| Type | Journal Article |
|---|---|
| Author | Gowri Anandarajah |
| Author | Maureen Mitchell |
| Abstract | BACKGROUND: Evidence suggests that spirituality is important in patient care and medical education, yet there are few reports of spirituality and medicine curricular evaluation. METHODS: We developed, implemented, and evaluated a 17-hour elective on spirituality and patient care for 4 consecutive years. We presented the elective to 10 fourth-year medical students (MS4s) in years one and two and to eight MS4s and 15 residents, faculty, and staff in years three and four. We evaluated knowledge and skills using pre-course and post-course questionnaires and written cases and learner satisfaction using course evaluations. RESULTS: Students' knowledge improved on the evidence about spirituality, clinical resources, role of chaplains, approaches to patient care, and recognizing spiritual distress. Reported course strengths included diversity of topics and instructors, universal principles, small-group format, case discussions, and opportunity for self-reflection. Comments reflected enhanced value in the "meaning in medicine" and "whole person care." CONCLUSIONS: Senior medical students rated the elective positively and increased their knowledge of spirituality and medicine. It was also positively received by residents, faculty, and staff and paved the way for residency curricula in this subject. |
| Publication | Family Medicine |
| Volume | 39 |
| Issue | 5 |
| Pages | 313-315 |
| Date | May 2007 |
| Journal Abbr | Fam Med |
| ISSN | 0742-3225 |
| Short Title | A spirituality and medicine elective for senior medical students |
| URL | http://www.ncbi.nlm.nih.gov/pubmed/17476601 |
| Accessed | Fri Nov 13 17:42:00 2009 |
| Library Catalog | NCBI PubMed |
| Extra | PMID: 17476601 |
| Date Added | Sat Oct 1 15:01:53 2011 |
| Modified | Sat Oct 1 15:01:53 2011 |
Background: Evidence suggests that spirituality is important in patient care and medical education, yet there are few reports of spirituality and medicine curricular evaluation. Methods: We developed, implemented, and evaluated a 17-hour elective on spirituality and patient care for 4 consecutive years. We presented the elective to 10 fourth-year medical students (MS4s) in years one and two and to eight MS4s and 15 residents, faculty, and staff in years three and four. We evaluated knowledge and skills using pre-course and post-course questionnaires and written cases and learner satisfaction using course evaluations. Results: Students’ knowledge improved on the evidence about spirituality, clinical resources, role of chaplains, approaches to patient care, and recognizing spiritual distress. Reported course strengths included diversity of topics and instructors, universal principles, small-group format, case discussions, and opportunity for self-reflection. Comments reflected enhanced value in the “meaning in medicine” and “whole person care.” Conclusions: Senior medical students rated the elective positively and increased their knowledge of spirituality and medicine. It was also positively received by residents, faculty, and staff and paved the way for residency curricula in this subject.
| Type | Journal Article |
|---|---|
| Author | Gowri Anandarajah |
| Author | Frederic Craigie |
| Author | Robert Hatch |
| Author | Stephen Kliewer |
| Author | Lucille Marchand |
| Author | Dana King |
| Author | Richard Hobbs |
| Author | Timothy P Daaleman |
| Abstract | Spiritual care is increasingly recognized as an important component of medical care. Although many primary care residency programs incorporate spiritual care into their curricula, there are currently no consensus guidelines regarding core competencies necessary for primary care training. In 2006, the Society of Teachers of Family Medicine's Interest Group on Spirituality undertook a three-year initiative to address this need. The project leader assembled a diverse panel of eight educators with dual expertise in (1) spirituality and health and (2) family medicine. The multidisciplinary panel members represented different geographic regions and diverse faith traditions and were nationally recognized senior faculty. They underwent three rounds of a modified Delphi technique to achieve initial consensus regarding spiritual care competencies (SCCs) tailored for family medicine residency training, followed by an iterative process of external validation, feedback, and consensus modifications of the SCCs. Panel members identified six knowledge, nine skills, and four attitude core SCCs for use in training and linked these to competencies of the Accreditation Council for Graduate Medical Education. They identified three global competencies for use in promotion and graduation criteria. Defining core competencies in spiritual care clarifies training goals and provides the basis for robust curricula evaluation. Given the breadth of family medicine, these competencies may be adaptable to other primary care fields, to medical and surgical specialties, and to medical student education. Effective training in this area may enhance physicians' ability to attend to the physical, mental, and spiritual needs of patients and better maintain sustainable healing relationships. |
| Publication | Academic Medicine: Journal of the Association of American Medical Colleges |
| Volume | 85 |
| Issue | 12 |
| Pages | 1897-1904 |
| Date | Dec 2010 |
| Journal Abbr | Acad Med |
| DOI | 10.1097/ACM.0b013e3181fa2dd1 |
| ISSN | 1938-808X |
| Short Title | Toward competency-based curricula in patient-centered spiritual care |
| URL | http://www.ncbi.nlm.nih.gov.ezproxy.bu.edu/pubmed/20978428 |
| Accessed | Tue Jan 18 18:51:36 2011 |
| Library Catalog | NCBI PubMed |
| Extra | PMID: 20978428 |
| Date Added | Thu Sep 29 08:58:46 2011 |
| Modified | Thu Sep 29 08:58:46 2011 |
| Type | Journal Article |
|---|---|
| Author | David Bell |
| Author | Mark Harbinson |
| Author | Gary Toman |
| Author | Vivienne Crawford |
| Author | Harold Cunningham |
| Abstract | OBJECTIVE: This Student Selected Component (SSC) was designed to equip United Kingdom (UK) medical students to engage in whole-person care. The aim was to explore students' reactions to experiences provided, and consider potential benefits for future clinical practice. METHODS: The SSC was delivered in the workplace. Active learning was encouraged through facilitated discussion with and observation of clinicians, the palliative team, counselling services, hospital chaplaincy and healing ministries; sharing of medical histories by patients; and training in therapeutic communication. Assessment involved reflective journals, literature appraisal, and role-play simulation of the doctor-patient consultation. Module impact was evaluated by analysis of student coursework and a questionnaire. RESULTS: Students agreed that the content was stimulating, relevant, and enjoyable and that learning outcomes were achieved. They reported greater awareness of the benefit of clinicians engaging in care of the "whole person" rather than "the disease." Contributions of other professions to the healing process were acknowledged, and students felt better equipped for discussion of spiritual issues with patients. Many identified examples of activities which could be incorporated into core teaching to benefit all medical students. CONCLUSION: The SSC provided relevant active learning opportunities for medical students to receive training in a whole-person approach to patient care. |
| Publication | Southern Medical Journal |
| Volume | 103 |
| Issue | 12 |
| Pages | 1204-1209 |
| Date | Dec 2010 |
| Journal Abbr | South. Med. J |
| DOI | 10.1097/SMJ.0b013e3181f968ce |
| ISSN | 1541-8243 |
| Short Title | Wholeness of healing |
| URL | http://www.ncbi.nlm.nih.gov.ezproxy.bu.edu/pubmed/20978457 |
| Accessed | Tue Jan 18 19:06:10 2011 |
| Library Catalog | NCBI PubMed |
| Extra | PMID: 20978457 |
| Date Added | Thu Sep 29 08:58:46 2011 |
| Modified | Thu Sep 29 08:58:46 2011 |
| Type | Journal Article |
|---|---|
| Author | Netta Bentur |
| Author | Shirli Resnizky |
| Abstract | In recent years, pioneering spiritual-care training programs and services have been developed in Israel. This paper examines the implementation of the training programs and the challenge of integrating program graduates in the healthcare services. The information was collected through in-depth interviews with 12 students and graduates and the directors of the three training programs. All the interviews were transcribed in full and analyzed using qualitative study methods. The interviewees emphasized the importance of practical experience, although many of them encountered some degree of antagonism during their training or placement. Continuation of personal counseling and supervision after the conclusion of the program is also essential. Some were worried that they would not find work or were concerned about negotiations with potential employers. Evidently, the implementation of spiritual-care education must continue apace and careful consideration be given to optimizing its acceptance by the establishment. [ABSTRACT FROM AUTHOR] |
| Publication | Palliative Medicine |
| Volume | 24 |
| Issue | 8 |
| Pages | 771-776 |
| Date | 12 December 2010 |
| DOI | 10.1177/0269216310380490 |
| ISSN | 02692163 |
| Library Catalog | EBSCOhost |
| Date Added | Thu Sep 29 08:58:46 2011 |
| Modified | Thu Sep 29 08:58:46 2011 |
| Type | Journal Article |
|---|---|
| Author | Katja Boehm |
| Author | Christa Raak |
| Author | Horst Christian Vollmar |
| Author | Thomas Ostermann |
| Abstract | Background: Complementary and alternative medicine (CAM) has succeeded to implement itself in the academic context of universities. In order to get information on CAM, clinicians, researchers and healthcare professionals as well as the lay public are increasingly turning to online portals and databases, which disseminate relevant resources. One specific type of online information retrieval systems, namely the database, is being reviewed in this article. Question: This overview aims at systematically retrieving and describing all databases covering the field of CAM. One of the requirements for inclusion was that the database would also have to be published in a medical journal. Data sources: The databases amed, CAMbase, embase, and medline/PubMed were searched between December 2008 and December 2009 for publications relevant to CAM databases. The authors’ specialist library was also searched for grey literature to be included. Study selection: All included databases were then visited online and information on the context, structure and volume of the database was extracted. Main results: Forty-five databases were included in this overview. Databases covered herbal therapies (n = 11), traditional Chinese medicine (n = 9) and some dealt with a vast number of CAM modalities (n = 9), amongst others. The amount of time the databases had been in existence ranged from 4 to 53 years. Countries of origin included the USA (n = 14), UK (n = 7) and Germany (n = 6), amongst others. The main language in 42 of 45 databases was English. Conclusions: Although this overview is quite comprehensive with respect to the field of CAM, certain CAM practices such as chiropractic, massage, reflexology, meditation or yoga may not have been covered adequately. A more detailed assessment of the quality of the included databases might give additional insights into the listed resources. The creation of a personalised meta-search engine is suggested, towards which this overview could be seen as a first step. |
| Publication | Health Information & Libraries Journal |
| Volume | 27 |
| Issue | 2 |
| Pages | 93-105 |
| Date | 05/2010 |
| DOI | 10.1111/j.1471-1842.2010.00888.x |
| ISSN | 14711834 |
| URL | http://doi.wiley.com/10.1111/j.1471-1842.2010.00888.x |
| Date Added | Thu Sep 29 09:03:07 2011 |
| Modified | Thu Sep 29 09:03:07 2011 |
| Type | Journal Article |
|---|---|
| Author | Waldeciria Costa |
| Author | Conceição Nogueira |
| Author | Teresa Freire |
| Abstract | This study investigated the existence/non-existence of subjects on the theme of religion/spirituality, in psychology degree courses in Brazil. Data were collected from university websites and through e-mail. The data include 301 (84.6%) of all existing courses; the subject of religiosity/spirituality is incorporated into 13% of public institutions and in 16% of private institutions; 84% of the courses do not have this subject incorporated into their curricula. Actually, few programs provide formal training in religion/spirituality. We present the definition of some terms, conclusions from publications within the theme of religion/spirituality, and a brief background on the place that religion holds in the culture of the Brazilians. |
| Publication | Journal of Religion and Health |
| Volume | 49 |
| Issue | 3 |
| Pages | 322-332 |
| Date | 6/2010 |
| Journal Abbr | J Relig Health |
| DOI | 10.1007/s10943-009-9255-9 |
| ISSN | 0022-4197 |
| Short Title | The Lack of Teaching/Study of Religiosity/Spirituality in Psychology Degree Courses in Brazil |
| Accessed | Wed Oct 6 20:56:14 2010 |
| Library Catalog | CrossRef |
| Date Added | Thu Sep 29 09:02:29 2011 |
| Modified | Thu Sep 29 09:02:29 2011 |
| Type | Journal Article |
|---|---|
| Author | Darci L Graves |
| Author | Carolyn K Shue |
| Author | Louise Arnold |
| Abstract | OBJECTIVE: To answer the call for the implementation of spirituality into medical school curriculum,(1) UMKC-School of Medicine has incorporated experiential spirituality instruction into the third year of a six-year combined BA-MD degree program. The multifaceted objective of the program is to (1) expand students' conceptualization of the patient as person to include dimensions of spiritual beliefs and needs, (2) develop an understanding of how patients' spiritual belief systems impact their health, (3) recognize how the student's spiritual beliefs impact his or her practice of medicine, and (4) highlight the value of the chaplain as a member of the health care team. With increased understanding of the role spirituality plays in healing as well as the spiritual services available to patients, students will be able to serve the needs of their patients. DESCRIPTION: To accomplish this objective, students participate in lectures on spirituality, small-group activities focusing on skills such as taking/crafting spiritual histories, and an on-call experience with a hospital chaplain. During the oncall experience, students shadow a chaplain for approximately six hours. The experience includes discussing philosophies of spirituality and medicine with the chaplain, rounding with the chaplain, visiting and praying with patients when requested, comforting family members, and assisting with advance directive discussions and paperwork. After completing the experience, the students are required to write a reflective essay examining the following components: (1) the interaction between the chaplain and other members of the health care team, (2) the utilization of alternative interview and history taking methods, (3) the connection between spirituality and illness as illustrated through patient encounters, and (4) the insights gained from the experience that can be applied to the practice of medicine. DISCUSSION: The writing of one's spiritual history and the on-call experience were integrated into a new portion of the curriculum. The components were initially met with some reticence. In the beginning, students had difficulty distinguishing spirituality from religion and were concerned that the curriculum would take away from their study of "real medicine." To ease concerns regarding the spiritual history, the course director modeled the objectives by sharing her own spiritual journey. Participation in the on-call experience substantially changed students' negative attitudes toward the curriculum. Essays revealed that the on-call experience had greatly impacted their view of the chaplain as well as their practice of medicine. Specifically, students demonstrated an understanding of the role of spirituality in healing, identified key components of the chaplain role in the hospital setting, shared ways in which they would utilize chaplains in the future, and discovered personal struggles. Crafting one's spiritual history, the on-call experience, and essays will continue to be a required part of the third-year curriculum. Modifications include adding the option of constructing one's own advance directive and striving for increased diversity of spiritual perspectives. The data provided in the essays and course evaluations will be utilized in several ways to determine the success of the curriculum and to answer critical research questions in the areas of spirituality and medical education. |
| Publication | Academic Medicine: Journal of the Association of American Medical Colleges |
| Volume | 77 |
| Issue | 11 |
| Pages | 1167 |
| Date | Nov 2002 |
| Journal Abbr | Acad Med |
| ISSN | 1040-2446 |
| Short Title | The role of spirituality in patient care |
| URL | http://www.ncbi.nlm.nih.gov/pubmed/12431947 |
| Accessed | Thu Nov 12 22:03:33 2009 |
| Library Catalog | NCBI PubMed |
| Extra | PMID: 12431947 |
| Date Added | Sat Oct 1 15:01:53 2011 |
| Modified | Sat Oct 1 15:01:53 2011 |
Objective: To answer the call for the implementation of spirituality into medical school curriculum,(1) UMKC-School of Medicine has incorporated experiential spirituality instruction into the third year of a six-year combined BA-MD degree program. The multifaceted objective of the program is to (1) expand students’ conceptualization of the patient as person to include dimensions of spiritual beliefs and needs, (2) develop an understanding of how patients’ spiritual belief systems impact their health, (3) recognize how the student’s spiritual beliefs impact his or her practice of medicine, and (4) highlight the value of the chaplain as a member of the health care team. With increased understanding of the role spirituality plays in healing as well as the spiritual services available to patients, students will be able to serve the needs of their patients. DESCRIPTION: To accomplish this objective, students participate in lectures on spirituality, small-group activities focusing on skills such as taking/crafting spiritual histories, and an on-call experience with a hospital chaplain. During the oncall experience, students shadow a chaplain for approximately six hours. The experience includes discussing philosophies of spirituality and medicine with the chaplain, rounding with the chaplain, visiting and praying with patients when requested, comforting family members, and assisting with advance directive discussions and paperwork. After completing the experience, the students are required to write a reflective essay examining the following components: (1) the interaction between the chaplain and other members of the health care team, (2) the utilization of alternative interview and history taking methods, (3) the connection between spirituality and illness as illustrated through patient encounters, and (4) the insights gained from the experience that can be applied to the practice of medicine. Discussion: The writing of one’s spiritual history and the on-call experience were integrated into a new portion of the curriculum. The components were initially met with some reticence. In the beginning, students had difficulty distinguishing spirituality from religion and were concerned that the curriculum would take away from their study of “real medicine.” To ease concerns regarding the spiritual history, the course director modeled the objectives by sharing her own spiritual journey. Participation in the on-call experience substantially changed students’ negative attitudes toward the curriculum. Essays revealed that the on-call experience had greatly impacted their view of the chaplain as well as their practice of medicine. Specifically, students demonstrated an understanding of the role of spirituality in healing, identified key components of the chaplain role in the hospital setting, shared ways in which they would utilize chaplains in the future, and discovered personal struggles. Crafting one’s spiritual history, the on-call experience, and essays will continue to be a required part of the third-year curriculum. Modifications include adding the option of constructing one’s own advance directive and striving for increased diversity of spiritual perspectives. The data provided in the essays and course evaluations will be utilized in several ways to determine the success of the curriculum and to answer critical research questions in the areas of spirituality and medical education.
| Type | Journal Article |
|---|---|
| Author | Thomas P Guck |
| Author | Michael G Kavan |
| Abstract | The relationship between spirituality and health is receiving increased attention; consequently medical schools have begun asking how and in what manner these issues should be addressed in medical education. Unfortunately, student beliefs concerning spirituality and health have not been adequately assessed. This study examined medical student beliefs regarding the relationship between spirituality and health and the level of instruction spirituality should receive in the curriculum. Questionnaire results from 254 medical students indicated that religiousness and spirituality are important, with spirituality more important than religiousness. Spiritual practices were seen as more helpful for acute and mental health conditions than for chronic or terminal conditions and believed to be more helpful for coping with a health condition than healing tissue. Students believed that patients could benefit from spiritual practices more than they could for their own health conditions. Most students endorsed a lecture or one- to two-week seminar with instruction in the first or second year of medical school. Student spirituality was the only predictor of required level of instruction in the medical school curriculum. |
| Publication | Medical Teacher |
| Volume | 28 |
| Issue | 8 |
| Pages | 702-707 |
| Date | Dec 2006 |
| Journal Abbr | Med Teach |
| DOI | 10.1080/01421590601047680 |
| ISSN | 1466-187X |
| Short Title | Medical student beliefs |
| URL | http://www.ncbi.nlm.nih.gov/pubmed/17594581 |
| Accessed | Fri Nov 13 17:47:46 2009 |
| Library Catalog | NCBI PubMed |
| Extra | PMID: 17594581 |
| Date Added | Sat Oct 1 15:01:53 2011 |
| Modified | Sat Oct 1 15:01:53 2011 |
The relationship between spirituality and health is receiving increased attention; consequently medical schools have begun asking how and in what manner these issues should be addressed in medical education. Unfortunately, student beliefs concerning spirituality and health have not been adequately assessed. This study examined medical student beliefs regarding the relationship between spirituality and health and the level of instruction spirituality should receive in the curriculum. Questionnaire results from 254 medical students indicated that religiousness and spirituality are important, with spirituality more important than religiousness. Spiritual practices were seen as more helpful for acute and mental health conditions than for chronic or terminal conditions and believed to be more helpful for coping with a health condition than healing tissue. Students believed that patients could benefit from spiritual practices more than they could for their own health conditions. Most students endorsed a lecture or one- to two-week seminar with instruction in the first or second year of medical school. Student spirituality was the only predictor of required level of instruction in the medical school curriculum.
| Type | Journal Article |
|---|---|
| Author | Craig Hassed |
| Author | Steven de Lisle |
| Author | Gavin Sullivan |
| Author | Ciaran Pier |
| Abstract | Medical students experience various stresses and many poor health behaviours. Previous studies consistently show that student wellbeing is at its lowest pre-exam. Little core-curriculum is traditionally dedicated to providing self-care skills for medical students. This paper describes the development, implementation and outcomes of the Health Enhancement Program (HEP) at Monash University. It comprises mindfulness and ESSENCE lifestyle programs, is experientially-based, and integrates with biomedical sciences, clinical skills and assessment. This study measured the program's impact on medical student psychological distress and quality of life. A cohort study performed on the 2006 first-year intake measured effects of the HEP on various markers of wellbeing. Instruments used were the depression, anxiety and hostility subscales of the Symptom Checklist-90-R incorporating the Global Severity Index (GSI) and the WHO Quality of Life (WHOQOL) questionnaire. Pre-course data (T1) was gathered mid-semester and post-course data (T2) corresponded with pre-exam week. To examine differences between T1 and T2 repeated measures ANOVA was used for the GSI and two separate repeated measures MANOVAs were used to examine changes in the subscales of the SCL-90-R and the WHOQOL-BREF. Follow-up t-tests were conducted to examine differences between individual subscales. A total of 148 of an eligible 270 students returned data at T1 and T2 giving a response rate of 55%. 90.5% of students reported personally applying the mindfulness practices. Improved student wellbeing was noted on all measures and reached statistical significance for the depression (mean T1 = 0.91, T2 = 0.78; p = 0.01) and hostility (0.62, 0.49; 0.03) subscales and the GSI (0.73, 0.64; 0.02) of the SCL-90, but not the anxiety subscale (0.62, 0.54; 0.11). Statistically significant results were also found for the psychological domain (62.42, 65.62; p < 0.001) but not the physical domain (69.11, 70.90; p = 0.07) of the WHOQOL. This study is the first to demonstrate an overall improvement in medical student wellbeing during the pre-exam period suggesting that the common decline in wellbeing is avoidable. Although the findings of this study indicate the potential for improving student wellbeing at the same time as meeting important learning objectives, the limitations in study design due to the current duration of follow-up and lack of a control group means that the data should be interpreted with caution. Future research should be directed at determining the contribution of individual program components, long-term outcomes, and impacts on future attitudes and clinical practice. |
| Publication | Advances in Health Sciences Education: Theory and Practice |
| Volume | 14 |
| Issue | 3 |
| Pages | 387-398 |
| Date | Aug 2009 |
| Journal Abbr | Adv Health Sci Educ Theory Pract |
| DOI | 10.1007/s10459-008-9125-3 |
| ISSN | 1573-1677 |
| Short Title | Enhancing the health of medical students |
| URL | http://www.ncbi.nlm.nih.gov.ezproxy.bu.edu/pubmed/18516694 |
| Accessed | Sun Nov 1 10:40:19 2009 |
| Library Catalog | NCBI PubMed |
| Extra | PMID: 18516694 |
| Date Added | Thu Sep 29 09:04:55 2011 |
| Modified | Thu Sep 29 09:04:55 2011 |
| Type | Journal Article |
|---|---|
| Author | Mary Jo Kreitzer |
| Author | Denise Mitten |
| Author | Ilene Harris |
| Author | Janet Shandeling |
| Abstract | CONTEXT: As interest in CAM continues to increase, schools of medicine, nursing, and other health professional training programs are being encouraged to integrate content on CAM into curricula. OBJECTIVE: To assess the attitudes of faculty and staff toward CAM in medicine, nursing, and pharmacy within an academic health center. DESIGN: A survey was used to obtain data on general attitudes toward CAM, personal use, training needs, and perceived barriers to use. SETTING AND PARTICIPANTS: The survey was taken of 627 faculty and students employed or enrolled at the University of Minnesota. The overall response rate exceeded 50% for both students and faculty. RESULTS: More than 90% of faculty and students believe that clinical care should integrate the best of conventional and CAM practices and that health professionals should be prepared to advise patients about commonly used CAM methods; 88% of faculty and 84% of students indicated that CAM should be included in their school's curriculum. While there were similarities between the 3 faculty groups, the nursing faculty expressed the greatest interest in practicing CAM. CONCLUSIONS: Faculty and students within medicine, nursing, and pharmacy have favorable attitudes toward the integration of CAM within education and clinical care. Personal use of CAM and training is limited. Lack of evidence is perceived to be the most significant barrier to integration of CAM into Western medicine. The high degree of receptivity suggests the need for both faculty training and curriculum development. |
| Publication | Alternative Therapies in Health and Medicine |
| Volume | 8 |
| Issue | 6 |
| Pages | 44-47, 50-53 |
| Date | 2002 Nov-Dec |
| Journal Abbr | Altern Ther Health Med |
| ISSN | 1078-6791 |
| Short Title | Attitudes toward CAM among medical, nursing, and pharmacy faculty and students |
| URL | http://www.ncbi.nlm.nih.gov/pubmed/12440838 |
| Accessed | Thu Nov 12 22:56:41 2009 |
| Library Catalog | NCBI PubMed |
| Extra | PMID: 12440838 |
| Date Added | Sat Oct 1 15:01:53 2011 |
| Modified | Sat Oct 1 15:01:53 2011 |
Context: As interest in CAM continues to increase, schools of medicine, nursing, and other health professional training programs are being encouraged to integrate content on CAM into curricula. Objective: To assess the attitudes of faculty and staff toward CAM in medicine, nursing, and pharmacy within an academic health center. Design: A survey was used to obtain data on general attitudes toward CAM, personal use, training needs, and perceived barriers to use. SETTING AND Patricipants: The survey was taken of 627 faculty and students employed or enrolled at the University of Minnesota. The overall response rate exceeded 50% for both students and faculty. Results: More than 90% of faculty and students believe that clinical care should integrate the best of conventional and CAM practices and that health professionals should be prepared to advise patients about commonly used CAM methods; 88% of faculty and 84% of students indicated that CAM should be included in their school’s curriculum. While there were similarities between the 3 faculty groups, the nursing faculty expressed the greatest interest in practicing CAM. Conclusions: Faculty and students within medicine, nursing, and pharmacy have favorable attitudes toward the integration of CAM within education and clinical care. Personal use of CAM and training is limited. Lack of evidence is perceived to be the most significant barrier to integration of CAM into Western medicine. The high degree of receptivity suggests the need for both faculty training and curriculum development.
| Type | Journal Article |
|---|---|
| Author | Donald M Marcus |
| Author | Laurence McCullough |
| Abstract | Alternative therapies are popular, and information about them should be included in the curricula of health profession schools. During 2000 to 2003, the National Institutes of Health National Center for Complementary and Alternative Medicine awarded five-year education grants to 14 health professions schools in the United States and to the American Medical Students Association Foundation. The purpose of the grants was to integrate evidence-based information about complementary and alternative medicine (CAM) into the curriculum. The authors reviewed the educational material concerning four popular CAM therapies-herbal remedies, chiropractic, acupuncture, and homeopathy-posted on the integrative medicine Web sites of the grant recipients and compared it with the best evidence available. The curricula on the integrative medicine sites were strongly biased in favor of CAM, many of the references were to poor-quality clinical trials, and they were five to six years out of date. These "evidence-based CAM" curricula, which are used all over the country, fail to meet the generally accepted standards of evidence-based medicine. By tolerating this situation, health professions schools are not meeting their educational and ethical obligations to learners, patients, or society. Because integrative medicine programs have failed to uphold educational standards, medical and nursing schools need to assume responsibility for their oversight. The authors suggest (1) appointing faculty committees to review the educational materials and therapies provided by integrative medicine programs, (2) holding integrative medicine programs' education about CAM to the same standard of evidence used for conventional treatments, and (3) providing ongoing oversight of integrative medicine education programs. |
| Publication | Academic Medicine: Journal of the Association of American Medical Colleges |
| Volume | 84 |
| Issue | 9 |
| Pages | 1229-1234 |
| Date | Sep 2009 |
| Journal Abbr | Acad Med |
| DOI | 10.1097/ACM.0b013e3181b185f4 |
| ISSN | 1938-808X |
| URL | http://www.ncbi.nlm.nih.gov.ezproxy.bu.edu/pubmed/19707062 |
| Accessed | Tue Oct 27 09:26:50 2009 |
| Library Catalog | NCBI PubMed |
| Extra | PMID: 19707062 |
| Date Added | Thu Sep 29 09:05:21 2011 |
| Modified | Thu Sep 29 09:05:21 2011 |
| Type | Journal Article |
|---|---|
| Author | David W Musick |
| Author | Todd R Cheever |
| Author | Sue Quinlivan |
| Author | Lois Margaret Nora |
| Abstract | OBJECTIVE: The authors sought to examine attitudes about spirituality in medicine among medical students in psychiatric clerkships and determine whether instruction on concepts of spirituality in medicine had an effect on students' clinical performance in related tasks. METHODS: A total of 192 students entering psychiatric clerkships were randomly assigned to one of two groups; both groups received identical didactic instruction on spirituality in medicine. One group worked on a problem-based learning case that featured spirituality as a prominent theme, whereas the other group worked on problem-based learning cases that made no mention of it. Students completed pre- and posttest questionnaires, and their examination at the end of rotation included a standardized patient encounter requiring them to elicit a spiritual history. RESULTS: Among the 131 students who completed and returned both questionnaires, a significant difference (p=0.001) was noted between groups on students' self-reported knowledge of taking a spiritual history. However, students in the two groups received identical scores on the component of the examination requiring them to write a spiritual history. CONCLUSIONS: Although students who were exposed to material on spirituality in medicine reported greater understanding of the issue, no difference in clinical performance was observed. |
| Publication | Academic Psychiatry: The Journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry |
| Volume | 27 |
| Issue | 2 |
| Pages | 67-73 |
| Date | 2003 |
| Journal Abbr | Acad Psychiatry |
| DOI | 10.1176/appi.ap.27.2.67 |
| ISSN | 1042-9670 |
| Short Title | Spirituality in medicine |
| URL | http://www.ncbi.nlm.nih.gov/pubmed/12824105 |
| Accessed | Thu Nov 12 23:26:54 2009 |
| Library Catalog | NCBI PubMed |
| Extra | PMID: 12824105 |
| Date Added | Sat Oct 1 15:01:53 2011 |
| Modified | Sat Oct 1 15:01:53 2011 |
Objective: The authors sought to examine attitudes about spirituality in medicine among medical students in psychiatric clerkships and determine whether instruction on concepts of spirituality in medicine had an effect on students’ clinical performance in related tasks. Methods: A total of 192 students entering psychiatric clerkships were randomly assigned to one of two groups; both groups received identical didactic instruction on spirituality in medicine. One group worked on a problem-based learning case that featured spirituality as a prominent theme, whereas the other group worked on problem-based learning cases that made no mention of it. Students completed pre- and posttest questionnaires, and their examination at the end of rotation included a standardized patient encounter requiring them to elicit a spiritual history. Results: Among the 131 students who completed and returned both questionnaires, a significant difference (p=0.001) was noted between groups on students’ self-reported knowledge of taking a spiritual history. However, students in the two groups received identical scores on the component of the examination requiring them to write a spiritual history. Conclusions: Although students who were exposed to material on spirituality in medicine reported greater understanding of the issue, no difference in clinical performance was observed.
| Type | Journal Article |
|---|---|
| Author | Thomas Ostermann |
| Author | Christa K Raak |
| Author | Peter F Matthiessen |
| Author | Arndt Büssing |
| Author | Hartmut Zillmann |
| Abstract | Complementary and alternative therapies and medicines (CAM) such as acupuncture or mistletoe treatment are much asked for by cancer patients. With a growing interest in such therapies, physicians need a simple tool with which to get an overview of the scientific publications on CAM, particularly those that are not listed in common bibliographic databases like MEDLINE. CAMbase is an XML-based bibliographical database on CAM which serves to address this need. A custom front end search engine performs semantic analysis of textual input enabling users to quickly find information relevant to the search queries. This article describes the technical background and the architecture behind CAMbase, a free online database on CAM (www.cambase.de). We give examples on its use, describe the underlying algorithms and present recent statistics for search terms related to complementary therapies in oncology. |
| Publication | Cancer Informatics |
| Volume | 7 |
| Pages | 159-169 |
| Date | July 2009 |
| Journal Abbr | Cancer Inform |
| ISSN | 1176-9351 |
| URL | http://www.ncbi.nlm.nih.gov.ezproxy.bu.edu/pubmed/19718447 |
| Accessed | Tue Oct 27 09:13:39 2009 |
| Library Catalog | NCBI PubMed |
| Extra | PMID: 19718447 |
| Date Added | Thu Sep 29 09:05:21 2011 |
| Modified | Thu Sep 29 09:05:21 2011 |
| Type | Book |
|---|---|
| Author | Rosemary Payne |
| Edition | 4th ed. |
| Place | Edinburgh; New York |
| Publisher | Churchill Livingstone/Elsevier |
| Date | 2010 |
| ISBN | 9780702031120 |
| Date Added | Thu Sep 29 09:04:35 2011 |
| Modified | Thu Sep 29 09:04:35 2011 |
| Type | Journal Article |
|---|---|
| Author | Mark C Pettus |
| Abstract | OBJECTIVE: To promote greater sensitivity to and heightened awareness of the relevance and therapeutic potential of integrating medicine and spirituality in the healing process of patients cared for by our medical residents. Strategies for clear, effective, and empathetic communication are integrated into the curriculum. DESCRIPTION: With the support of The University of Massachusetts Medical School Macy Initiative in health communication, funded by the Josiah Macy, Jr. Foundation, we have fully implemented a medicine-spirituality curriculum as an integral aspect of our residency program. Current strategies include (1) new house officers participate in the workshop "Communicating Bad News," which is based on a videotaped interaction and experiential role-play about the challenging "art" of sharing bad and often traumatic news; (2) a monthly lecture series that looks at various aspects of religious and spiritual practices and their implications on science and health with topics including the following: taking a spiritual history, exploring world religious views from a Judeo-Christian perspective, studying Eastern philosophies such as Buddhism and Hinduism, and discussing cultural diversity's effect on how people understand and cope with illness; (3) residents receive a comprehensive, evidence-based syllabus that encompasses all of the medical literature relating to spirituality, religion and health; (4) local hospice professionals give end-of-life care lectures about pain management, palliation, advanced directives, and ethical implications; (5) our residents spend one or two days per year with our pastoral care leaders and one to two days per year with our hospice team; (6) monthly ward rounds with a faculty member who emphasizes the spiritual dimension of a particular case and the faith-based resources in our hospital and community. DISCUSSION: Traditionally, graduate medical education has not emphasized the importance of spirituality as a "target" for routine inquiry, understanding, and sharing in the context of patient care. We are beginning to see that residents need to be aware of the relationship between spirituality and health, as a consequence of this curriculum. Because the curriculum is seamlessly integrated into a preexisting infrastructure (e.g., noon conferences, ambulatory off-site experiences, walk-rounds, etc.), it has been relatively easy to implement. Focusing on the literature has also provided a "scientific door" that has made this more palatable. Over time, we will foster a growing alliance of the medical and faith communities in our rural area. This has potent implications for community health initiatives. Two of our residents have already volunteered to give talks at local congregations. Spirituality and religion are sensitive and personal areas that can be awkward to embrace and openly discuss. By remaining sensitive and respectful of all views, we strive to diminish the obstacles and enable a more provocative, enlightening residency experience. As a consequence, we are forced to reconsider what it is to be a "healer" and what it is to be "healed." Annual verbal and written feedback will allow us to refine our curriculum. I anticipate this to be a permanent aspect of our residents' training. |
| Publication | Academic Medicine: Journal of the Association of American Medical Colleges |
| Volume | 77 |
| Issue | 7 |
| Pages | 745 |
| Date | Jul 2002 |
| Journal Abbr | Acad Med |
| ISSN | 1040-2446 |
| URL | http://www.ncbi.nlm.nih.gov/pubmed/12114166 |
| Accessed | Thu Nov 12 21:40:04 2009 |
| Library Catalog | NCBI PubMed |
| Extra | PMID: 12114166 |
| Date Added | Sat Oct 1 15:01:53 2011 |
| Modified | Sat Oct 1 15:01:53 2011 |
Objective: To promote greater sensitivity to and heightened awareness of the relevance and therapeutic potential of integrating medicine and spirituality in the healing process of patients cared for by our medical residents. Strategies for clear, effective, and empathetic communication are integrated into the curriculum. DESCRIPTION: With the support of The University of Massachusetts Medical School Macy Initiative in health communication, funded by the Josiah Macy, Jr. Foundation, we have fully implemented a medicine-spirituality curriculum as an integral aspect of our residency program. Current strategies include (1) new house officers participate in the workshop “Communicating Bad News,” which is based on a videotaped interaction and experiential role-play about the challenging “art” of sharing bad and often traumatic news; (2) a monthly lecture series that looks at various aspects of religious and spiritual practices and their implications on science and health with topics including the following: taking a spiritual history, exploring world religious views from a Judeo-Christian perspective, studying Eastern philosophies such as Buddhism and Hinduism, and discussing cultural diversity’s effect on how people understand and cope with illness; (3) residents receive a comprehensive, evidence-based syllabus that encompasses all of the medical literature relating to spirituality, religion and health; (4) local hospice professionals give end-of-life care lectures about pain management, palliation, advanced directives, and ethical implications; (5) our residents spend one or two days per year with our pastoral care leaders and one to two days per year with our hospice team; (6) monthly ward rounds with a faculty member who emphasizes the spiritual dimension of a particular case and the faith-based resources in our hospital and community. Discussion: Traditionally, graduate medical education has not emphasized the importance of spirituality as a “target” for routine inquiry, understanding, and sharing in the context of patient care. We are beginning to see that residents need to be aware of the relationship between spirituality and health, as a consequence of this curriculum. Because the curriculum is seamlessly integrated into a preexisting infrastructure (e.g., noon conferences, ambulatory off-site experiences, walk-rounds, etc.), it has been relatively easy to implement. Focusing on the literature has also provided a “scientific door” that has made this more palatable. Over time, we will foster a growing alliance of the medical and faith communities in our rural area. This has potent implications for community health initiatives. Two of our residents have already volunteered to give talks at local congregations. Spirituality and religion are sensitive and personal areas that can be awkward to embrace and openly discuss. By remaining sensitive and respectful of all views, we strive to diminish the obstacles and enable a more provocative, enlightening residency experience. As a consequence, we are forced to reconsider what it is to be a “healer” and what it is to be “healed.” Annual verbal and written feedback will allow us to refine our curriculum. I anticipate this to be a permanent aspect of our residents’ training.
| Type | Journal Article |
|---|---|
| Author | Paul L. Poelstra |
| Abstract | Doing integration in research and statistics oriented courses presents unique challenges to faculty. The content of these courses seems far removed from the integration of faith and learning as generally understood in the literature. Faith-praxis integration provides an overarching vision that rises above the content of a given course and impacts many aspects of the educational process for both the faculty member and the student. Developing expertise in research skills becomes a spiritual exercise that has import for the student's motivations, goals and character. For faculty, faith-praxis integration carries implications for how their faith can be lived out in their courses. It will affect interactions with students outside of class as well. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract) |
| Publication | Journal of Psychology and Theology |
| Volume | 37 |
| Issue | 1 |
| Pages | 62-69 |
| Date | 2009 |
| Series | Teaching the integration of faith and psychology |
| ISSN | 0091-6471 |
| Library Catalog | EBSCOhost |
| Date Added | Thu Sep 29 09:07:00 2011 |
| Modified | Thu Sep 29 09:07:00 2011 |
| Type | Journal Article |
|---|---|
| Author | Christina M Puchalski |
| Publication | Journal of Cancer Education: The Official Journal of the American Association for Cancer Education |
| Volume | 21 |
| Issue | 1 |
| Pages | 14-18 |
| Date | 2006 |
| Journal Abbr | J Cancer Educ |
| DOI | 10.1207/s15430154jce2101_6 |
| ISSN | 0885-8195 |
| Short Title | Spirituality and medicine |
| URL | http://www.ncbi.nlm.nih.gov/pubmed/16918282 |
| Accessed | Fri Nov 13 16:48:23 2009 |
| Library Catalog | NCBI PubMed |
| Extra | PMID: 16918282 |
| Date Added | Sat Oct 1 15:01:53 2011 |
| Modified | Sat Oct 1 15:01:53 2011 |
| Type | Journal Article |
|---|---|
| Author | Julian Raffay |
| Abstract | A systems approach to training staff in spiritual healthcare is advocated and six essential principles are suggested. Their underpinning theology is described and a relational approach to service users is advocated. Thirteen practical suggestions are subsequently offered and an outline of the training package is presented. This article is largely practical in its content and offers an approach that will hopefully be of benefit to anyone undertaking a similar project. |
| Publication | Mental Health, Religion & Culture |
| Volume | 13 |
| Issue | 6 |
| Pages | 605-614 |
| Date | 9/2010 |
| Journal Abbr | Mental Hlth., Religion & Culture |
| DOI | 10.1080/13674676.2010.488439 |
| ISSN | 1367-4676 |
| URL | http://www.informaworld.com/openurl? genre=article&… |
| Date Added | Thu Sep 29 09:02:29 2011 |
| Modified | Thu Sep 29 09:02:29 2011 |
| Type | Journal Article |
|---|---|
| Author | Dan Taylor |
| Author | Madhuri S. Mulekar |
| Author | Arnold Luterman |
| Author | Frederick N. Meyer |
| Author | William O. Richards |
| Author | Charles B. Rodning |
| Abstract | Objective To assess the attitudes of general and orthopaedic surgical outpatients regarding inquiry into their religious beliefs, spiritual practices, and personal faith.Design Prospective, voluntary, self-administered, and anonymously-completed questionnaire, regarding religious beliefs, spiritual practices, and personal faith, March-August, 2009.Setting General and orthopaedic surgical outpatient settings, Health Services Foundation, College of Medicine, University of South Alabama, a tertiary care academic medical center in Mobile, Alabama.Participants All patients referred for evaluation and management of general and orthopaedic surgical conditions, pre- and postoperatively, were approached.Methodology The questionnaire solicited data regarding patient: (1) demographics; (2) religious beliefs, spiritual practices, and personal faith; and (3) opinions regarding inquiry into those subjects by their surgeon. The latter opinions were stratified on a 5-point Likert scale ranging from "strongly disagree" to "strongly agree." Statistical analysis was conducted using software JMP® 8 Statistical Discovery Software (S.A.S. Institute Inc., Cary, North Carolina) and a 5% probability level was used to determine significance of results.Results Eighty-three percent (83%) of respondents agreed or strongly agreed that surgeons should be aware of their patients' religiosity and spirituality; 63% concurred that surgeons should take a spiritual history; and 64% indicated that their trust in their surgeon would increase if they did so. Nevertheless, 17%, 37%, and 36% disagreed or strongly disagreed with those perspectives, respectively.Conclusions By inference to the best explanation of the results, we would argue that religiosity and spirituality are inherent perspectives of patient-surgeon relationships. Consequently, those perspectives are germane to the therapeutic milieu. Therefore, discerning each patient's perspective in those regards is warranted in the context of an integrative and holistic patient-surgeon relationship, the intent of which is to restore a patient to health and well-being. |
| Publication | Journal of Surgical Education |
| Volume | 68 |
| Issue | 1 |
| Pages | 36-43 |
| Date | January |
| DOI | 10.1016/j.jsurg.2010.08.007 |
| ISSN | 1931-7204 |
| Accessed | Tue Feb 15 19:02:10 2011 |
| Library Catalog | ScienceDirect |
| Date Added | Thu Sep 29 08:57:52 2011 |
| Modified | Thu Sep 29 08:57:52 2011 |
| Type | Journal Article |
|---|---|
| Author | S J Yardley |
| Author | C E Walshe |
| Author | A Parr |
| Abstract | Healthcare professionals express difficulties in delivering spiritual care, despite it being a core component of palliative care national policies. The patient perspective on professional training to address difficulties has not previously been sought. The aim of this study is to describe patient suggestions for development of training to deliver spiritual care. Qualitative semi-structured in-depth 'palliative patient' interviews (n = 20) were analysed thematically. Training suggestions encompassed practical care delivery. Patients supported staff who introduced questions about spiritual needs, and they expected opportunities to engage in spiritual care discussions. The 'right' attitude for spiritual care delivery was defined as being non-judgemental, providing integrated care and showing interest in individuals. Training issues included patient perspectives of boundaries between personal and professional roles. This study provides 'palliative patient' perspectives to strengthen recommended models of spiritual care delivery. It shows that user opinions on training can be helpful not only in deciding objectives but also how to achieve them. |
| Publication | Palliative Medicine |
| Volume | 23 |
| Issue | 7 |
| Pages | 601-607 |
| Date | Oct 2009 |
| Journal Abbr | Palliat Med |
| DOI | 10.1177/0269216309105726 |
| ISSN | 1477-030X |
| Short Title | Improving training in spiritual care |
| URL | http://www.ncbi.nlm.nih.gov.ezproxy.bu.edu/pubmed/19443521 |
| Accessed | Wed Nov 4 22:04:33 2009 |
| Library Catalog | NCBI PubMed |
| Extra | PMID: 19443521 |
| Date Added | Thu Sep 29 09:05:21 2011 |
| Modified | Thu Sep 29 09:05:21 2011 |