Naturopathy, complementary and integrative medicine in medical education - position paper by the GMA Committee Integrative Medicine and Perspective Pluralism.
Angelika Homberg, Christian Scheffer, Benno Brinkhaus, Ulrike Fröhlich, Roman Huber, Stefanie Joos, Petra Klose, Klaus Kramer, Miriam Ortiz, Matthias Rostock, Jan Valentini, Beate Stock-Schröer
Author Information
Angelika Homberg: Medical Faculty Mannheim of Heidelberg University, Department for Medical Education Research, Mannheim, Germany.
Christian Scheffer: University of Witten/Herdecke, Integrated Curriculum of Anthroposophic Medicine, Witten, Germany.
Benno Brinkhaus: Charité - University Medicine Berlin, corporate member of Freie Universität Berlin and Humboldt University of Berlin, Institute for Social Medicine, Epidemiology and Health Economics, Berlin, Germany.
Ulrike Fröhlich: Hahnemann Association of Homeopathic Physicians, Wiesbaden, Germany.
Roman Huber: University Hospital Freiburg, University Center for Naturopathy, Freiburg, Germany.
Stefanie Joos: University Hospital Tübingen, Institute for General Medicine and Interprofessional Care, Tübingen, Germany.
Petra Klose: Evang. Kliniken Essen-Mitte, Clinic for Naturopathy and Integrative Medicine, Essen, Germany.
Klaus Kramer: University Hospital Ulm, Department of Integrative Medicine, Clinic for General and Visceral Surgery, Ulm, Germany.
Miriam Ortiz: Charité - University Medicine Berlin, corporate member of Freie Universität Berlin and Humboldt University of Berlin, Institute for Social Medicine, Epidemiology and Health Economics, Berlin, Germany.
Matthias Rostock: University Hospital Hamburg-Eppendorf, University Cancer Center Hamburg, Hubertus Wald Tumor Center, Hamburg, Germany.
Jan Valentini: University Hospital Tübingen, Institute for General Medicine and Interprofessional Care, Tübingen, Germany.
Beate Stock-Schröer: University of Witten/Herdecke, Integrated Curriculum of Anthroposophic Medicine, Witten, Germany.
Background: A large part of the population in Germany makes use of naturopathic, complementary and integrative medical treatments. There are now numerous scientific studies that provide evidence of efficacy for certain indications. At German medical faculties, selected procedures and their application are taught within the cross-sectoral unit called QB 12 and some elective courses, with a focus on specific aspects are offered. So far, however, there has been no structured curriculum that longitudinally anchors teaching across medical studies and enables all students to consider naturopathic and complementary medical options for patient care later on and to integrate them effectively into the diagnostic and treatment process. Objective: The aim of this position paper is to show the relevance of this topic for medical education, to clarify terminology and to present core competencies and possible implementation options for training. Method: The Integrative Medicine and Perspective Pluralism Committee of the German Association for Medical Education developed this position paper in a multi-stage consensual process, in cooperation with the Forum of University Work Groups on Naturopathic Treatment and Complementary Medicine. Results: First, different umbrella terms were discussed and an existing definition of integrative medicine and health was chosen for subsequent use. Building on this step, the status of education and its scientific foundation in Germany was considered in an international context. In the next step, a competency profile for medical training, consisting of seven areas of competency, was developed and described in detail with regard to naturopathic, complementary and integrative medicine. Implementation options were identified using possible starting points in the curriculum and using established examples of best practice. Conclusion: Despite different priorities at each faculty, it was possible to find an agreement on the development of competencies and anchoring them in medical education on the basis of a common definition of terms. Currently, the implementation in the mandatory and elective areas is very heterogeneous. As part of the current revision of the Medical Licensure Act, there are many possible starting points for the integration of naturopathic and complementary medical teaching content, especially in interprofessional and general practice courses. The implementation and accompanying research of targeted teaching settings should lay the foundations for a long-term and binding integration into medical education. Overall, it is clear that medical education in the field of naturopathy and complementary and integrative medicine has the potential to develop comprehensive core medical competencies.
