Advertisement

Medical Science Educator

, Volume 25, Issue 2, pp 171–175 | Cite as

Curriculum Development of a Research Laboratory Methodology Course for Complementary and Integrative Medicine Students

  • Nicole VasilevskyEmail author
  • Morgan Schafer
  • Deanne Tibbitts
  • Kirsten Wright
  • Heather Zwickey
Monograph

Abstract

Training in fundamental laboratory methodologies is valuable to medical students because it enables them to understand the published literature, critically evaluate clinical studies, and make informed decisions regarding patient care. It also prepares them for research opportunities that may complement their medical practice. The National College of Natural Medicine (NCNM)’s Master of Science in Integrative Medicine Research (MSiMR) program has developed an Introduction to Laboratory Methods course. The objective of the course is to train clinical students how to perform basic laboratory skills, analyze and manage data, and judiciously assess biomedical studies. Here, we describe the course development and implementation as it applies to complementary and integrative medicine students.

Keywords

Lab methods Course development Complementary and alternative medicine Research 

Notes

Acknowledgments

This work was supported NIH NIH/NCCAM grant: 2-R25AT002878-01A1.

Supplementary material

40670_2015_113_MOESM1_ESM.xlsx (48 kb)
ESM 1 (XLSX 48 kb)
40670_2015_113_MOESM2_ESM.xlsx (20 kb)
ESM 2 (XLSX 19 kb)

References

  1. 1.
    Briggs JP, Killen J. Perspectives on complementary and alternative medicine research. JAMA: J Am Med Assoc. 2013;310(7):691–2.CrossRefGoogle Scholar
  2. 2.
    Kreitzer MJ, Sierpina V, Maiers M, Delagran L, Baldwin L, Evans R, et al. Ways of knowing: integrating research into CAM education and holism into conventional health professional education. Explore. 2008;4(4):278–81.CrossRefGoogle Scholar
  3. 3.
    Lasater K, Salanti S, Fleishman S, Coletto J, Jin H, Lore R, et al. Learning activities to enhance research literacy in a CAM college curriculum. Altern Ther Health Med. 2009;15(4):46–54.Google Scholar
  4. 4.
    Lee MY, Benn R, Wimsatt L, Cornman J, Hedgecock J, Gerik S, et al. Integrating complementary and alternative medicine instruction into health professions education: organizational and instructional strategies. Acad Med: J Assoc Am Med Coll. 2007;82(10):939–45.CrossRefGoogle Scholar
  5. 5.
    Nedrow AR, Heitkemper M, Frenkel M, Mann D, Wayne P, Hughes E. Collaborations between allopathic and complementary and alternative medicine health professionals: four initiatives. Acad Med: J Assoc Am Med Coll. 2007;82(10):962–6.CrossRefGoogle Scholar
  6. 6.
    Butler D. Electronic notebooks: a new leaf. Nature. 2005;436(7047):20–1.CrossRefGoogle Scholar
  7. 7.
    Mikolai J, Erlandsen A, Murison A, Brown KA, Gregory WL, Raman-Caplan P, et al. In vivo effects of Ashwagandha (Withania somnifera) extract on the activation of lymphocytes. J Altern Complement Med. 2009;15(4):423–30.CrossRefGoogle Scholar
  8. 8.
    Zick SM, Benn R. Bridging CAM practice and research: teaching CAM practitioners about research methodology. Altern Ther Health Med. 2004;10(3):50–6.Google Scholar

Copyright information

© International Association of Medical Science Educators 2015

Authors and Affiliations

  • Nicole Vasilevsky
    • 1
    Email author
  • Morgan Schafer
    • 1
  • Deanne Tibbitts
    • 1
  • Kirsten Wright
    • 1
  • Heather Zwickey
    • 1
  1. 1.Helfgott Research InstituteNational College of Natural MedicinePortlandUSA

Personalised recommendations