2. Marja J. Verhoef, PhD Rebecca Brundin-Mather, MASc CAM in UME: Facing Challenges, Facilitating Opportunities Association for Medical Education in Europe (AMEE) Málaga, Spain September 2, 2009 CANADA

3. The CAM in UME Project Quality and balanced teaching of CAM-related issues in Canada’s 17 UME programs. Primary Objective 2 http://www.caminume.ca

4. Faculty liaisons 3 http://www.caminume.ca

5. CAM in UME Not unique to Canadian medical programs. Initiated in 2001 by federal organizations: Health Canada Association of Faculties of Medicine of Canada (AFMC) Marja Verhoef, PhD Professor, Community Health Sciences Canada Research Chair in Complementary Medicine Adjunct Professor, University of Tromsø, Norway 4 http://www.caminume.ca

6. CAM in UME: 2001 5 http://www.caminume.ca Limited content. Elective based content But… Demand for more content.

7. Challenges to integration Lack of time in the curriculum. Lack of quality resources on CAM. Lack of faculty knowledgeable about CAM. Lack of faculty knowledgeable about curriculum implementation. 6 http://www.caminume.ca

8. The CAM in UME project Project Web site Provisional list of competencies on CAM A guide to implement CAM curriculum A digital resource repository Network of educators 7 http://www.caminume.ca

9. NARCCIM: Minneapolis May 12-15, 2009 8

10. Knowledge-based Competencies To understand the definition of CAM (including the definition of prominent CAM practices). Describe CAM and how CAM can be classified. Describe commonly used therapies in Canada. Describe and discuss the potential challenges and benefits of Integrative Medicine (IM). List CAM therapies that are commonly used by patients for specific diseases or health concerns (list to be determined locally by the instructor). Identify how CAM use is related to socio- demographic characteristics, values, and beliefs. Describe the potential impact of selected CAM therapies on stress reduction, illness prevention, health promotion. Identify potential safety issues associated with selected CAM therapies. Identify reliable sources to establish current state of evidence for the following CAM therapies. Identify professional and ethical issues that arise in establishing collaborative relationships between physicians and CAM practitioners. Skills-based Competencies Critically appraise the evidence pertaining to selected CAM therapies for the prevention and treatment of specific diseases. Discuss CAM with patients in a respectful, non- judgmental, and professional manner, including: Taking a patient history of CAM use; Reflecting cultural sensitivity and patient values. Informing and advising patients regarding CAM. Acknowledging the limitations of one’s own knowledge regarding CAM. Communicate respectfully and effectively, with permission of the patient, with CAM practitioners about assessment, treatment, decision-making, referrals, and patient safety. Attitude-based Competencies Reflect on your own culturally based values and belief systems, attitudes, and CAM-related knowledge, and describe how these may affect your approach to self-care, health, wellness, healing, and the practice of conventional medicine and CAM. Demonstrate respect for the beliefs and choices of patients who use CAM.

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12. NARCCIM: Minneapolis May 12-15, 2009 11

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17. More Challenges…Unique to CAM 1. Complementary medicine is a sensitive and politically charged topic. All CAM = non-EBM. Teaching CAM = Endorsing CAM Teaching CAM is catering to demand-centred health care. 16

18. More Challenges…Unique to CAM Massage Naturopathy Ayurveda Yoga COQ10 Vitamins Acupuncture St. Johns Wort Music therapy Meditation Prayer 2. What is CAM? 17 A group of diverse medical and health care systems, practices, and products that are not generally considered a part of conventional health care. National Center for Complementary and Alternative Medicine United States National Institute of Health

19. Next Steps 18

20. Activities to Further Facilitate Integration 1. A modified Delphi process on terminology. Integrative Medicine Whole-person care 19 http://www.caminume.ca 2. AFMC pillars Interprofessional education Medical professionalism Humanities in medicine Social accountability 3. Current education priorities of UME programs.

21. Activities to Further Facilitate Integration 3. Understanding and fostering organizational change. Case studies Experiences of other curriculum based initiatives 20 http://www.caminume.ca 4. Strengthening Networks and Faculty ‘Buy In’ Faculty Development One-on-one engagement

22. Activities to Facilitate Integration 21 http://www.caminume.ca

23. Acknowledgements http://www.caminume.ca 22 The CAM in UME project http://www.caminume.ca