250199 Designing and Implementing DegreePrograms in Complementary and Integrative Healthcare

Monday, October 31, 2011

Ellen Kaye Gehrke, Ph D, MBA BSc , Community Health, National University, San Diego, CA
Suzanne Evans, Ed D , School of Health & Human Services, National University, San Diego, CA
Use of complementary and alternative healthcare has grown rapidly with more than one-third of U.S. adults reporting that they have utilized alternative healthcare treatments. The Institute of Medicine (IOM) and Association of Academic Health Centers identified deficiencies in knowledge in alternative healthcare in the training of the U.S. healthcare workforce. Faculty came together to examine the educational preparation needed to prepare healthcare professionals with the knowledge and experiences to effectively advance complementary and alternative healthcare practices. Initial efforts involved group discussions over critical concerns, exploration of current research and trends in CIH, and identification of the recommendations for curricular reform initiatives that emerged from the IOM Panel on Health Professions Education, White House Commission on Complementary and Alternative Medicine , the National Institutes of Health, and National Center for Complimentary and Alternative Medicine. The planning process involved extensive consultation with many stakeholders, including our faculty, interested organizations, complementary and alternative medicine practitioners, and prospective students. Through iterations of creation, revision, and evaluation, learning goals and objectives were articulated and developed for both a certificate program and a Master's Degree. In collaboration with University program development processes, learning goals, effective learning outcomes were established for each of the twelve courses in the program. Finally, course texts and assignments were aligned to each other and to learning goals through development of a comprehensive curriculum map. Challenges faced in designing the program to address the evidence-based needs, guidelines for curriculum and assessment development, and tools for replication in other institutions will be shared.

Learning Areas:
Assessment of individual and community needs for health education
Implementation of health education strategies, interventions and programs
Other professions or practice related to public health
Planning of health education strategies, interventions, and programs
Program planning

Learning Objectives:
Participants will : 1. Describe the collaborative faculty initiated planning, and curriculum design processes to develop a CIH program. 2. Discuss the rationale for the selection and design of course and program offerings, and guidelines for assessment outcomes. 3. Identify major scientific, policy, and practice issues required in the framework of a master's level degree in Complimentary and Integrative healthcare (CIH). 4. Discuss the steps to minimize the political and ideological barriers associated with positioning integrative healthcare programs into a traditional School of Health.

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: Program lead for Complementary and Integrative Health Programs. Responsible for design and implementation of degree programs.
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.