Integration of acupuncture into family medicine teaching clinics.

OBJECTIVES: As growing numbers of patients use complementary and alternative medicine (CAM), improvement is needed in communication between providers of CAM and allopathic medicine. This study describes collaborative acupuncture clinics (CACs) run by providers from Oregon Health and Science University (OHSU) and the Oregon College of Oriental Medicine (OCOM) in the setting of family medicine teaching clinics. It examines patient demographics, quality of education for medical learners, referral practices of primary care physicians (PCPs), and quality of communication between acupuncturists and PCPs at these clinics. DESIGN: Demographic data were abstracted from electronic medical records of patients treated at least three times in the CACs between 2006 and 2007. A survey on quality of education at the CACs was given to acupuncture interns, medical students, and acupuncture supervisors. A separate survey collected information from PCPs at the family medicine clinics regarding referral practices to acupuncture and quality of communication between PCPs and acupuncturists. RESULTS: Of the 96 patients seen at the clinics, 74% were female, 76% were European-American, and the mean age was 45.9 years. Sixty-one percent (61%) of patients were insured through private insurance, 31.3% had Medicare or Medicaid, and 7.3% did not have insurance. Most of the 51 acupuncture providers who responded were satisfied with the quality of education at the CACs. Eighty percent of responding PCPs had referred at least one patient to the CACs. The majority of referrals was for a pain condition. Most PCPs would find a summary of the acupuncture visit helpful. Referral practices to different modalities were most influenced by patient interest and physician's belief in whether or not the modality would help. CONCLUSIONS: Demographics of patients at the CACs were comparable to those of patients seen in other acupuncture clinics. The collaborative structure of the CACs allowed for a unique learning experience and improved communication between providers of CAM and conventional medicine.

Learning activities to enhance research literacy in a CAM college curriculum.

As complementary and alternative medicine (CAM) therapies become increasingly accepted healthcare options, it is of major importance for CAM institutions to enhance research literacy and an evidence-based perspective in their curricula. A research education program for students and faculty at the Oregon College of Oriental Medicine (OCOM), developed in collaboration with the Oregon Health & Science University School of Nursing, has been supported by an R25 award from the National Center for Complementary and Alternative Medicine (NCCAM). A key initiative of OCOM's grant is the design of learning activities that infuse a research perspective into nonresearch courses in both the traditional Chinese medicine and biomedicine curricula. This approach was pilot-tested in course sequences chosen from each of the 3 years of the master's degree program. Learner-centered activities included Infusing Evidence and Reflection Into Introductory Qigong Classes (Year 1: Qigong), Using Evidence to Inform Acupuncture Point Selection (Year 2: Point Actions and Indications), and Media and Research in Western Clinical Medicine (Year 3: Western Clinical Diagnosis). Among the lessons learned are the need to infuse learning activities into the curriculum in a manner that minimizes interactivity redundancy and reinforces learning, the importance for faculty to communicate to students the rationale for introducing the learning activities, and the value of creating a learning activity design template to guide faculty recognition of essential elements in design and evaluation and to provide sustainable overviews of the learning activities.