2006 Medical School Awardees

Program descriptions

A.T. Still University, Kirksville College of Osteopathic Medicine, Family Medicine, Preventive Medicine, and Community Health Department

Course Director: Margaret Wilson, DO, Chair Family Medicine

  • Curricular enhancement for 688 medical students including:
    • The Complete Doctor (longitudinal family medicine course)
    • Still-Well (student wellness program)
    • Societies program (students involved in small, mentored communities of learning for 4 years)
  • The use of mock spiritual/cultural history taking methods using the HOPE question model
  • Supplemental, introspective activities for student exploration of personal spirituality through spirituality fairs and seminars
  • Spirituality in Medicine elective to be offered to 1st and 2nd year medical students
  • Student performance to be tracked and assessed for proven educational value (years 1-4)
  • Implement the Empathy, Spirituality and Wellness in Medicine Survey to evaluate changes in student attitudes toward spirituality and tolerance in medicine
  • Monthly institutional newsletters, quarterly alumni publications, and on-line alumni newsletters will inform community/nation about spirituality research and curricular changes
  • Development of enhanced clinical training activities for 3rd and 4th year med students
  • Curricular enhancements to include:
    • Presentations by guest lecturers
    • Assigned readings/videos
    • Panel and Small-group discussions
    • Role-playing
    • Clinical vignettes/case studies
    • Peer/self-evaluation as well as exams/quizzes
    • Journaling
    • Class presentations
    • Book reviews
  • One article to be submitted to peer-reviewed journal to communicate project outcomes

University at Buffalo, The State University of New York, School of Medicine and Biomedical Sciences, Department of Family Medicine

Course Director: David Holmes, MD

  • Development of "Spirituality and Medicine Steering Committee" to oversee curriculum, evaluation, and modifications
  • "Spiritual Awareness" learning unit during Year I of the Clinical Practice of Medicine (150 students)
  • "Cultural Awareness" module with emphasis on spirituality and communication with patients (150 students)
  • "Geriatrics, End-of-Life Care, and Delivering Bad News" learning unit in Year II of the Clinical Practice of Medicine (150 students)
  • Exploration of the role of spirituality when recovering from an addiction
  • Importance of Spirituality on Health Care Beliefs integrated as part of the Interprofessional Care of Medically Underserved Populations Elective (50 students)
  • Research project: Recovery Volunteer Connection Program to test the effects that spirituality has on volunteer visitation of patients with drug addiction

University of Arizona, College of Medicine, Family & Community Medicine

Course Director: Jim Kerwin, MD, Associate Professor Family and Community Medicine

  • Integrated, organ system based curriculum called ArizonaMed to include new longitudinal Spirituality and Medicine Curriculum over four years
  • Case-based instruction and team learning formats
  • 4th year medical student electives and advanced study in spirituality and medicine including "The Phenomenology of Death," "Mind-Body and Behavioral Health," and "Literature, Medicine and Ethics"
  • Student introduction to taking spiritual histories with children and adolescents
  • Expansion of student exposure to spirituality in dying through literature, poetry, art, music, and patient encounters
  • Research project to determine the spiritual issues facing medical students by repeat administration of an online questionnaire at periodic intervals

Yeshiva University, Albert Einstein College of Medicine, Introduction to Clinical Medicine (ICM) Program

Course Directors: Mimi McEvoy, RN and Susan Coupey, MD

  • Develop "Becoming a Doctor" course required for 3rd year med students (20 classes), including mind-body medicine and physician role as humanistic provider; case-based discussion and reflection seminars
  • Offer senior medical student elective: "Understanding the Spiritual Dimension of Patients and Families," (6 students, 4 faculty); clinical experience in HIV clinic, in-patient hospice, geriatric facilities, along with reflective seminars
  • New sessions added to existing curriculum (180 students):
    • Professionalism, integrity and the humanistic doctor-patient relationship
    • Determining the qualities of a "good doctor"
    • Cross-cultural communication challenges in the clinical arena using videotaped vignettes
  • New programs:
    • Geriatric medicine program where spiritual/religious strengths of patients are identified (20 students)
    • Pain medicine and palliative care; students assigned to palliative care site (6 students)
    • Urban and Latino Health; students interview Spanish-speaking patients (8 students)
    • Complementary and Alternative medicine; field trips to view acupuncture, massage, etc. (8 students)
    • Family Life; students follow one pregnant patient during pregnancy, labor and delivery, and visit her 2 weeks post-partum at her home (16 students)
    • Medical Spanish Interviewing for students with advanced Spanish language skills (14 students)
    • Healer's Art elective modeled after Rachel Naomi Remen's work (45 students)
  • Research projects
    • Faculty Research Project: "Assessing the 'buy-in' of faculty teaching med students communication skills to address spirituality with patients: Identifying the real challenges"
    • Med Student Summer Project: Comparison of attitudes, perception, and acceptance between pediatric patients/parents and pediatric residents regarding the role of spiritual health care practices.