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dc.contributor.authorLocke, Amy B.
dc.contributor.authorGordon, Andrea
dc.contributor.authorGuerrera, Mary P.
dc.contributor.authorGardiner, Paula
dc.contributor.authorLebensohn, Patricia
dc.date2022-08-11T08:08:05.000
dc.date.accessioned2022-08-23T15:42:13Z
dc.date.available2022-08-23T15:42:13Z
dc.date.issued2013-09-01
dc.date.submitted2019-02-15
dc.identifier.citation<p>Explore (NY). 2013 Sep-Oct;9(5):308-13. doi: 10.1016/j.explore.2013.06.005. <a href="https://doi.org/10.1016/j.explore.2013.06.005">Link to article on publisher's site</a></p>
dc.identifier.issn1550-8307 (Linking)
dc.identifier.doi10.1016/j.explore.2013.06.005
dc.identifier.pmid24021472
dc.identifier.urihttp://hdl.handle.net/20.500.14038/26794
dc.description<p>At the time of publication, Paula Gardiner was not yet affiliated with the University of Massachusetts Medical School.</p>
dc.description.abstractBACKGROUND: The use of complementary and alternative medicine (CAM) and Integrative Medicine (IM) has grown steadily over the past decade. Patients seek physician guidance, yet physicians typically have limited knowledge and training. There is some coverage of IM/CAM topics in medical schools and residencies but with little coordination or consistency. METHODOLOGY: In 2008, the Society of Teachers of Family Medicine (STFM) group on Integrative Medicine began the process of designing a set of competencies to educate Family Medicine residents in core concepts of IM. The goal was creation of a set of nationally recognized competencies tied to the Accreditation Council for Graduate Medical Education (ACGME) domains. These competencies were to be achievable by diverse programs, including those without significant internal resources. The group compiled existing curricula from programs around the country and distilled these competencies through multiple reviews and discussions. Simultaneously, the Integrative Medicine in Residency program run by the University of Arizona underwent a similar process. In 2009, these competencies were combined and further developed at the STFM annual meeting by a group of experts. RESULTS: In 2010, the STFM Board approved 19 measurable competencies, each categorized by ACGME domain, as recommended for Family Medicine residencies. Programs have implemented these competencies in various ways given individual needs and resources. CONCLUSIONS: This paper reviews the development of IM competencies for residency education in Family Medicine and presents those endorsed by STFM. By educating physicians in training about IM/CAM via competency-based curricula, we aim to promote comprehensive patient-centered care.
dc.language.isoen_US
dc.relation<p><a href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=pubmed&cmd=Retrieve&list_uids=24021472&dopt=Abstract">Link to Article in PubMed</a></p>
dc.relation.urlhttps://doi.org/10.1016/j.explore.2013.06.005
dc.subjectACGME competencies
dc.subjectgraduate medical education
dc.subjectintegrative medicine
dc.subjectAlternative and Complementary Medicine
dc.subjectBehavioral Medicine
dc.subjectFamily Medicine
dc.subjectHealth Psychology
dc.subjectHealth Services Administration
dc.subjectIntegrative Medicine
dc.subjectMedical Education
dc.subjectMental and Social Health
dc.subjectPrimary Care
dc.subjectPsychiatry and Psychology
dc.titleRecommended integrative medicine competencies for family medicine residents
dc.typeJournal Article
dc.source.journaltitleExplore (New York, N.Y.)
dc.source.volume9
dc.source.issue5
dc.identifier.legacycoverpagehttps://escholarship.umassmed.edu/cipc/31
dc.identifier.contextkey13830812
html.description.abstract<p>BACKGROUND: The use of complementary and alternative medicine (CAM) and Integrative Medicine (IM) has grown steadily over the past decade. Patients seek physician guidance, yet physicians typically have limited knowledge and training. There is some coverage of IM/CAM topics in medical schools and residencies but with little coordination or consistency.</p> <p>METHODOLOGY: In 2008, the Society of Teachers of Family Medicine (STFM) group on Integrative Medicine began the process of designing a set of competencies to educate Family Medicine residents in core concepts of IM. The goal was creation of a set of nationally recognized competencies tied to the Accreditation Council for Graduate Medical Education (ACGME) domains. These competencies were to be achievable by diverse programs, including those without significant internal resources. The group compiled existing curricula from programs around the country and distilled these competencies through multiple reviews and discussions. Simultaneously, the Integrative Medicine in Residency program run by the University of Arizona underwent a similar process. In 2009, these competencies were combined and further developed at the STFM annual meeting by a group of experts.</p> <p>RESULTS: In 2010, the STFM Board approved 19 measurable competencies, each categorized by ACGME domain, as recommended for Family Medicine residencies. Programs have implemented these competencies in various ways given individual needs and resources.</p> <p>CONCLUSIONS: This paper reviews the development of IM competencies for residency education in Family Medicine and presents those endorsed by STFM. By educating physicians in training about IM/CAM via competency-based curricula, we aim to promote comprehensive patient-centered care.</p>
dc.identifier.submissionpathcipc/31
dc.contributor.departmentDepartment of Family Medicine and Community Health
dc.contributor.departmentCenter for Integrated Primary Care
dc.source.pages308-13


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