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Children (Basel). 2015 Mar 17;2(1):98-107. doi: 10.3390/children2010098.

Pediatric Integrative Medicine in Residency (PIMR): Description of a New Online Educational Curriculum.

Author information

1
Arizona Center for Integrative Medicine, University of Arizona College of Medicine, Tucson, AZ 85724, USA. hmcclafferty@email.arizona.edu.
2
Psychiatry and Medicine, University of Arizona College of Medicine, Tucson, AZ 85724, USA. sdodds1@email.arizona.edu.
3
Arizona Center for Integrative Medicine, University of Arizona College of Medicine, Tucson, AZ 85724, USA. brooksaj@email.arizona.edu.
4
Eastern Virginia Medical School, Children's Hospital of the King's Daughters, Norfolk, VA 23507, USA. Michelle.Brenner@CHKD.org.
5
Department of Pediatrics, University of Chicago Comer Children's Hospital, Chicago, IL 60637, USA. mbrown@peds.bsd.uchicago.edu.
6
Community Faculty, Eastern Virginia Medical School, Children's Hospital of the King's Daughters, Norfolk, VA 23507, USA. jpaigefrazer@icloud.com.
7
Pediatric Pulmonary Medicine, Lucile Packard Children's Hospital, Stanford University School of Medicine, Palo Alto, CA 94305, USA. jmark@stanford.edu.
8
Department of Pediatrics, University of Kansas Medical Center, Kansas City, KS 66160, USA. jweydert@kumc.edu.
9
Department of Pediatrics, University of Arizona, Tucson, AZ 85724, USA. gwilcox@peds.arizona.edu.

Abstract

Use of integrative medicine (IM) is prevalent in children, yet availability of training opportunities is limited. The Pediatric Integrative Medicine in Residency (PIMR) program was designed to address this training gap. The PIMR program is a 100-hour online educational curriculum, modeled on the successful Integrative Medicine in Residency program in family medicine. Preliminary data on site characteristics, resident experience with and interest in IM, and residents' self-assessments of perceived knowledge and skills in IM are presented. The embedded multimodal evaluation is described. Less than one-third of residents had IM coursework in medical school or personal experience with IM. Yet most (66%) were interested in learning IM, and 71% were interested in applying IM after graduation. Less than half of the residents endorsed pre-existing IM knowledge/skills. Average score on IM medical knowledge exam was 51%. Sites endorsed 1-8 of 11 site characteristics, with most (80%) indicating they had an IM practitioner onsite and IM trained faculty. Preliminary results indicate that the PIMR online curriculum targets identified knowledge gaps. Residents had minimal prior IM exposure, yet expressed strong interest in IM education. PIMR training site surveys identified both strengths and areas needing further development to support successful PIMR program implementation.

KEYWORDS:

complementary medicine; integrative medicine; online education; pediatric integrative medicine; residency education

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