NCIPH

1. Practice patient-centered and relationship-based care.
• Demonstrate familiarity with the diverse range of biocultural¹ and system-based differences and models shared by IM-oriented providers, patients, families and members of diverse communities.
2. Obtain a comprehensive health history which includes mind-body-spirit, nutrition, and use of conventional, complementary and integrative therapies and disciplines.
• Demonstrate understanding of the critical components of an IM-related patient assessment that includes a prevention-oriented patient-centered and lifestyle-focused history and behavioral/psycho-emotional, social and culturally-relevant determinants and environmental factors.
3. Collaborate with individuals and families to develop a personalized plan of care to promote health and well-being which incorporates integrative approaches including lifestyle counseling and the use of mind-body strategies.
• Demonstrate knowledge of, and a basic capacity to incorporate IM-based self-care and self-management principles into practice settings (clinical and/or population-based care) to communicate effectively and educate patients and communities in health promotion and disease prevention.
4. Demonstrate skills in utilizing the evidence as it pertains to integrative healthcare.
• Demonstrate familiarity with the available integrative medicine resources addressing relevant evidence*, as well as how 1) IM-based knowledge is derived around health, illness and therapy and 2) relevant IM principles and management strategies may be applied to clinical and population-level care.

  *Areas of emphasis should include 1) major CAM therapies, theories and systems, 2) training and certification of CAM providers, 3) common CAM contraindications, side effects and interactions, and 4) CAM safety, efficacy, cost and epidemiology.

5. Demonstrate knowledge about the major conventional, complementary and integrative health professions.
• Demonstrate familiarity with the diverse range of biocultural and system-based differences and models shared by IM-oriented providers, patients, families and members of diverse communities.
• Develop a working familiarity with standards, training, credentialing, expertise, knowledge and skills of multi-disciplinary team members using IM approaches and systems, to optimize interprofessional collaboration.
6. Facilitate behavior change in individuals, families and communities.
• Use the lexicon of IM approaches and disciplines to optimize the communication climate between patient and providers including how to 1) demonstrate respect and active listening, 2) facilitate culturally sensitive patient communication, 3) conduct motivational interviewing, and 4) implement patient-centered shared decision making.
7. Work effectively as a member of an interprofessional team.
• Demonstrate familiarity with the diverse range of biocultural and system-based differences and models shared by IM-oriented providers, patients, families and members of diverse communities.
8. Engage in personal behaviors and self-care practices that promote optimal health and wellbeing.
• Demonstrate knowledge of, and a basic capacity to incorporate IM-based self-care and self-management principles into practice settings (clinical and/or population-based care) to communicate effectively and educate patients and communities in health promotion and disease prevention.
9. Incorporate integrative healthcare into community settings and into the healthcare system at large.
• Provide leadership through effective communication to the public, professional and policy communities about evidence-based and cost-effective IM approaches that can positively influence patient care, population and environmental health, and health care delivery.
10. Incorporate ethical standards of practice into all interactions with individuals, organizations and communities.
• Develop a working familiarity with standards, training, credentialing, expertise, knowledge and skills of multi-disciplinary team members using IM approaches and systems, to optimize interprofessional collaboration.

Preventive Medicine Sub-competencies are derived from the HRSA-funded Integrative Medicine in Preventive Medicine Education Project, which can be accessed at: http://www.imprime.org/.

¹"Biocultural" as expanded in: Wiley, AS and Allen JS. 2013. Medical Anthropology - A Biocultural Approach. OU Press, NY.

Competency Development

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