Core competencies in integrative medicine for medical school curricula: A proposal
Core competencies in integrative medicine for medical school curricula: A proposal
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DOI：
10.1097/00001888-200406000-00006
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发表时间：
2004-06-01
影响因子：
7.4
通讯作者：
Remen, RN
中科院分区：
文献类型：
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作者：
Kligler, B;Maizes, V;Remen, RN
作者提出了一套医学院校的中西医结合课程指导方针，在2002年和2003年期间开发的学术健康中心联盟（CAHCIM）的教育工作组和CAHCIM指导委员会于2003年5月批准的中西医结合。CAHCIM是一个由23个学术健康中心组成的联盟，通过严格的科学研究，新的临床护理模式和创新的教育计划，结合生物医学，人类的复杂性，愈合的内在本质，和治疗系统的丰富多样性。整合医学可以被定义为一种利用最好的医学实践的方法-现有的证据考虑到整个人（身体，思想和精神），包括生活方式的各个方面。它强调治疗的关系，并利用传统的和补充/替代approaches.The能力在这篇文章中描述的价值观，知识，态度和技能，CAHCIM认为是根本的结合医学领域。这些能力中的许多重申人文价值观固有的所有医学专业的做法，而其他人更具体地涉及到医疗保健的综合方法的交付，包括最常用的补充/替代医学模式，和法律的，伦理，监管和政治影响的综合医学实践。作者还讨论了医学教育工作者在实施和评估这些能力时可能面临的具体挑战，并提供了在各种CAHCIM学校成功实施和评估策略的具体例子。
The authors present a set of curriculum guidelines in integrative medicine for medical schools developed during 2002 and 2003 by the Education Working Group of the Consortium of Academic Health Centers for Integrative Medicine (CAHCIM) and endorsed by the CAHCIM Steering Committee in May 2003. CAHCIM is a consortium of 23 academic health centers working together to help transform health care through rigorous scientific studies, new models of clinical care, and innovative educational programs that integrate biomedicine, the complexity of human beings, the intrinsic nature of healing, and the rich diversity of therapeutic systems.Integrative medicine can be defined as an approach to the practice of medicine that makes use of the best-available evidence taking into account the whole person (body, mind, and spirit), including all aspects of lifestyle. It emphasizes the therapeutic relationship and makes use of both conventional and complementary/alternative approaches.The competencies described in this article delineate the values, knowledge, attitudes, and skills that CAHCIM believes are fundamental to the field of integrative medicine. Many of these competencies reaffirm humanistic values inherent to the practice of all medical specialties, while others are more specifically relevant to the delivery of the integrative approach to medical care, including the most commonly used complementary/alternative medicine modalities, and the legal, ethical, regulatory, and political influences on the practice of integrative medicine. The authors also discuss the specific challenges likely to face medical educators in implementing and evaluating these competencies, and provide specific examples of implementation and evaluation strategies that have been found to be successful at a variety of CAHCIM schools.