Complementary and Integrative Medicine (CIM)
Successful completion of Year 2
Additional Requirements: N/A
Responsible Faculty Director:
Samuel Mathis, M.D.
Victor Sierpina, M.D.(Galveston, Texas)
to Report on First Day
Contact Course Coordinator-Shannon Samuelson, firstname.lastname@example.org
excluding holiday periods 9 & 10
|Knowledge: 1. Be able to define and describe in general the following domains of Complementary and Integrative Medicine (CIM): Alternative Medical Systems, Mind-Body Medicine, Biologically-based Therapies; Manipulative and Body-Based Methods; Bioenergetic Therapies
2. Describe the patient-centered, relationship-centered, and motivational interviewing techniques used in integrative medicine
3. Identify and use data bases and other evidence-based sources to answer patient questions and solve clinical problems related to CIM.
4. Describe the process of referral and collaboration with alternative therapy practitioners such as chiropractors, acupuncturists, massage therapists and others
5. Identify current research evidence for efficacy and cost-effectiveness of CIM approaches, as well as methodological issues.
6. Appreciate and describe the important role of CIM approaches to self-care for both the physician and the patient
|Students who complete this course will be able to:
-Identify appropriate alternative and integrative methods of healthcare for use in common medical conditions.
-Identify and utilize information sources to evaluate the safety and efficacy of alternative and integrative therapies.
-Describe how the allopathic healthcare system works from the perspective of patients seeking holistic medical care.
-Define and /or describe the terms: Holistic Medicine, Integrative Medicine, Alternative Medicine, Homeopathy, Herbal -Medicine, Acupuncture, Chinese Medicine, Aryuvedic Medicine, Energy Medicine, Neutriceutical and Mind Body Medicine.
|Description of course activities|
|Students will directly observe holistic medical doctors and alternative practitioners in the clinic setting. In addition to readings and computer modules on related topics; students will watch movies such as Sicko, The New Medicine and The Business of Being Born. Students will be encouraged to participate personally in healing modalities such as chiropractic care, massage, aromatherapy and hypnosis. Students will participate in a home visit to a patient or patients who are living in a holistic way and seeking holistic medical care from the allopathic medical system. Students will keep a journal of activities and the things they learned during each activity. In addition, students will write a paper on a topic chosen jointly with faculty.
Students will participate in OLLI (Osher Lifelong Learning Institute)
1. Interact in a meaningful way with active healthy older adults by observing them in action, interviewing or speaking with them. Sample questions: What brought you to join OLLI? What activities do you like to do here and why? Tell me about what you think healthy aging is? Others as appropriate.
2. Participate in group movement activities with seniors, e.g., functional fitness, Zumba, Pilates, yoga, and/or tai chi
3. Select and read at least one peer reviewed article on healthy aging and discuss with faculty or include in their assigned essay
|Type of students who would benefit from the course|
|Any medical student, or allied health science student who has an interest in this area. Also any professional who plans to treat patients who are using alternative therapies on their own or in conjunction with a health care providers recommendation. This elective is particularly helpful for students planning to pursue primary care.|
|Clinical Activities (estimated schedule)|
|Day of Week||AM||PM|
|Average number of patients seen per week: 35-40|
|Call Schedule: Some weeknight activities may be expected|
|Research Activities (estimated schedule)|
|Activity||Hours per Week|
|1. Clinical Observation|
|A.||Where are students observed on this elective?|
Patients simulators Other
|B.||Frequency - How often are students observed clinically?|
|C.||Format - What method(s) are used to document the student's clinical performance?|
Daily oral feedback
End of period oral feedback
|2. Oral Presentation|
|A.||Audience - To whom does the student present?|
|To faculty at seminars and to faculty and other students, community members, and CIM practitioners at the journal club|
|B.||Frequency / Duration of Presentation(s)?|
|1-2 times weekly|
|C.||Format - What guidelines are set for the student's presentation?|
|cases, site visits, and papers|
|D.||Assessment - Who assesses the student's presentation performance?|
|Self-assessment Peer assessment Faculty assessment|
|E.||Method of content selection|
|Current cases Student-selected topic Assigned topic|
|3. Written Assignment (H&P's, notes, papers, abstracts, etc.)|
|A.||Frequency of written assignment(s)?|
|Daily log of clinical experiences, including a required 4 page reference paper on an alternative medicine topic of the student''''s choice.|
|B.||Format - What guidelines are set for the student's written work?|
|C.||Length of written assignment(s)?|
|Abstract Annotated bibliography 1 - 2 page paper 3+ page paper|
|D.||Are recent references required? No If yes, how are they selected?|
|Using EBM guidelines, RCT''''s, meta-analyses, and otherwise ranking the evidence|
|E.||Method of content selection - e.g. student-selected, relate to cases, etc.?|
|Selected with assistance of faculty, CAM on PubMed, Health Notes Online, and other databases including Medline.|
|F.||Audience - Who assesses the student’s written performance?|
|Peer Assessment Faculty Assessment Other|
Written multiple choice
Written essay / short answer
|5. Extra Course Activities|
|What expectations do you have for the student to demonstrate participation in the elective (e.g. small group activities, seminars, thoughtful questions, providing resources, journal club, resident lecture attendance)?|
|Weekly oral discussions with Electives Director (Julie McKee) and other faculty (Susie Gerik.|
|6. Additional Costs|
|Please list any additional costs and/or purchases (books, materials, movies to watch, etc.) that are required for this course. Include an estimated total cost. If there are no additional costs, please enter "None".|
|7. Other Modes of Evaluation|
|Please explain below.|
Oral discussion with faculty. Journal Club presentation. Completion of online modules. Written assignments: self-care plan, a required 4 page referenced paper on an CIM topic, e.g., modality or condition, of the student''''s choice.
|8. If this course is an Acting Internship, please complete the following:|
|A.||Objectives for the AI should relate directly to the Entrustable Professional Activities (EPAs).
Each AI should describe how the four key Year-4 EPAs that our school has identified as being Year-4 skills are
assessed. The Year-4 objectives are:
1. Entering and discussing orders/prescriptions.Specify how the student will be given formative feedback on their clinical skills.
Year-4 students should demonstrate mastery of EPAs they developed in the clerkship year, including recommending and interpreting common diagnostic and screening tests, and performing general procedures of a physician. They should be able to demonstrate masterfully and independently skills they mastered in Years 2-3, including efficiently performing comprehensive admission-notes and succinct daily progress notes and perform accurate, concise, and hypothesis-driven clinical presentations, form clinical questions and retrieve evidence to advance patient care. They should be able to demonstrate basic understanding of and beginning mastery of collaborate as a member of the interprofessional team and identify system failures and contribute to a culture of safety improvement.
List advanced clinical skills that a student will be assured an opportunity to practice.
How specifically will this AI build on developing skills from the clerkship year to prepare students for internship?
What opportunities will typically be available to all students who take this AI (procedures, required presentations, etc.)? What opportunities may be available based on patient load/presentation or student initiative (ie. Writing a case report)?
An AI should have expectation of a minimum of 32 hours per week of clinical responsibilities. Duty hours should be capped at ACGME limits for an intern, thus up to 24 hours followed by 4 hours of activities related to patient safety, education, and handoff. Students cannot work more than 80 hours per week averaged over 4 weeks. They can only have 1 day off in a 7-day work week with 8 hours off between shifts.
Clinical responsibilities will vary depending on specialty, but how is the student functioning with work commensurate to a PGY1 with an appropriate level of training?
How is the student demonstrating drawing clinical conclusions and/or developing a management plan and documentation as an intern would do?
How and by whom will midpoint feedback be provided to the student? How will you remediate deficiencies identified at midpoint?
Acting Internship students often seek letters of recommendation following their experience. How many different Faculty will work directly with the student and have knowledge of the student’s abilities to detail in a written evaluation? Describe the degree of supervision and interaction with faculty vs. residents or other providers and how feedback will be obtained if more direct work is with residents or other providers.