TY - JOUR
T1 - Incorporating integrative healthcare into interprofessional education
T2 - What do primary care training programs need?
AU - Brooks, Audrey J.
AU - Koithan, Mary S.
AU - Lopez, Ana Marie
AU - Klatt, Maryanna
AU - Lee, Jeannie K.
AU - Goldblatt, Elizabeth
AU - Sandvold, Irene
AU - Lebensohn, Patricia
N1 - Funding Information:
The project described was supported by Grant Number UE1HP27710 from the Health Resources and Services Administration , an operating division of the U.S. Department of Health and Human Services. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the Health Resources and Services Administration or the U.S. Department of Health and Human Services.
Funding Information:
The project described was supported by Grant Number UE1HP27710 from the Health Resources and Services Administration, an operating division of the U.S. Department of Health and Human Services. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the Health Resources and Services Administration or the U.S. Department of Health and Human Services.
Publisher Copyright:
© 2018 Elsevier Inc.
PY - 2019/3
Y1 - 2019/3
N2 - The National Center for Integrative Primary Healthcare was established to support the incorporation of competency- and evidence-based Integrative Health (IH) curricula into educational programs in a movement toward interprofessional IH patient care. IH is healing-oriented medicine that takes account of the whole person, including all aspects of lifestyle, emphasizes the therapeutic relationship between practitioner and patient, is informed by evidence, and makes use of all appropriate therapies, conventional and complementary. A primary goal of the Center was to design an IH online course appropriate for interprofessional education. A study assessing the potential of and need for incorporating IH into interprofesional education was conducted. A survey was sent to educational programs to identify core IH competencies, curriculum priorities, and implementation barriers. Respondents (N = 422) were from complementary and integrative health (40%), primary care medical residencies (27%), nursing (9%), and pharmacy (9%). Patient-centered care and working interprofessionally were highest rated competencies. Highest rated content included nutrition/diet, patient-provider communication, behavior change, patient-centered care, physical activity and lifestyle counseling. Most (90%) felt it was important to offer IH content during their professional training. Time constraints, budget, and faculty expertise were the top barriers. The results demonstrated substantial interest and need for an interprofessional IH course. Common content areas and core IH competencies were identified.
AB - The National Center for Integrative Primary Healthcare was established to support the incorporation of competency- and evidence-based Integrative Health (IH) curricula into educational programs in a movement toward interprofessional IH patient care. IH is healing-oriented medicine that takes account of the whole person, including all aspects of lifestyle, emphasizes the therapeutic relationship between practitioner and patient, is informed by evidence, and makes use of all appropriate therapies, conventional and complementary. A primary goal of the Center was to design an IH online course appropriate for interprofessional education. A study assessing the potential of and need for incorporating IH into interprofesional education was conducted. A survey was sent to educational programs to identify core IH competencies, curriculum priorities, and implementation barriers. Respondents (N = 422) were from complementary and integrative health (40%), primary care medical residencies (27%), nursing (9%), and pharmacy (9%). Patient-centered care and working interprofessionally were highest rated competencies. Highest rated content included nutrition/diet, patient-provider communication, behavior change, patient-centered care, physical activity and lifestyle counseling. Most (90%) felt it was important to offer IH content during their professional training. Time constraints, budget, and faculty expertise were the top barriers. The results demonstrated substantial interest and need for an interprofessional IH course. Common content areas and core IH competencies were identified.
KW - Interprofessional continuing education
KW - Needs assessment
KW - Online professional education
KW - Team-based education
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U2 - 10.1016/j.xjep.2018.10.006
DO - 10.1016/j.xjep.2018.10.006
M3 - Article
AN - SCOPUS:85057153330
VL - 14
SP - 6
EP - 12
JO - Journal of Interprofessional Education and Practice
JF - Journal of Interprofessional Education and Practice
SN - 2405-4526
ER -