Abstract
Integrative medicine and health (IMH) content and pedagogy for health professional education best practices are not established. Physician assistant (PA), physical therapy (PT), and occupational therapy (OT) students' knowledge and self-perception of integrative health, lifestyle behavior change, and professional well-being were assessed pre- and post- participation in IMH online modules. Students demonstrated significant increases in knowledge and self-perception scores from pre- to post-test. Pre- and post-test knowledge score means varied by discipline. Pre-test self-perception score means did not vary across disciplines, while the post-test self-perception score mean was significantly higher for PA students compared to other disciplines. Online integration of IMH content does not require significant curricular revisions and is a promising pedagogy for increasing PA, PT, and OT students' understanding of the IMH approach.
| Original language | English (US) |
|---|---|
| Pages (from-to) | e91-e95 |
| Journal | Journal of allied health |
| Volume | 47 |
| Issue number | 3 |
| State | Published - Sep 1 2018 |
Funding
This project was supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant no. T0BHP29989 titled Primary Care Training and Enhancement. This information or content and conclusions are those of the authors and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS, or the U.S. Government.
ASJC Scopus subject areas
- General Medicine
