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Texas Tech University Health Sciences Center School of Medicine A Student-Generated, Peer-Led Teaching Activity for Integrative Medicine in a Family Medicine Accelerated Track Edward Alston, Kayden Barber, Joshua Brock, Cheryl Haston, Franckiana Lormeus, Nica Lurtsema, Noriko Merida-Morales Annalee Molina, Stephanie Rodriguez, Zac Wilkinson, Matt Young, FMAT Class of 2021 Leslie Shen PhD3, Ron Cook1,2, Betsy Goebel Jones EdD1,2 Departments of Medical Education1 , Family Medicine2 and Pathology2 School of Medicine Texas Tech University Health Sciences Center School of Medicine FMAT Program: Cardiovascular Week Neuro-Psych Week TTUHSC has implemented a 3-year • Coenzyme 10 (CoQ10) • Melatonin accelerated medical school curriculum that • Fish oil • Mindful meditation culminates in the MD degree and prepares • Garlic • Neurostimulation/ Cerena How confident would you students for a 3-year family medicine • Capsaisin • Butterbur/ Petadolex feel explaining to a patient what integrative residency. The FMAT1 course focuses on the Dermatology Week OB/Gyn/ Urology Week • Ginger root medicine is? top 24 diagnoses in primary care. It is • Pine bark extract • Tea tree oil • Saw palmetto organized across 8 systems-based weeks • Mederma Respiratory Week Project Background & Purpose: • Manuka honey • Acupuncture More than half of adults in the U.S. say they Endocrine/GI Week • Ivy leaf How comfortable are you use some form of alternative medicine. • Turmeric • Raw local honey looking up information on However, the definition of terms such as • Acupuncture • eCigarettes evidence, safety & interactions on CAM? Complementary and Alternative Musculoskeletal Week Presentation Details /Post Results: CAM Attitudes Results: /Post • Market name or common brand names, if any - CAM Therapies Presented Therapies CAM • Medicine(CAM) and Integrative Medicine Topical arnica • Indications/ conditions for use • Glucosamine Chondroitin • Means of delivery (IM) change often, as CAM/IM therapies • Evidence to support use, if any Pre • Kratom • Mechanism of action, if known move into the mainstream. Thus, helping • Safety issues/ Interaction with medication or other therapies • CBD cream • Issues related to sex- or gender-differences-- such as in effectiveness, learners stay abreast of CAM/IM therapies therapeutic action, or product marketing • Important notes for patient education about this therapy remains a part of lifelong learning. • Key sources or literature How useful do you think Project Objectives: CAM therapies are as a • 1) Apply basic sciences and clinical content All Respondents (22) 40.0% part of health care? covered in the course to CAM and integrative • Basic Scientist Faculty (5) 40.8% Cranberry Juice: Most therapies • Family Medicine Faculty (5) 49.6% Understood (100% for all) 2) Demonstrate clinical competencies that apply • FMAT Students (12) 35.3% to the basic science and clinical content Also high: covered during FMAT systems-based weeks Lutein: Most Understood by Calcium & Green Tea 3) Demonstrate critical thinking and synthesis of FM faculty, compared to extract information. others (100% FM vs Methods: 80%BS/33%FMAT) Saw Palmetto: Least • FMAT students studied evidence related Understood to the use of CAM/IM in primary care. Reiki: Most Understood by BS (45% overall) faculty, compared to Discussion & Conclusions • Students and faculty completed pre- and Also low: Reiki & others In the Family Medicine Accelerated Track (FMAT), TTUHSC post-tests of knowledge and attitude, Tai Chi Test Results: Matching(80% Therapy & Indication BS vs 40%FM/ has developed a unique strategy to improve the primary - including matching therapies to 33% FMAT) care physician workforce. FMAT affords students a Pre indications and CAM confidence. Post-Test: Student- complete medical education in three years, increased • In their assigned week, students were • All Respondents (16) 41.7% Generated Questions faculty support, financial incentives, and earlier clinical responsible for researching and • experiences. This project offered a strong opportunity to: presenting about CAM/IM therapies. Faculty (6) 47.0% • Faculty (6) 67.4% • Embed a self-directed learning activity into an ongoing • Each student gave a brief presentation • FMAT Students (10) 39.3% • FMAT Students (10)70.8% course for 2 therapies, including one nutritional Pre-Test Post-Test • supplement, noting indications, drug Address CAM/IM therapies, which are often not taught Focus on therapies covered in presentations well in medical school interactions, MOA, sex- differences, Saw Palmetto • All 45% 67% • Challenge students to integrate CAM with the week’s safety issues, etc. • BS Faculty 60% 43% (all faculty) • Students completed worksheets and • FM Faculty 80% content & diagnoses • FMAT Students 20% 87.5% • Use physician & scientist faculty expertise to guide wrote a post-test question. Test Results: Matching - Ginger Root • All 67% 95% discussions such as therapy MOA, drug interaction, • Post BS Faculty 57% 100% (all faculty) - • FM Faculty 57% potential for mis-information, safety, & sex differences • FMAT Studentss 75% 92% Pre • Engage students directly in teaching & evaluation Glucosamine Contacts: • All 72% 60% • Pilot a model that can be expanded to other topics and Betsy Jones: [email protected] • BS Faculty 80% 43% (all faculty) • FM Faculty 80% courses Ron Cook: [email protected] • FMAT Students 67% 75%.
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