Kemper Kathi J, Highfield Ellen Silver, McLellan Mary, Ott Mary Jane, Dvorkin Lana, Whelan Julia S
Wake Forest University School of Medicine, Winston-Salem, NC, USA.
Altern Ther Health Med. 2002 Nov-Dec;8(6):70-3.
As more patients use complementary and alternative medical (CAM) therapies, faculty may be asked to teach trainees about topics requiring faculty development training. Our purpose in this study was to evaluate qualitatively and quantitatively a new faculty development program covering 4 key areas of CAM: herbs and dietary supplements, mind-body therapies, massage, and acupuncture. Faculty members (N = 6) volunteered for the program and were included in the study if they completed at least 3 of the 6 scheduled sessions. For each session, participants completed a pretest evaluating their knowledge and confidence about the topic, then they received background reading and focused discussion questions. Each session was a case-based, experiential seminar led by an expert in the content area. Participants completed post-session questionnaires measuring knowledge, confidence, and communication practices at the end of each session and at the end of the series of seminars. They also were asked for feedback and suggestions for the following year. All participants strongly agreed that they gained important knowledge; scores on tests about herbs increased from 62% at baseline to 84% at completion, and scores on knowledge of acupuncture increased from 60% before the session to 98% after. All participants strongly agreed that their confidence in talking with patients, colleagues, and trainees improved; on average, confidence scores improved an average of 1.8 out of a total of 5 possible points for all topics. Participants more frequently asked patients about their use of herbs (from 50% at baseline to 75% at the end) and increased the percentage of training encounters in which they discussed CAM with trainees or colleagues from 10% to 25%. We concluded that faculty development in integrative medicine is feasible and results in qualitative and quantitative improvements in knowledge, confidence, and clinical and teaching behaviors.
随着越来越多的患者使用补充和替代医学（CAM）疗法，教员可能会被要求向学员传授一些需要教员发展培训的主题。我们开展这项研究的目的是对一个涵盖CAM四个关键领域的新教员发展项目进行定性和定量评估：草药和膳食补充剂、身心疗法、按摩和针灸。教员（N = 6）自愿参加该项目，如果他们完成了6次预定课程中的至少3次，就被纳入研究。对于每次课程，参与者先完成一次预测试，评估他们对该主题的知识和信心，然后他们会收到背景阅读材料和重点讨论问题。每次课程都是由该内容领域的专家主持的基于案例的体验式研讨会。参与者在每次课程结束时以及系列研讨会结束时完成课后问卷，评估知识、信心和沟通实践情况。他们还被要求提供下一年的反馈和建议。所有参与者都强烈认为他们获得了重要知识；关于草药的测试分数从基线时的62%提高到课程结束时的84%，针灸知识分数从课程前的60%提高到课程后的98%。所有参与者都强烈认为他们与患者、同事和学员交谈的信心有所提高；所有主题的信心分数平均在满分5分中提高了1.8分。参与者更频繁地询问患者使用草药的情况（从基线时的50%提高到课程结束时的75%），并将他们与学员或同事讨论CAM的培训接触比例从10%提高到25%。我们得出结论，整合医学方面的教员发展是可行的，并且在知识、信心以及临床和教学行为方面带来了定性和定量的改善。
