Burton Dee, Trask Jennifer, Sandvold Irene, Amr Sania, Chaudry Sajida S, Debay Marc
Center for Health, Media and Policy, Hunter College, City University of New York, New York, New York.
IMPriME Center, American College of Preventive Medicine, Washington, District of Columbia.
Am J Prev Med. 2015 Nov;49(5 Suppl 3):S241-8. doi: 10.1016/j.amepre.2015.07.026.
In September 2012, the Health Resources and Services Administration funded 12 preventive medicine residency programs to participate in a 2-year project aimed at incorporating integrative medicine (IM) into their residency training programs. The grantees were asked to incorporate competencies for IM into their respective preventive medicine residency curricula and to provide for faculty development in IM. The analysis conducted in 2014-2015 used the following evidence to assess residency programs' achievements and challenges in implementation: progress and performance measures reports, curriculum mapping of program activities to IM competencies, records of webinar participation, and post-project individual semi-structured phone interviews with the 12 grantee project leaders. Key findings are: (1) IM activities offered to residents increased by 50% during the 2 years; (2) Accessing IM resources already in existence at local grantee sites was the primary facilitator of moving the integration of IM into preventive medicine residencies forward; (3) Among all activities offered residents, rotations were perceived by grantees as by far the most valuable contributor to acquiring IM competencies; (4) Online training was considered a greater contributor to preventive medicine residents' medical knowledge in IM than faculty lectures or courses; (5) Faculty were offered a rich variety of opportunities for professional development in IM, but some programs lacked a system to ensure faculty participation; and (6) Perceived lack of evidence for IM was a barrier to full program implementation at some sites. Grantees expect implemented programs to continue post-funding, but with decreased intensity owing to perceived faculty and curriculum time constraints.
2012年9月，卫生资源与服务管理局资助了12个预防医学住院医师培训项目参与一个为期两年的项目，该项目旨在将整合医学纳入其住院医师培训项目。受资助者被要求将整合医学的能力要求纳入各自的预防医学住院医师培训课程，并提供整合医学方面的师资培训。2014 - 2015年进行的分析利用以下证据评估住院医师培训项目在实施过程中的成就和挑战：进展和绩效评估报告、将项目活动与整合医学能力要求进行课程映射、网络研讨会参与记录以及项目结束后对12位受资助项目负责人进行的个人半结构化电话访谈。主要发现如下：（1）在这两年中，为住院医师提供的整合医学活动增加了50%；（2）利用当地受资助机构现有的整合医学资源是推动将整合医学纳入预防医学住院医师培训的主要促进因素；（3）在为住院医师提供的所有活动中，受资助者认为轮转是获取整合医学能力方面最有价值的贡献方式；（4）与教师讲座或课程相比，在线培训被认为对预防医学住院医师在整合医学方面的医学知识贡献更大；（5）为教师提供了丰富多样的整合医学专业发展机会，但一些项目缺乏确保教师参与的系统；（6）在一些机构，认为缺乏整合医学的证据是全面实施项目的障碍。受资助者期望已实施的项目在资金结束后继续开展，但由于认为教师和课程时间有限，开展强度会降低。
