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Graduate Certificate in Integrative Medicine: Curriculum

Curriculum Details

21 TOTAL CREDITS REQUIRED

The online Graduate Certificate in Integrative Medicine curriculum is built on the same key INTM concepts and approaches defined in the MSHS in Integrative Medicine program. Through 21 credit hours of foundational courses, students are equipped to embrace the changing demands and innovations of the health care landscape.

Core

INTM 6201 provides a framework for developing a patient-centric approach to evidence-based care. The course provides an overview of the historical, sociocultural, and professional evolution of INTM in the United States Competing models of therapeutic approaches, the ascendancy of biomedical reductionism, and a re-envisioned medical system based upon a personalized, therapeutic paradigm are explored. The role and identity of the INTM provider and review of basic professional competencies, including fundamental attitudes, knowledge, and skills, are analyzed. The course will focus on four domains in detail with a focus on evidence-based, patient-centered practice: communication skills and behavior change, lifestyle medicine, personalized medicine, and traditional medical systems. The structure of the INTM Programs allows students to master didactic coursework, while simultaneously applying that content in the practical application of concepts and clinical reasoning to address health care needs. The INTM Programs are designed for students to complete all coursework and work with faculty in an online environment. Many faculty members are clinicians and professionals who practice in the INTM field and thus are available for direct telephone consultation by appointment only.

Burnout is more prevalent among health care professionals than among their education-matched peers in the general US population. They are more susceptible to depression and anxiety and are at increased risk of job dissatisfaction leading to potential adverse patient outcomes (Koinis et al. 2015). Evidence has shown that discussing and reflecting on wellness topics in small groups has positive effects, including increased engagement and empowerment in the workplace, as well as decreased emotional exhaustion, depersonalization, and burnout (Arnold et al. 2018). Evidence-based themes for wellness such as sleep, nutrition, financial health, support networks, and mindfulness have the potential to make a profound impact on health care provider wellness (ibid). In this Self-care Methods course, you will gain a better understanding of health care provider wellness and develop strategies to address the biological and psychological domains of personal and clinical care. You will engage in online discussions surrounding health care provider wellness and burnout and have the opportunity to further develop an awareness of their own wellness and identify areas for improvement. Topics for wellness strategies will focus on sleep hygiene, nutrition, physical fitness, financial health, mindfulness, support networks, workplace wellness, and medical error coping.

We will evaluate diseases of the gastrointestinal, immune and nervous systems and analyze the interconnectedness of these body systems in the context of chronic disease states Assessment of symptomatic, functional and disease markers and the development of integrative treatment plans will be emphasized. You will synthesize summary cases and submit to faculty and students for review.

You have completed the first course in this set of courses (INTM 6203) and will now extend and practice that knowledge. You will continue to evaluate diseases of the gastrointestinal, immune and nervous systems and analyze the interconnectedness of these body systems in the context of chronic disease states with an emphasis on assessment of symptomatic, functional and disease markers and the development of integrative treatment plans.

The student will apply the disciplines of clinical genomics, proteomics, and metabolomics to clinical practice with special attention to [1] the scientific problems involved in the post-‘omics clinical research, [2] how to access and interpret the immense volumes of -omics data, [3] perform pattern recognition and simple analysis of this data, and [4] apply these research tools to personalized clinical care. Various topics include: genomics, transcriptomics, proteomics, metabolomics, phenomics, bioinformatics, pattern recognition, metabolic network assessment, targeted vs non-targeted analysis, laboratory methods and experimental design. Students will review the emerging disciplines of clinical genomics, proteomics, metabolomics, bioinformatics and the role of technology with Integrative Medicine Expert faculty will help students understand the promise, complexity and challenges related to ‘omics, current application and future trends. Students will apply evidence-based ‘omics and technology towards prevention, predictive analysis, and patient-centered care.

Students will evaluate the legal and ethical considerations in decision making related to patient care ● Review the legal environment in which the Integrative Medicine physicians operate, how to assess risk and mitigate malpractice events ● Understand common ethical issues that arise in medical practice today ● Understand what is PHI, HIPAA Privacy Rule, HIPAA Security Rule, and the Patient Safety Rule ● Understand what is able to be disclosed, to whom, for what reason and what is needed for disclosure ● Review physician risk for referral to non-traditional providers ● Discuss agency relationships and duty to supervise ● Discuss ‘health freedom laws’ and state medical board regulatory powers ● Review the Federation of State Medical Boards model guidelines governing CAM therapies ● Review consumer rights to access versus states rights for regulation and licensure of medical practices ● Discuss the caveat of DSHEA as consumer right for dietary supplements ● Define non-FDA approved drug category ● Review access to CAM therapies in hospital setting ● Discuss special populations: children and infants ● Review third party reimbursement issues and mandated covered therapies ● Discuss financial risk with regard to departure from insurance guidelines ● Define advanced beneficiary notice and opting out for Medicare and Medicaid

Would you like to work in a healthcare environment where integrative person-centered care is the medical/ health care model utilized, and collaborative teams come together to support the patient’s holistic health? Is this what you envision for yourself as we move into an era where health promotion and disease prevention are the foundational tenets from which we understand health care, healing, and medicine? The first step in developing such an enterprise requires business competence and health care leadership skills. This course will focus on sound business strategies and practices that drive the development, management, and implementation of practical programs and processes that support your patients, providers, and your entire team. Starting with integrative health care principles, you will create a business plan that incorporates learned business models, leadership approaches, and team development methods. You will integrate professional and personal resiliency strategies to manage and grow your business through successes and setbacks. This course is aimed to position you and your enterprise for success.

INTM 6210 is the first of two Practical Application courses within the Integrative Medicine curriculum. This course is designed for students who have already taken INTM 6201, and INTM 6202 Content from those courses is applied to clinical cases, and students are given the opportunity to formulate integrative care plans demonstrating competence with the relevant foundational material. The readings and assignments throughout this course are designed to take you directly into a practical application of the concepts, tools, and guidelines. We recognize that there is a wide variation of experience within the class. Follow the assignments carefully, and the structure of the course will lead to significant learning and professional development.

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