Article

Development of a Student-Mentored Research Program Between a Complementary and Alternative Medicine University and a Traditional, Research-Intensive University Barbara M. Sullivan, PhD, Sylvia E. Furner, PhD, and Gregory D. Cramer, DC, PhD

Abstract The global need to develop clinician– scientists capable of using research in clinical practice, translating research knowledge into practice, and carrying out research that affects the quality, efficacy, and efficiency of health care is well documented. The complementary and alternative medicine (CAM) professions embrace the call to develop physician– researchers to carry out translational and applied research for CAM modalities. CAM universities face unique challenges when implementing research training compared with traditional, researchintensive (TRI) universities and medical

Acknowledging the need to develop

skillful, evidence-based complementary and alternative medicine (CAM) health care providers capable of effective and efficient knowledge translation and research utilization in clinical practice, the National Institutes of Health (NIH) National Center for Complementary and Alternative Medicine (NCCAM) requested proposals to develop educational pro­ grams to increase the quality and quan­tity of research content in CAM institutions’ curricula. In response, the National University of Health Sciences (NUHS), a CAM university offering a

Dr. Sullivan is assistant professor, Department of Research, National University of Health Sciences, Lombard, Illinois. Dr. Furner is associate professor, emerita, of epidemiology, School of Public Health, University of Illinois at Chicago, Chicago, Illinois. Dr. Cramer is professor and dean, Department of Research, National University of Health Sciences, Lombard, Illinois. Correspondence should be addressed to Dr. Cramer, National University of Health Sciences, Department of Research, 200 E. Roosevelt Rd., Lombard, IL 60148; telephone: (630) 889-6536; fax: (630) 4956664; e-mail: [email protected]. Acad Med. 2014;89:1220–1226. First published online July 1, 2014 doi: 10.1097/ACM.0000000000000393

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centers where the majority of medical research is carried out.

and half established integrative medicine, primary care clinical careers.

The authors present the development and outcomes of a mentored research program (MRP) between a CAM and a TRI institution, the National University of Health Sciences and the University of Illinois at Chicago School of Public Health, between 2006 and 2012. CAM predoctoral students engaged in a fullimmersion semester at the TRI, including didactic courses and active research with a TRI faculty research mentor. Half of the participating doctor of chiropractic (DC) students continued on to PhD programs,

Establishing rigorous criteria for mentors and mentees, communicating expectations, developing solid relationships between the mentor, mentee, and home school advisor, responding quickly to impediments, and providing adequate support from CAM and TRI investigators were key to the MRP's success. To sustain research opportunities, coordinated degree programs for the DC and master of public health and master of clinical and translational research were established.

doctor of chiropractic (DC) and other CAM professional degrees, initiated a predoctoral mentored research program (MRP) in partnership with the University of Illinois Chicago (UIC) School of Public Health, a large, traditional, researchintensive (TRI) public university. This partnership was funded in part by an R-25 grant, described below.

expertise and experience and respecting patients’ preferences and values.1–4 Evidence-based practice (EBP), which uses research, clinical expertise, and patient preferences to inform and guide clinical decisions, practice, and policy, can improve health care quality and patient outcomes, positively impact economics, and empower patients and health care providers.5–11 Health care providers and educators, including CAM professionals, embrace using EBP concepts and skills as means to reach quality, economic, and patient satisfaction goals.12–16

In this article, we describe the imple­ mentation of short-term, mentored research opportunities for predoctoral CAM students between 2006 and 2012. Innovations include developing the partnership between a CAM university and a TRI university, the formation of mentor and mentee relationships and expectations, managing projects through a syllabus, and responses to inherent challenges associated with implemen­ ting intensive research experiences in predoctoral CAM degree programs. The Need for Research Opportunities in CAM Education

Health care systems and providers world­ wide face the challenges of providing the safest, most effective, most cost-efficient, evidence-based and research-informed care available while utilizing providers’

Efficient research knowledge translation; translation of the enormous amount of basic and clinical science research knowl­­ edge into clinically important, relevant applications; and research utilization in clinical practice are essential steps in the evidence-based health care process.17,18 Knowledge translation and research utilization are bidirectional processes, requiring interdisciplinary collaboration between scientists as “doers” and health care providers as “users.” Clinician– scientists provide an effective conduit between the “doers” and “users.” The NIH, National Research Council, and Institute of Medicine of the National

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Academies have exposed the national need for a well-trained biomedical research workforce.19–23 Intensive research experiences can attract health sciences students to research careers.21,24–26 Identi­ fying scientists and supporting research interests early in academics and careers are essential to developing and retaining clinician–scientists. Thus, educators, researchers, providers, and funding agencies have called for increased expo­ sure to research in clinical education and increased opportunities for clini­cians to participate in research.27–32 Other strategies to increase knowledge trans­ lation, research utilization, and EBP and to involve health care students, educators, and providers in research include empower­ ing role models through education and training, and initiating training and men­ toring programs in clinical education.9,32–38 Opportunities and Challenges for CAM

The need for translational, interdisci­ plinary, and integrative biomedical research is evident for CAM professionals and consumers using CAM. The 2007 National Health Interview Survey showed that 38% of U.S. adults and nearly 12% of U.S. children use CAM, totaling $33.9 billion (11.2%) of total out-of-pocket health care spending.39 Dissemination of CAM research can both positively and negatively influence health care professionals’ and consumers’ decisions regarding CAM modalities.40 NUHS, like most CAM universities, faces significant challenges in developing student research opportunities compared with many TRI universities. NUHS is a small university with fewer than 1,000 students. Primarily focused on teaching, NUHS faculty have high teaching loads. All courses are offered each of the three continuous trimesters; faculty and students do not have academic breaks longer than three weeks. Course and clinical experience sequencing often precludes interrupting academic programs. Only the DC program has the academic flexibility for elective credit; there are no electives associated with the other degree programs. Many students perceive the need to engage in additional course work related to board exam content. Preceptorships and internships are clinical; NUHS has no “research rotation” program. Although faculty

produce extensive scholarly work, NUHS has little federal, state, or private research funding.

for information. Applications typically closed in December for participation the following fall.

The goals of the MRP were thus to provide one doctoral-level CAM student per year the opportunity to engage in an intensive, full-immersion semester at a TRI university, participating in graduate courses and experiencing research with an active research mentor; develop sustained research opportunities for CAM students; develop research mentors for CAM students; and establish student role models capable of knowledge translation who advocate research utilization in CAM practice.

To ensure academic success, applicants were required to complete at least one year (three trimesters) of the CAM professional program with a GPA meeting the TRI master’s degree requirement. Applicants submitted CVs, academic transcripts, recommendations, and an essay highlighting strengths, experience, research interests, and career goals. Students expressing interest in integrating an academic or research effort into clinical practice were given preference in the selection process.

Developing the MRP

The partnership between a CAM and TRI institution A collaborative relationship was established between the R25 program’s principal investigator (G.D.C.) and coinvestigators at the CAM institution (NUHS) and the program manager (B.M.S.) and coinvestigators at the TRI institution (UIC School of Public Health). Meetings with administration and faculty at both universities were held to describe institutional mission, culture and characteristics, degree programs, faculty profiles, and representative scholarly and research activity. These meetings established interinstitutional professional and personal relationships among administrators and faculty, and produced interest among TRI faculty engaged in active research to become mentors to CAM students. An interinstitutional consortium agreement designated the CAM institution as the “home school” and the TRI as the “host school.” The program manager was the home school advisor and liaison between the institutions. Mentee recruitment and selection Student recruitment included posting program details on student and faculty intranets, the university Web site, and social media sites; informational e-mails sent to all students; and print materials provided through Admissions. The principal investigator and program manager presented program information at student and faculty meetings and DC core courses, repeating contact each trimester. CAM faculty directed interested students to the Web site and program manager

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The program manager held screening interviews to ensure that each applicant was aware of expectations, particularly full-time effort and full immersion at the TRI institution with no CAM program classes. Together, the CAM and TRI investigators selected finalists on the basis of students’ academic strength, research interests, and career goals in parallel with TRI faculty who had time to mentor and had research interests similar to the applicant’s interests. Once selected, mentees became research assistants (RAs) at the CAM institution to prepare for the immersion semester. Mentees completed the TRI institution’s credit-non-degree MPH application; engaged in the mentor selection process; researched the TRI divisions, faculty profiles, and research activity; and reviewed graduate courses. The program manager met with mentees weekly throughout the preparation period. Mentor selection and matching The TRI coinvestigator (S.E.F.) suggested at least two potential mentors on the basis of available time, teaching load, number of current graduate students, reputation for interacting with graduate students, and the potential project. Mentees also suggested potential mentors. Potential mentors met with mentees, the TRI coinvestigator, and the program manager to determine if personalities, expectations, and interests matched. Mentees and mentors mutually agreed to the match.

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The research experience and academic immersion

the research project, mentoring, and professional development.

Following matching, the mentee, mentor, program manager, and TRI coinvestigator discussed research ideas, outlined acti­v­ ities, and selected courses. The research experience, with 15 to 20 hours of mentee research project activity per week for the 16-week TRI semester, required active mentor participation.

Program evaluation

The TRI coinvestigator typically recom­ mended MPH core courses on the basis of experience advising and mentoring the TRI institution’s graduate students. Participants’ past education, experience, interest, and research project guided course selection. The MRP participants concurrently enrolled in an independent research study elective at the CAM insti­ tution to obtain academic credit for the project-related effort at the TRI insti­ tution. The program manager developed the independent research study syllabus for each participant to reflect the planned experience, including the specific project plan, estimated effort and timing, and expected outcomes. Mentors, mentees, and the program manager used the syllabus as a time and effort management tool. During the immersion semester, parti­c­ ipants contacted the program manager weekly to discuss courses, research activ­ ities, and any concerns or questions. Mentees wrote weekly “blogs” that the program manager used to assess satis­ faction, concerns, and progress, and posted on the CAM institution’s Web site to create awareness of the MRP.

Investigators assessed outcomes using the independent research study syllabus; weekly summaries; individual, semi­ structured interviews; and written, uni­form surveys. Surveys included Likert-type scale, multiple-choice, and open-response items. Mentors and mentees engaged in discussions with coinvestigators during and following experiences. Investigators qualitatively analyzed surveys and interview tran­scripts for themes and individual res­ponses. The program manager used data immediately to address issues regarding the experience in progress and to improve the MRP for subsequent mentees and mentors. The NUHS institutional review board reviewed and approved this project. Preliminary Accomplishments

In year 1, 3 students completed initial screening interviews and 2 submitted the essay and CV. In year 7, 28 students completed the initial inquiry/screening stage and 7 applied formally, submitting at least the essay and CV.

Following the immersion semester, participants continued as CAM insti­ tution RAs to continue MRP projects or work on other CAM projects, typically under the program manager’s guidance. Regular meetings continued with the program manager to prepare scholarly works and presentations to faculty and students regarding the MRP experience and research activity, and to continue professional development.

Multimodal, sustained dissemination of program information and activities was critical to increased awareness. For the first two years, 100% of inquirers heard about the program from CAM faculty. In following years, students obtained information from previous MRP partic­ ipants (75%), classes (70%), Web site (30%), or social media sites (30%). By year 7, 100% of inquiring students indicated that the CAM institution’s Web site was the primary source of initial information, and all recalled receiving institutional e-mails about the opportu­ nity. Nearly 75% of inquiring students stated that they applied to the CAM ins­titution because of the MRP and the opportunity to participate in research. Fifty percent received program informa­ tion from CAM admissions counselors.

The grant paid MRP tuition and fees at the TRI institution. Mentees received stipends for the immersion semester and an hourly RA stipend each trimester subsequently spent on research projects. Mini-grants to mentors provided com­ pensation for costs associated with

By year 7 of the grant, six DC students (three men and three women) partici­ pated in the MRP (see Table 1). Two completed master’s degrees before en­ rolling at the CAM institution. Of the four with bachelor’s degrees, three had prior research experience.

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During the immersion semester, each mentee completed two to three courses, selecting courses from all four School of Public Health divisions, and engaged in research with mentors. Projects have included a literature review, survey design and analysis, economic policy analysis, and epidemiological database analyses for patient outcomes. Following the immersion semester, all mentees attended professional conferences, the first such experience for three mentees. Five continued as RAs at the CAM institution for clinical studies or faculty research projects, or as teaching assistants for the EBP curricula until graduation. All six gave formal, universitywide presentations regarding experiences and research activities. Five submitted abstracts and articles to peer-reviewed conferences and journals (see Table 1). All MRP participants completed the DC degree. To date, three have established or joined integrative, primary health care practices. In postexperience surveys, all three expressed the desire to maintain a clinical research or public health component in practice. All noted accessing research literature at least weekly and using research “regularly.” Two participants “regularly” or “often find research for others in the office.” One of these participants was accepted to the TRI MPH degree program, continuing education on a part-time basis while in clinical practice. The three other participants applied and were accepted to PhD programs at the TRI institution. One of these completed the CAM/TRI coordinated DC/MPH degree program before entering the TRI PhD program (see Table 1). Challenges and Lessons Learned

Partnership and cultural changes Pursuing CAM perspective research; examining CAM interventions, modal­ ities, and disciplines that produce data needed to design maximally informative clinical studies; and developing evidence based in real-world CAM practices that ultimately contributes to better t­ reatment and health promotion must employ the same methods and tools used for conventional, mainstream health care.20,40 Such effort requires creative collaboration with experts facing similar challenges and oppor-tunities studying conventional clinical practice.

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Table 1 MRP Activities and Outcomes for Student Participants, From a Research Training Collaboration Between the National University of Health Sciences and the University of Illinois at Chicago School of Public Health, 2006–2012 Participant trimester completed

Experience characteristics

Post-MRP outcomes and status

• Mentor division: EPI • Project: Literature review; epidemiology survey • Courses: CHS; Public Health and Aging; Introduction to Psychosocial Epidemiology • Conference: American Public Health Association • Mentor division: HPA • Project: Economic analysis of primary care pay-forperformance; complementary and alternative medicine focus • Courses: HPA; Measurement and Analysis Theory; Health Services Research; Economic Evaluation of Health Care Interventions • Conference: Health Policy and Economics Summit

• Practicing DC: Integrated maternal and pediatric clinical practice • Applied/accepted to MPH program • Presented to advisory committee, student organizations • Drafted case study with practicing DC mentor • Graduated DC; PhD candidate (HPA) • Clinical standards specialist, professional society: develops evidence-based clinical practice guidelines and consensus statements • Poster presentations: Annual University of Illinois at Chicago School of Public Health Student Research/ Practice Awards Day, National University of Health Sciences homecoming

Tri 5

• Mentor division: EOHS • Project: epidemiological/patient outcomes database analysis • Courses: CHS, EPI, EOHS–Public Health Management; Injury Epidemiology and Prevention; Occupational Medicine Residency Seminar • Conference: American Public Health Association

• Practicing DC, private practice • Continued as clinical studies research assistant (4 trimesters) • Case report presented in occupational medicine seminar • Contributed to peer-reviewed article

Tri 5

• Mentor division: EOHS • Project: Database analysis: spinal cord injury • Courses: EPI Biostatistics; EOHS Injury Epidemiology and Prevention; Occupational Medicine Residency Seminar • Conference: Foundation for Professional Ergonomics

• Practicing DC, integrated primary care private practice • Continued as clinical studies research assistant and evidence-based practice program research assistant (5 trimesters) • Case report presented in occupational medicine seminar • First student to present a voluntary journal club • Developed a best evidence table for a case report

Tri 5

• Mentor division: EOHS • Project: database analysis: epidemiological characterization of traumatic injuries due to falls • Courses: EOHS Core, EPI Core; Occupational Medicine Residency Seminar • Conference: American Society of Safety Engineers

• Graduated DC; PhD candidate (EOHS) • Poster presentations: Annual University of Illinois at Chicago School of Public Health Student Research/ Practice Awards Day, National University of Health Sciences homecoming, American Society of Safety Engineers Safety Conference • Peer-reviewed conference abstract/poster

Tri 4

• Mentor division: HPA: global studies • Project: survey of attitudes toward chiropractic • Courses: Public Health Concepts and Practice (CHS); Principles and Methods, Epidemiology; Introduction to Qualitative Methods in Public Health; Global Public Health Challenges • Conferences: American Public Health Association; Association of Chiropractic Colleges Educational Conference and Research Agenda Conference

• Completed DC; PhD candidate (EOHS) • Completed coordinated DC/MPH degree program • Continued as clinical studies and research assistant • Manuscript, Madigan D, Sullivan BM, Peacock ND. Attitudes Towards Chiropractic Care Among the Healthcare Community in Ghana, Africa (submitted for publication) • Poster presentations: Annual University of Illinois at Chicago School of Public Health Student Research/ Practice Awards Day, National University of Health Sciences homecoming • Conference presentation • Submitted peer-reviewed article of survey results • Submitted peer-reviewed case study

Tri 5

Tri 5

Abbreviations: MRP indicates mentored research program; EPI, Epidemiology and Biostatistics; CHS, Community Health Services; DC, doctor of chiropractic; MPH, masters of public health; HPA, Health Policy and Administration; EOHS, Environmental and Occupational Health and Safety.

The CAM and TRI institutions built a relationship through shared interests and desired outcomes, stimulating bidirectional cultural changes and

perspective shifts. CAM students had a broad array of robust clinical, translational, and public health research opportunities. The

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TRI institution’s conventional researchers received a CAM perspective of health care issues and research needs.

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Initially, TRI faculty noted that they knew little about CAM education and scope of practice. CAM administrators provided information about accreditation, admissions, academics, and practice. CAM mentees outlined the DC curriculum and provided evidence-based CAM perspec­tives on therapy, epidemiology, community health science, occupational medicine, health policy, and clinical practice. Mentees participated in research and health policy studies, delivered presentations, and developed posters for TRI institutional events. TRI faculty lectured at the CAM institution’s university-wide One-hour Webinars, Lectures and Sessions (OWLS) program, engaging with CAM faculty and students. CAM faculty and students attended similar TRI events. Subsequently, TRI faculty provided positive feedback regarding mentee contributions. One TRI mentor invited all CAM students attending an OWLS lecture to “try research” at the TRI institution and “work with UIC research­ ers to develop evidence for CAM therapies.” TRI faculty and administrators exposed to the MRP activities were advocates of the proposal for coordinated DC/MPH and DC/MS degree programs. Mentee recruitment, selection, and preparation Active involvement of the TRI coinvestigator in mentee and mentor selection was indispensable. Knowing the TRI application process, acceptance require­ ments, and performance expectations was essential for effectively screening applicants. Initially, most applicants were receptive to any type of project or experience. Two potential mentors declined to mentor students with broad interests because of the time needed to mentor new students. Two mentors suggested additional preparation prior to having mentees commit to a particular project. Subsequently, we initiated the “preparation trimester” with close interaction and guidance by the program manager. During the preparation trimester, mentees met weekly with the program manager to discuss research interests, investigate projects, meet with prospec­ tive mentors, and consider various courses. Mentees reported greater

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The research experience and academic immersion

comfort (“comfortable” to “very com­ fortable” using a five-point scale from “extremely uncomfortable” to “very comfortable”) discussing potential projects with TRI mentors when the program manager provided background information about mentors and projects prior to those discussions. Mentees and mentors met at least three times face-to-face to establish a plan for the experience. All but two mentors expected mentees to read grant proposals or research articles during the preparation trimester. In addition to adequately preparing mentees, discussions enhanced the development of a mentor/mentee relationship. Mentees meeting more frequently before the immersion semester (biweekly to weekly versus once per month or less) expressed higher satisfaction with the mentor/ mentee relationship. Mentors Mentors developed creative means of engaging mentees to ensure that the mentee received sufficient interaction and guidance. Mentors proactively suggested co-mentoring arrangements. Two faculty co-mentored one participant. One mentor engaged a senior graduate student as a hands-on co-mentor. One mentor actively sought the CAM program manager as co-mentor. Two mentors included mentees in advanced seminar courses, integrating course work and projects. Mentors provided “active research experiences” versus a capstone or thesis project and expected 15 to 20 hours of mentee activity per week. One co-mentor initially expressed dissatisfaction with progress until the program manager and primary mentor reviewed program expectations and assisted with a final plan using the independent research study syllabus. The independent research study syllabus provided a template for the experience; minimal instruction was given to mentors as far as a “to-do list.” Three mentors actively used the syllabus as a guide to develop the experience and expected outcomes. Mentors discussed an action plan with the program manager, TRI coinvestigator, and mentee, using time, experience, and interests to shape the relationship.

Because the TRI institution offers more prerequisite, core courses in the fall, fall was thought to be the optimal term for participation. When several excellent candidates had difficulty with academic timing, mentees enrolled in advanced seminar courses requiring instructor permission and successfully completed the immersion experience in spring. Three students noted that advanced courses related to research projects were particularly satisfying. One stated, “The course project is actually applicable, relevant and useful.” Another commented, “The course work wasn’t just high-level busy work. It can be used for something.” The most challenging MRP aspects for applicants were the full-time effort and full immersion at the TRI institution with no CAM program classes. All participants expressed the need for an active advisor at and contact with the home institution during and after the immersion semester. Participants noted that continued postexperience meetings with the program manager were essential to complete scholarly work. All noted the importance of professional development discussions regarding career choices. Expansion and sustainability Because the NCCAM R25 announcement stipulated that proposals must involve fully accredited CAM professional programs, we initially developed the MRP for the DC program. After the doctorate in naturopathic medicine (ND) and master’s in acupuncture and oriental medicine (AOM) programs completed accreditation, 5% of the inquiries were from students in these programs. The ND and AOM programs have core EBP and research literacy courses; however, neither has an elective requirement or research rotation. Like the DC program, participating in a one-semester, full-time research experience is difficult as far as academic timing, sequential courses, and board exams. Therefore, we expanded the independent research study into a part-time, flexible credit elective course available to all CAM degree programs. Using the independent research study syllabus, the program manager co-mentored CAM students on CAM projects at the CAM institution

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with CAM faculty who took part in the Faculty Development Program.41 NUHS provided a tuition waiver for students in programs not requiring elective credit. To date, seven NUHS faculty have mentored 18 NUHS students (16 DC; 1 ND; 1 AOM) at NUHS using the independent research study, representing a significant step toward sustaining research opportunities for CAM students. Unanticipated at the beginning of the program, two experienced CAM faculty mentored two students for a full-time, short-term research experience at the CAM institution. Because of timing and availability of TRI mentors, we approached CAM faculty initially as comentors to collaborate with UIC faculty. During the preparation trimester, we determined that the NUHS faculty were well suited as mentors for these particular mentees. To provide an academic path for CAM students to participate in research and public health and promote CAM/ TRI collaborations, we developed coordinated degree programs between the DC program and both the TRI MPH and the master of science in clinical and translational science degrees. The coordinated degree programs are bidirectional; that is, students from either institution can participate in these unique, “first of their kind” degrees. Concluding Remarks

A productive, collaborative relationship established between a CAM and TRI institution resulted in sustained research opportunities for predoctoral CAM students. Rigorous participation criteria for mentors and mentees, effective interinstitutional mentor/mentee matching practices, adequate interaction with mentees, sustained mentoring and professional development, tools to manage project activity and time, and continuous improvement in response to implementation challenges were keys to the successful program. Both institutions experienced cultural shifts regarding CAM research. Mentors and research opportunities were developed at the CAM institution. Unplanned, positive outcomes supporting the fulfillment of NCCAM’s strategic goals include half of the participants continuing PhD degrees after the DC degree, interinstitutional professional development and research

collaboration opportunities, and the establishment of coordinated DC/MPH and DC/MS degrees. Acknowledgments: The authors wish to thank Judith D. Pocius, MS, for reviewing and editing this manuscript; Jerrilyn A. Cambron, DC, PhD, and L. Michele Issel, PhD, MSN, for involvement in the mentee interview process; and Lynn Zoufal, CPA, MBA, for interinstitutional financial and grants management.

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Funding/Support: This article was supported by the National Center for Complementary and Alternative Medicine of the National Institutes of Health under award number R25AT002872.

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Other disclosures: None reported.

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Ethical approval: The National University of Health Sciences institutional review board reviewed and approved this project (August 24, 2005 to July 31, 2013; project H0508). Disclaimer: Research reported in this publication was supported by the National Center for Complementary and Alternative Medicine of the National Institutes of Health under award number R25AT002872. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health. Previous presentations: Sullivan BM, Furner SE, Cramer GD. Developing a student mentored research program between complementary and alternative medicine and traditional, research intensive universities to foster evidencebased practitioners and clinician–researchers. Presented at: Fostering Research Literacy (2C.01) International Congress for Educators in Complementary and Integrative Medicine Conference, Georgetown University, Washington, DC, October 24, 2012. Sullivan BM, Furner SE, Cramer GD. Development of a student mentored research program between a complementary and alternative medicine university and a traditional, research intensive university. Presented at: Association of Chiropractic Colleges Educational Conference and Research Agenda Conference, Las Vegas, Nevada, March 15–17, 2012. The Journal of Chiropractic Education 2012.

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Academic Medicine, Vol. 89, No. 9 / September 2014

Development of a student-mentored research program between a complementary and alternative medicine university and a traditional, research-intensive university.

The global need to develop clinician-scientists capable of using research in clinical practice, translating research knowledge into practice, and carr...
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