ArticleJournal of alternative and complementary medicine (New York, N.Y.)2014
Faculty development initiatives to advance research literacy and evidence-based practice at CAM academic institutions.
Article in Journal of alternative and complementary medicine (New York, N.Y.), 2014. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 17 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
17 citing papers in PubMed, 32 citations in OpenAlex.
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- Impact of the MAINTAIN instrument on clinical decision-making for new spinal pain patients: a cross-sectional study.The Journal of the Canadian Chiropractic Association · 2026Article
- But that's not the same as "here's how": a mixed-methods study of motivators and barriers to faculty research and scholarship in a chiropractic educational setting.The Journal of chiropractic education · 2026Article
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- Addressing barriers to the conduct and application of research in complementary and alternative medicine: a scoping review.BMC complementary medicine and therapies · 2021Article
- Survey analysis to determine the impact of evidence informed practice education upon East Asian medicine faculty clinical instruction and students' skills, knowledge, attitudes and behaviors within a master's degree program.BMC medical education · 2021Article
- Self-perceived evidence-based practice competencies: a survey of faculty and students at a chiropractic institution.The Journal of chiropractic education · 2021Article
- Developing, Integrating, and Implementing Evidence-Informed Practice Curricula Throughout a Chinese Medicine Degree Program.Journal of alternative and complementary medicine (New York, N.Y.) · 2020Article
- Evidence-Based Practice Curriculum Development for Undergraduate Nursing Students: The Preliminary Results of an Action Research Study in Taiwan.The journal of nursing research : JNR · 2019Article
- A critical integrative review of complementary medicine education research: key issues and empirical gaps.BMC complementary and alternative medicine · 2019Review
- The Chiropractic Vertebral Subluxation Part 4: New Perspectives and Theorists From 1916 to 1927.Journal of chiropractic humanities · 2018Article
- The Chiropractic Vertebral Subluxation Part 5: The First Research Era From 1928 to 1949.Journal of chiropractic humanities · 2018Article
- The Chiropractic Vertebral Subluxation Part 1: Introduction.Journal of chiropractic humanities · 2018Article
- The effectiveness and feasibility of an online educational program for improving evidence-based practice literacy: an exploratory randomized study of US chiropractors.Chiropractic & manual therapies · 2016Article
- US chiropractors' attitudes, skills and use of evidence-based practice: A cross-sectional national survey.Chiropractic & manual therapies · 2015Article
- Survey of Chinese Medicine Students to Determine Research and Evidence-Based Medicine Perspectives at Pacific College of Oriental Medicine.Explore (New York, N.Y.)Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors at 6 institutions in 1 country.
Funding
Abstract
objectivesTo present the varied approaches of 9 complementary and alternative medicine (CAM) institutions (all grantees of the National Center for Complementary and Alternative Medicine) used to develop faculty expertise in research literacy and evidence-based practice (EBP) in order to integrate these concepts into CAM curricula.
designA survey to elicit information on the faculty development initiatives was administered via e-mail to the 9 program directors. All 9 completed the survey, and 8 grantees provided narrative summaries of faculty training outcomes.
resultsThe grantees found the following strategies for implementing their programs most useful: assess needs, develop and adopt research literacy and EBP competencies, target early adopters and change leaders, employ best practices in teaching and education, provide meaningful incentives, capitalize on resources provided by grant partners, provide external training opportunities, and garner support from institutional leadership. Instructional approaches varied considerably across grantees. The most common were workshops, online resources, in-person short courses, and in-depth seminar series developed by the grantees. Many also sent faculty to intensive multiday extramural training programs. Program evaluation included measuring participation rates and satisfaction and the integration of research literacy and EBP learning objectives throughout the academic curricula. Most grantees measured longitudinal changes in beliefs, attitudes, opinions, and competencies with repeated faculty surveys.
conclusionsA common need across all 9 CAM grantee institutions was foundational training for faculty in research literacy and EBP. Therefore, each grantee institution developed and implemented a faculty development program. In developing the framework for their programs, grantees used strategies that were viewed critical for success, including making them multifaceted and unique to their specific institutional needs. These strategies, in conjunction with the grantees' instructional approaches, can be of practical use in other CAM and non-CAM academic environments considering the introduction of research literacy and EBP competencies into their curricula.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.