Integrative medicine and health in undergraduate and postgraduate medical education

• Main Author: Hahn, Eckhart Georg
• Format: Article
• Language: deu
• Published: German Medical Science GMS Publishing House 2021-02-01
• Series: GMS Journal for Medical Education
• Subjects: undergraduate medical education; postgraduate medical education; integrative medicine and health; evidence-based medicine; evidence-based healthcare; medical roles; medical competences; national competence-based catalogue of learning objectives for germany (nklm 2.0); medical licensure act in germany (äappro)
• Online Access: http://www.egms.de/static/en/journals/zma/2021-38/zma001442.shtml

Background and objective: Integrative Medicine and Health (IMH) is a theory-based paradigm shift for health, disease and health care, which can probably only be achieved by supplementing medical roles and competences.Definition of IMH: The definitions of the and the so-called are used. The basic features of evidence-based Integrative Medicine and Health (EB-IMH) are based on the recommendations on EBM by David L. Sackett.Global State of Undergraduate and Postgraduate Medical Education (UG-PGME) for IMH: The USA and Canada are most advanced in the development of IMH regarding practice, teaching and research worldwide. Despite socio-cultural peculiarities, they can provide guidance for Europe and especially for Germany. Of interest here are competences for UG-PGME in IMH in primary care and in some specialist disciplines (e.g. internal medicine, gynecology, pediatrics, geriatrics, oncology, palliative care). For these specialties, the need for an interprofessional UG-PGME for IMH was shown in the early stages of development. UG-PGME for IMH in Germany: In the course of the development of the new Medical Licensure Act in Germany (ÄApprO), based on a revision of the National Competence-based Catalogue of Learning Objectives for Medicine (NKLM 2.0) and new regulations for Postgraduate Medical Education in Germany, suggestions for an extension of UG-PGME are particularly topical. To some extent there are already approaches to IMH. Old and new regulations are set out and are partly compared. As a result, some essential elements of IMH are mapped in the new ÄApprO. The new regulations for Postgraduate Medical Education do not mention IMH.Conclusion: The development of medical competences for IMH in the continuum of the UG-PGME could be supported by the coordinated introduction of appropriate entrustable professional activities (EPA) and IMH sub-competences combined with appropriate assessment.