ronald Schneeweiss, MBChB
Phone: 206-543-9425
E-mail: sron@u.washington.edu
Description:
The University of Washington CAM Curriculum seeks to broaden our students' knowledge of CAM therapies and their ability to effectively communicate with patients about CAM practices. In addition to developing a required curriculum for medical students that incorporates evidence-based CAM modalities and new CAM electives, the University of Washington is creating opportunities for our students to interact with CAM students and practitioners. Medical students will learn from our CAM colleagues different approaches to doctor-patient communication. The Curriculum's interdisciplinary approach emphasizes collegial relationship and learning between conventional and complementary faculty and students. A CAM preceptorship, brown bag lunch meetings -- "the CAM Café" and an active student interest group have been supported through the grant. Special emphasis has been placed on self-care for medical and nursing students with a Mind-Body Skills Training elective. Faculty development through half-day seminars, informational written communications and the initiation of a Faculty Scholars Program in Integrative Medicine are also part of the UW CAM grant activities.
University of Washington
Title: Integrating CAM: Nursing Emphasis
Principal Investigator: Margaret M. Heitkemper, Ph.D., R.N., FAAN
Applicant Organization: University of Washington
Location:
University of Washington
School of Nursing
1959 N.E. Pacific Street
Seattle, WA 98195
URL: son.washington.edu/cam/
Contact:
Kendra Hayward
Phone: 206-616-5146
E-mail: khayward@u.washington.edu
Description:
The University of Washington School of Nursing is partnering with Bastyr University to integrate information about CAM values, practices, and beliefs into the training of nurses at the undergraduate and graduate levels. Both didactic and clinical course curricula, including those for nurse practitioner and midwife training, are being modified to incorporate CAM content. Masters and doctoral research methods classes now include CAM exemplars. The project places emphasis on development of faculty understanding of CAM, and has sponsored a menu of educational opportunities including a CAM summer intensive course, periodic CAM seminars, and experiential learning opportunities. The University is also developing and implementing a program to evaluate the success of these initiatives in fostering CAM knowledge by faculty and students. In addition, community structures and community linkages are being established to ensure that educational products are culturally competent, broadly conceived, and theoretically sound. These structures include the Advisory Board, Cultural Experts Panel, External Consultants, and CAM Clinical Preceptors.
Rush University Medical Center
Title: CAM Education Program for Nursing
Principal Investigator: Janice M. Zeller, Ph.D., R.N., FAAN
Applicant Organization: Rush University Medical Center
Location:
Rush University Medical Center
College of Nursing
600 S. Paulina St., Suite 1081 AR
Chicago, IL 60612-3864
URL: rushu.rush.edu/nursing/CAM
Contact:
Angela M. Johnson, M.P.H.
Phone: 312-942-5643
Fax: 312-942-2549
E-mail: Angela_M_Johnson@rush.edu
Description:
Nurses serve as healthcare providers for diverse patient populations. Although they have traditionally approached patient care from a holistic perspective, their training has not addressed CAM practices. The Rush University Medical Center CAM Education Program for Nursing seeks to change this, incorporating CAM information into its educational and research endeavors. Rush faculty are integrating CAM content into both undergraduate and graduate nursing curricula, and are developing an online CAM continuing education program for faculty and practicing nurses, with potential for improving patient care across settings. A cadre of investigators is developing CAM research programs. Through the CAM Education Program for Nursing, Rush is at the forefront of a movement in nursing to incorporate CAM information into education, practice, and research.
University of Minnesota
Title: CAM Curriculum Project
Principal Investigator: Mary Jo Kreitzer, Ph.D. R.N. FAAN
Applicant Organization: University of Minnesota
Location:
University of Minnesota
420 Delaware St SE, MMC 505
Minneapolis, MN 55455
URL: csh.umn.edu
Contact:
Mary Jo Kreitzer Ph.D., R.N., FAAN
Phone: 612-625-3977
Fax: 612-626-5280
E-mail: kreit003@umn.edu
Description:
The CAM Curriculum Project was a multifaceted, faculty-driven approach to the integration of CAM throughout the curricula of the University of Minnesota's Medical School, School of Nursing, College of Pharmacy and other units within the Academic Health Center. The grant also supported an expansion of the graduate minor in complementary therapies and healing practices. In addition to focusing on didactic, clinical and experiential learning, the project also funded development of on-line CAM modules that are extensively accessed by faculty and students at the University and are used in various courses as required or supplemental information. Over the duration of this five year curriculum grant, the University of Minnesota created the capacity and competence to both sustain the curricular efforts that were funded under the grant and developed numerous educational resources that can be readily used by other institutions intending to integrate CAM into their curricula. The on-line resources are now available to other universities and the public and may be accessed on the Center's website.
American Medical Student Association Foundation
Title: AMSA CAM Education Initiative
Principal Investigator: Joan Hedgecock, M.S.P.H.
Applicant Organization: American Medical Student Association Foundation
Location:
American Medical Student Association Foundation
1902 Association Drive
Reston, VA 20191
URL: amsa.org/humed/CAM/
Contact:
Joan Hedgecock, M.S.P.H.
Phone: (703) 620-6600 x 208
E-mail: joan_h@www.amsa.org
Description:
The American Medical Student Association (AMSA) Foundation's Educational Development for Complementary and Alternative Medicine (EDCAM) project focuses on the development, promotion, and dissemination of CAM education curricula and programs at allopathic and osteopathic medical institutions. As a national organization of medical students, AMSA is uniquely positioned to increase medical students' awareness of and proficiency in CAM and preventive health. With its panel of experts and consultants, AMSA is implementing a pilot CAM curriculum adapted by six different medical schools over the five-year grant period. The curriculum is a compendium of needs, requests, and demands for education compiled from a dozen national initiatives for curriculum, as well as recommendations from evidence-based educators. One of the other major EDCAM projects includes organizing and convening an annual CAM Leadership Training Program for 20 medical students. The third part of the EDCAM initiative provides for the creation of a national resource center available to all medical students, educators and professionals to learn more about CAM. Active sharing of resources is conducted through AMSA's large network of communications: the organization's Website, www.amsa.org, The New Physician magazine, listserves, newsletters and international and regional conventions as well as through other health professions student organizations.
