Elder Willam, Rakel David, Heitkemper Margaret, Hustedde Carol, Harazduk Nancy, Gerik Susie, Haramati Aviad
Department of Family and Community Medicine, University of Kentucky College of Medicine, Lexington, Kentucky 40536-0284, USA.
Acad Med. 2007 Oct;82(10):951-5. doi: 10.1097/ACM.0b013e318149e411.
To determine the value that the National Center for Complementary and Alternative Medicine (NCCAM)-funded Education Project leaders placed on self-awareness objectives among their curricular activities, to identify projects' rationales for inclusion of self-awareness activities, and to describe curricular elements used to teach self-awareness.
A survey was distributed to the NCCAM Education Project grantees in October 2006. Survey items sought to identify project directors' perceived importance of self-awareness activities in complementary and alternative medicine (CAM) curricula, rationales for inclusion of self-awareness activities, and activities to foster self-awareness. Invited reports described in more depth the specific activities in three of the projects.
Fourteen of 15 reporting NCCAM educational projects rated activities to promote self-awareness as highly or very highly valued components, and all projects incorporated numerous strategies to enhance self-awareness. Learning objectives ranged from basic knowledge about mind-body relationships and psychoneuroimmunology, to evidence and indications for mind-body interventions, to training in self-application, to training for intervention with patients. Specific strategies that increase students' self-awareness included evidence-based CAM activities to help students recognize personal biases that may impair critical thinking; personal health experiences to expand definition of health beliefs; and mind-body medicine skills groups to personally integrate the use of mind-body techniques for wellness and stress management.
Incorporating some of these CAM curricular activities, didactically or experientially, may be a unique way to foster student self-awareness and personal growth.
确定由美国国立补充与替代医学中心（NCCAM）资助的教育项目负责人对其课程活动中自我意识目标的重视程度，找出项目纳入自我意识活动的理由，并描述用于教授自我意识的课程内容。
2006年10月向NCCAM教育项目受资助者发放了一份调查问卷。调查项目旨在确定项目负责人对补充与替代医学（CAM）课程中自我意识活动的重要性认知、纳入自我意识活动的理由以及培养自我意识的活动。受邀报告更深入地描述了其中三个项目的具体活动。
15个汇报的NCCAM教育项目中有14个将促进自我意识的活动评为高度或非常高度重视的组成部分，并且所有项目都采用了多种策略来增强自我意识。学习目标范围从关于身心关系和心理神经免疫学的基础知识，到身心干预的证据和适应症，到自我应用培训，再到对患者进行干预的培训。提高学生自我意识的具体策略包括基于证据的CAM活动，以帮助学生认识到可能损害批判性思维的个人偏见；个人健康经历以扩展健康信念的定义；以及身心医学技能小组，以个人方式整合身心技术用于健康和压力管理。
通过教学或体验方式纳入这些CAM课程活动中的一些内容，可能是培养学生自我意识和个人成长的独特途径。
