Back to Annual Meeting Page		American Public Health Association 133rd Annual Meeting & Exposition December 10-14, 2005 Philadelphia, PA

Abstract #106380

Adam Burke, PhD, MPH, LAc¹, Mary Beth Love, PhD², and Erik Peper¹. (1) Health Education/Institute for Holistic Healing Studies, San Francisco State University, 1600 Holloway Ave, San Francisco, CA 94132, 415-338-1774, aburke@sfsu.edu, (2) Department of Health Education, San Francisco State University, 1600 Holloway Ave, HSS 319, San Francisco, CA 94132

Objectives The US is witnessing dramatic growth in the use of complimentary and alternative medicine (CAM). More individuals are using CAM because of its cultural relevance, their dissatisfaction with conventional medicine, and their desire to find more integrative solutions to complex health problems. Currently the majority of MD programs in the US offer CAM courses in the curriculum, as do several nursing and public health programs. One challenge with this existing educational infrastructure is the focus on CAM curricular integration at the graduate level. This is inadequate for workforce preparation as many allied health professionals end their training at the bachelors level. To assess the utility of a relevant undergraduate curriculum the Holistic Health program in the San Francisco State University Department of Health Education was evaluated. Methods A 24-item online survey was administered to students enrolled in Holistic Health classes during Spring semester of 2004. The survey included questions on participant background, perceived benefits of taking Holistic Health courses, and satisfaction. Results Overall course content was viewed as relevant to both professional goals and personal growth. A high degree of satisfaction was noted. Conclusions Students find Holistic Health classes both personally and professionally meaningful. There is strong student commitment to the content and the concept presented in the SFSU curriculum. Among those students surveyed, there was overwhelming support for the creation of a Holistic Health major, which is essentially non-existent in the US at this time. Further assessment is needed to determine interest nationally and evaluate career relevant competencies.

Learning Objectives:

• 1. Be able to describe the defining characteristics of the undergraduate US holistic health programs;
• 2. Be able to explain how holistic health serves the general education needs of the modern university;
• 3. Be able to give three examples of career relevant applications of this educational training;
• 4. Be able to describe how holistic health education could fulfill core health education competencies.

Keywords: Alternative Medicine/Therapies, Education

Presenting author's disclosure statement:

I wish to disclose that I have NO financial interests or other relationship with the manufactures of commercial products, suppliers of commercial services or commercial supporters.