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Building Bridges

Bastyr University Naturopathic Physician Research Education Project (N-PREP) Rachelle McCarty ND MPH. Building Bridges. Qualitative Assessment of a Clinical Faculty Exchange between a Naturopathic and an Allopathic Medical Training Program. Clinical Exchange Goals.

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Building Bridges

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  1. Bastyr University Naturopathic Physician Research Education Project (N-PREP) Rachelle McCarty ND MPH Building Bridges Qualitative Assessment of a Clinical Faculty Exchange between a Naturopathic and an Allopathic Medical Training Program

  2. Clinical Exchange Goals • To provide Bastyr faculty an opportunity to observe how evidence-based medicine (EBM) is performed at the University of Washington (UW), and UW faculty to model EBM to Bastyr students at Bastyr Center for Natural Health (BCNH) • Foster integrative medicine at both clinics

  3. Program Overview • Administrative support for observation agreements (immunization/TB updates, background checks, approval signatures, name badges) • Bastyr faculty observe four hours weekly at UW for three months • UW faculty observe once monthly at BCNH • Faculty schedule shifts themselves

  4. Program Evaluation - NDs • All Bastyr faculty completed written evaluation to determine if program goals were met: • EBM observed • change teaching/practice • impediments to EBM at BCNH • satisfaction with program • Based on informal feedback, added Qualitative Assessment: 2 one-hour focus groups, individual structured interviews

  5. Four Questions • What did you take, if anything, from the clinical exchange experience beyond what was specified in the grant? • How are you using and implementing these ideas and experiences? • Were there any other unexpected benefits in the areas of teaching, administrative processes or clinical practice? If so, what were these specifically? • What additional comments, suggestions or recommendations do you have for future clinical exchanges?

  6. Methods and Results • 53% of core clinical faculty (22% of all clinical faculty) completed a clinical exchange between October 2007 and July 2010 • Nine participated in either a focus group or a structured personal interview • Two independent manual content analyses of transcribed notes yielded eight major themes • Consensus by team results in six final categories

  7. Six Themes • Integrating EBM into ND Clinical Teaching • Strengthening of Professional Relationships • Exposure to Clinical Experiences outside the Usual ND Scope • Reaffirmation of Naturopathic Training and Profession • Observation of Clinical and Administrative Resources • Recommendations for Future Clinical Exchanges

  8. Team • Robin Fenn PhD • Barak Gaster MD • Wendy Weber ND PhD MPH • Jane Guiltinan ND • Manuscript accepted to EXPLORE: The Journal of Science andHealing This work was supported by a grant from National Center for Complementary and Alternative Medicine National Institutes of Health U.S. Department of Health and Human Services www.nccam.nih.gov

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