Abstract ID: 3879

Primary Topic: Interprofessional education
Secondary Topic: Faculty development/leadership

Inspiring the Next Generation of Integrative Medicine
Marisa Soski, ND Student, National University of Natural Medicine , Portland, OR, United States; Rebekah Wilks, DC Student, University of Western States , Portland, OR, United States

Late Breaker: No


This interactive workshop will provide the tools necessary to assist faculty and students in constructing Integrative Medicine organizations at their respective institutions.


The 2007 National Health Interview Survey conducted by the US Centers for Disease Control & Prevention (CDC) released that 38% of Americans (114 million) used alternative forms of healthcare. It is postulated that $7.7 billion are wasted by patients who utilize both forms of healthcare, but don’t inform either their complementary or conventional provider1. This simultaneously increases healing time, the probability of interactions, and cost; this is not reflective of patient-centered care. It has become increasingly paramount to educate healthcare professionals on the importance of interprofessional communication and collaboration, especially when these practitioners are students. The Student Alliance for Integrative Medicine (SAIM) in Portland, Oregon is working to teach budding professionals the importance and value of Integrative Medicine. SAIM is a unique organization comprised of students from various health care disciplines, including Chinese Medicine, Chiropractic Medicine, Naturopathic Medicine, Occupational Therapy, Pharmacy, Psychology, and Traditional Medicine. We were developed to address the necessity for engaging medically-focused students in integrative medicine before they enter the workforce, so that they will be equipped with interprofessional networking skills, knowledge of treatment modality effectiveness, and a general respect for colleagues and other professions. SAIM has been assembling a toolkit to be placed on our website that will help other students and institutions begin to implement their own organizations and integrative medicine networks. Ultimately, this workshop will help promote Integrative Medicine by facilitating and motivating students and professionals to build interprofessional relationships for purposes of attaining the goal of high-quality patient-centered care.

1.  Jensen, C., (2015). The Health Professions’ Continuum Cleft. Integrative Medicine, 14(4), pp. 32.


    1. Outline the importance of involving students in Integrative Medicine
    2. Present the SAIM toolkit
    3. Help participants develop concrete steps for creating their own organization

Methods/Session Format

    1. Rebekah & Marisa will interact with one another and the audience throughout the entire session
    2. Importance [5 minutes]
    3. Toolkit components [30 minutes]
    4. Presentation to groups [15 minutes]
    5. Constructive feedback session [10 minutes]


    1. Importance of engaging students in Integrative Medicine
    2. Toolkit components: with fill-in-the-blank handout and hands-on components throughout, illustrating from website and engaging the audience with a Moodleroom cafe
      1. Identify key players at their institutions
        1. Find a faculty/staff mentor
      2. Identify protocols for establishing a new organization at their institution
      3. Identify institutions in the area to collaborate with
      4. Form an organizational structure
        1. Develop and implement a charter
        2. Fill officer positions
        3. Ensure continuity
      5. Build a following/promotion/marketing on campus and in their communities
        1. Website/social media
          1. Timing
          2. Which platforms work best
          3. Website structure
        2. Fundraising
      6. Event Ideas
        1. Students/faculty/staff
          1. Social/networking events
          2. Educational events
            1. Interactive
            2. Speaking engagements
        2. Community
          1. Integrative Medicine Day
          2. Integrative Medicine Grand Rounds
    3. Small presentations within breakout groups followed by constructive feedback session
      1. Brainstorm Components in small groups
        1. Optional, time-permitting: Present small group discussion to the larger group
    4. Q/A

Materials to be Distributed

SAIM toolkit fill-in-the-blank handout

Special Equipment Request

Projector with iPad/Surface connection, 2 lapel microphones, Paper and pens

Room Set-up Request

Table pods of 4-6 people