Department of General Practice and Health Services Research, University Hospital Heidelberg, 69120 Heidelberg, Germany.
Department of General Practice and Health Services Research, University Hospital Heidelberg, 69120 Heidelberg, Germany.
J Integr Med. 2021 May;19(3):282-290. doi: 10.1016/j.joim.2021.03.001. Epub 2021 Mar 6.
A collaborative team is necessary to help patients achieve their healthcare goals using complementary medicine. At present, healthcare professionals do not feel sufficiently qualified to provide this service. This study sought to identify competencies and teaching methods for interprofessional training on complementary and integrative medicine at medical schools.
Sixty-five German-speaking experts with various professional backgrounds were invited to take part in a three-round Delphi study. In the first round, predefined competencies were assessed on a seven-point Likert scale, and participants were invited to propose additional competencies that would be evaluated in the subsequent rounds. The competencies were ranked based on the participant assessments and were assigned to four relevance groups. In the second and third rounds, suitable teaching methods were identified using free-text fields and multiple-choice questions. In a final workshop, participants synthesized the outcomes of the previous sessions and derived key competencies that would be a benefit to undergraduate interprofessional training in complementary and integrative medicine at medical schools.
The three rounds plus final worksop were attended by 50, 40, 36 and 11 experts. The competencies that these experts determined to be highly relevant to teaching complementary and integrative medicine emphasized, in particular, the respectful treatment of patients and the importance of taking a medical history. From these highly relevant competencies, three key targets were agreed upon in the final workshop: students are able to 1) classify and assess complementary medical terms and methods; 2) work collaboratively and integrate patients into the interprofessional team; 3) involve patients and their relatives respectfully and empathetically in all healthcare processes. To achieve these competency goals, the following teaching methods were highlighted: students discuss therapy options based on authentic patient cases with each other and practice empathic patient communication incorporating complementary medicine. Further, the theoretical background of complementary medicines could be provided as online-training, to use the class sessions for hands-on exercises and interprofessional exchange and discussion.
Despite the heterogeneous panel of experts, a consensus was reached on the competency orientation and teaching approaches. The results can promote the implementation of interprofessional training for complementary medicine in undergraduate education.
为了帮助患者通过补充医学实现其医疗保健目标，需要建立一个协作团队。目前，医疗保健专业人员觉得自己没有足够的资格提供这项服务。本研究旨在确定医学院校补充和整合医学的跨专业培训的能力和教学方法。
邀请 65 名具有不同专业背景的德语专家参加三轮德尔菲研究。在第一轮中，根据七点李克特量表评估预定义的能力，并邀请参与者提出将在后续轮次中评估的其他能力。根据参与者的评估对能力进行排名，并将其分配到四个相关组中。在第二轮和第三轮中，使用自由文本字段和多项选择题确定合适的教学方法。在最后一次研讨会上，参与者综合了之前各轮次的结果，并得出对医学本科补充和整合医学跨专业培训有益的关键能力。
三轮加最终研讨会共有 50、40、36 和 11 名专家参加。这些专家认为与补充和整合医学教学高度相关的能力特别强调了对患者的尊重和病史的重要性。从这些高度相关的能力中，最终研讨会达成了三个关键目标：学生能够 1）对补充医学术语和方法进行分类和评估；2）协作并将患者融入跨专业团队；3）在所有医疗保健过程中尊重并同情地让患者及其家属参与。为了实现这些能力目标，突出强调了以下教学方法：学生根据具有补充医学内容的真实患者病例相互讨论治疗方案，并练习包含补充医学内容的共情患者沟通。此外，还可以将补充医学的理论背景作为在线培训提供，以便在课堂上进行实践练习、跨专业交流和讨论。
尽管专家小组具有异质性，但就能力倾向和教学方法达成了共识。研究结果可以促进本科教育中补充医学的跨专业培训的实施。
