How did you hear about LEAPS into Integrative Medicine?

By: Freya Moran

I heard about LEAPS in an email. I can’t remember who sent it or why, but administration sent out an update on scholarship opportunities near the end of my fifth quarter (just a few weeks before boards) and amongst the messages stuffing my inbox, something caught my eye.

Now, before I get too far into the application process, let me just say how awesome and powerful it is to be a student. Hear me out. Just by showing interest in a particular direction, we can change the course of opportunities for our education and our careers. Yes, the road to change is long and full of paperwork, but as students we rarely see the paperwork – it’s up to us to do the leg-work. In my short time as a student, I’ve seen more progression for chiropractic in the area of integrative medicine than I can even wrap my head around. As the shortage of primary care physicians grows and our treatment skills grow stronger, I see no reason why chiropractic shouldn’t evolve to fill that void. In fact, up to that point, I had been thinking about what the differences actually were between chiropractic care and the typical medical doctor in terms of primary care. The only conclusion I could come up with, besides prescription rights, was residency.

The typical education sequence for an MD/DO student is four years of medical school followed by a residency program. Residency can be anywhere from two years practicing primary care to eight years studying neurosurgery, living only marginally better than the average graduate student with a tiny stipend after years of maintaining a GPA in order to “match” with a program you want. These programs are meant to aid students in achieving clinical experience in specialized fields, so by the time they matriculate they are literally the most educated, qualified individuals they can be.

Currently, there is residency program for chiropractic students in radiology, a similar placement in the VA and a fellowship in sports medicine. Beyond that, not much post-graduate training exists beyond continuing education seminars and preceptorship. What would it mean to integrate chiropractic medicine with traditional allopathic medicine, traditional Chinese medicine, physical therapy, naturopathic medicine, functional nutrition, acupuncture, etc.?

And there in my inbox was an email for the Leadership and Education Program for Students in Integrative Medicine (LEAPS into IM) annual leadership program. I knew nothing about it, but after reading the short synopsis I learned the program was hosted by the American Consortium for Integrative Medicine in association with the American Medical Student Association. These two governing bodies have never been typically associated with recognizing chiropractic. After a little snooping around on their website, I found the application to be straightforward. It required participants to plan and execute a proposed idea with support from faculty mentors and a core faculty at LEAPS within a year. If the student and their idea were chosen, the consortium would give small monetary grants to help get the project off the ground. Only 30 medical students around the country were to be picked!

As this was the first time the consortium had embraced complementary alternative medical providers, and given my intense passion for integrating medicine, I proposed the project of my dreams: an integrative medicine residency program that would be open to chiropractic students as well as other CAM and allopathic providers.

Although this kind of project is most likely going to be my life’s work rather than something I can accomplish in the next year, it was this idea that grabbed the interest of the coordinator and director of the leadership program and solidified my spot as the first chiropractic student accepted into LEAPS into IM.

Coming Soon! Read about Freya’s experience at the week-long Leaps into IM project in Oceanside, Calif.!

Gresham Integrated Care is now Health Centers of UWS, Gresham

PORTLAND, Ore., July 15, 2015 – University of Western States (UWS), a leader in health care education and community-based health care, announced the university’s clinic in Gresham, Gresham Integrated Care, is now named Health Centers of UWS, Gresham. The name change emphasizes the integration of the university’s health care facilities – five in the Portland and Salem areas – and conveys the clinics’ emphasis on patient-centered health care and collective affiliation with University of Western States. Since opening in 2009, the NW Civic Drive facility has served the health care needs of the Gresham community. Available services include chiropractic care, rehabilitative services, massage therapy, nurse practitioner family medical care, and functional medicine services. The clinics’ health care professionals provide services in a collaborative model to best serve patients’ individual needs. Under its new name, the Health Centers of UWS in Gresham will continue to provide high-quality, accessible, patient-centered health care consistent with the values and standards of University of Western States.

UWS has also launched a new website for patients featuring the ability to download forms, view profiles of clinicians, and access to MyChart. Patients can now view medical records and connect with their healthcare providers.

The Gresham Area Chamber of Commerce will host the Gresham Chamber on Friday morning, August 7 at Health Centers of UWS in Gresham, followed by a ribbon cutting ceremony at 9 a.m. The Health Center has been a member of the Gresham Chamber since 2010.

Online vs. Traditional Classroom Learning

By: Sara Mathov, director of MS exercise and sports science

In 2013, there were 7.1 million higher education students taking at least one online course, which represents 33.5 percent of all higher education students.* With so many students now enrolling in online courses, it is important to look at the differences between learning online and learning in the traditional face-to-face classroom setting.

When online courses started being offered, there was a common belief that the education received from an online course was inferior. But that is not true of today’s online courses. Similarly to the traditional classroom model, online classes have clearly stated learning objectives and outcomes. . In addition, most online courses are designed to have interactive components. It is common to see a mix of videos, group assignments, discussions on a given topic, and many other strategies to increase communication with fellow students and instructors. These activities increase active learning of the student. Many believe that online courses can be superior to traditional classroom learning because of this “active learning” strategy. As with everything, however, you get out of it what you put into it.

Below, I have listed my top five strategies to succeed in an online course and get the most out your learning experience:

  1. Check in more than once a week. One of the biggest downfalls of online courses is that it is very easy to procrastinate and get behind. The easiest way to avoid this is to log into the course regularly – ideally once a day (even if just for five minutes), but realistically a few times per week. This allows you to catch important course announcements, review upcoming deadlines, participate in the discussion forum and possibly interact more with other students and your instructor.
  2. Don’t be afraid to ask questions. Some courses will have a forum specifically designed for this purpose. Other courses may require you to email the instructor directly with questions. Don’t be shy, just ask! In a traditional classroom, it may seem easier to get information because the teacher is in front of you and there are classmates close by. In the online setting, they’re still all around you just can’t see them. You can usually assume that if you have a question, there are others wondering about it too. By posting in a forum, not only is the instructor able to address the question but other classmates can also weigh in and give feedback.
  3. Read announcements and emails. One of my biggest frustrations as a teacher is when I make an announcement in class and then get asked the same information moments later. It is no less frustrating when that information is given in the form of a course announcement or class email only to find out that very few people actually read it. In this digital era, it is very easy to access email and online courses from nearly anywhere on nearly every device. It’s also easy to be overloaded and therefore ignore information coming at you on a regular basis. I recommend setting an alert or having a specific folder so that you never miss a course announcement. It’s never an acceptable excuse to say, “I didn’t read the email/announcement” if you miss an important deadline.
  4. Be active in the discussion forum. Yes, I know that it can seem frustrating to be forced to reply to other posts, but the intention is to help you learn. There is a lot of research behind various learning styles and it is well known that if you participate in your learning you are much more likely to retain that information. The purpose of the discussion forum is to create the discussion that might occur in the traditional classroom setting: teacher asks a question, long silence follows, finally someone answers and often there is some discussion that occurs afterward. It is also a great place to pose a question (see #2 above) of both the teacher and your classmates and see what discussion may arise from that. When you create a thoughtful post that answers a question, it forces you to digest the material enough to be able to form an opinion about it. Each response afterward helps reinforce that knowledge and can also help others see things in a different way.
  5. Don’t count on your exams being “open-book”. When online courses started, this was one of the biggest criticisms. Not only did we question who was actually taking the exam, but also whether the student was using something to help (whether the book, notes or Google). These days, most courses have strict time limits that do not allow one to search various sources for every question and many courses will also use proctoring websites which monitor you while you take the exam (and make sure you are who you say you are). Just as you need to study and prepare for an exam in advance for a face-to-face course, you must prepare for an online exam and not expect that you can use materials to help you.

If you haven’t already taken an online course, the chances are quite high that you will soon. I hope that the suggestions above help you succeed in those courses.

 

*Reference: Allen IE, Seaman J. Grade Change: Tracking Online Education in the United States. Babson Survey Research Group, 2014.

Returning Veterans Project Partnership

The Northwest Center for Lifestyle and Functional Medicine and Returning Veterans Project partner to provide free chiropractic care and massage therapy to area veterans

The new UWS center is now the largest provider of services to the non-profit

PORTLAND, Ore., May 15, 2015 –The Northwest Center for Lifestyle and Functional Medicine (NWCLFM), a new center of excellence at University of Western States (UWS), is partnering with the Portland-based non-profit Returning Veterans Project. Through the alliance, Portland-area, post 9/11 war-zone veterans are eligible to receive free chiropractic care and therapeutic massages at one of the university’s outpatient clinics located on the UWS campus in Northeast Portland. The NWCLFM, in conjunction with UWS, is providing up to 28 hours of free therapeutic services per week to veterans, making it the largest provider of health services in the Returning Veterans Project network.

“What this signifies is that many Operation Iraqi Freedom (Iraq War) and Operation Enduring Freedom (Afghanistan war) veterans living with chronic pain, often due to the heavy equipment they had to carry for long hours, can now get services right away,” Belle Landau, executive director of Returning Vets Project said. “What we have found is that through services like massage and chiropractic care, vets get the help they need to get off their pain meds, stay in school, stay in their jobs, and hopefully become more open to counseling. These are life changing services that make family and work life easier for the people who served our country.”

Returning Veterans Project is one of the few veteran-centered health service providers that incorporates a holistic and integrative approach to treating the physical and mental scars of war. A number of studies support this method, showing that the biochemistry of a person after a massage demonstrates reduced cortisol and increased serotonin and dopamine.* Reports also show the importance of healing through chiropractic care. A study conducted on active duty military who received chiropractic care, along with conventional medical care for low back pain, showed a 73 percent decrease in acute pain versus the 17 percent in veterans who only participated in conventional medical care.**

“I am so excited to team up with Returning Veterans Project. This provides UWS massage students an excellent opportunity to work on a population that can really benefit from massage. Not only will it provide help for the physical ailments associated with combat, but evidence also shows the value massage therapy has for people suffering from PTSD, anxiety and depression,” Eric Polgar, director of the UWS massage therapy program said.

“Offering our service men and women free therapeutic services is our way of saying ‘thank you’ to a group that risked their lives for our country. I am so grateful to be a part of this opportunity and I know our students and the veterans will benefit from this partnership,” Dr. Stan Ewald, associate vice president of clinical internships and assessment added.

Appointments are available starting May 26. Veterans wanting to learn more can visit the Returning Vets Project website at www.returningveterans.org. Chiropractic appointments are available Monday-Thursday and massage therapy appointments are available on Wednesdays at the main UWS campus in Northeast Portland. Please call 503-255-6771 to make an appointment. All veterans will need to show a military ID or other documentation to receive free services.

 

Free Services for our Veterans

The Northwest Center for Lifestyle and Functional Medicine and Returning Veterans Project partner to provide free chiropractic care and massage therapy to area veterans

The new UWS center is now the largest provider of services to the non-profit

For many, Memorial Day signifies the start of summer. It’s a holiday that kicks off the season of BBQs, beach excursions, family reunions and camping trips. It’s a day off from work to be celebrated with friends and family next to a grill, with cold lemonade in hand. But for veterans and military families, the day has a more poignant significance. It’s a holiday to remember friends, family members, neighbors and fellow Americans who were lost during military service.

As people across the nation are ramping up to celebrate the holiday, University of Western States (UWS) is proud to announce a new alliance between The Northwest Center for Lifestyle and Functional Medicine (NWCLFM), a new center of excellence at UWS and the Portland-based non-profit Returning Veterans Project. Through the partnership, Portland-area, post 9/11 war-zone veterans are eligible to receive free chiropractic care and therapeutic massage at the university’s outpatient campus clinic. The NWCLFM, in conjunction with UWS, is providing up to 28 hours of free therapeutic services per week to veterans, making it the largest provider of health services in the Returning Veterans Project network.

“What this signifies is that many Operation Iraqi Freedom (Iraq War) and Operation Enduring Freedom (Afghanistan war) veterans living with chronic pain, often due to the heavy equipment they had to carry for long hours, can now get services right away,” Belle Landau, executive director of Returning Vets Project said. “What we have found is that through services like massage and chiropractic care, vets get the help they need to get off their pain meds, stay in school, stay in their jobs, and hopefully become more open to counseling. These are life changing services that make family and work life easier for the people who served our country.”

Returning Veterans Project is one of the few veteran-centered health service providers that incorporates a holistic and integrative approach to treating the physical and mental scars of war. A number of studies support this method, showing that the biochemistry of a person after a massage demonstrates reduced cortisol and increased serotonin and dopamine.* Reports also show the importance of healing through chiropractic care. A study conducted on active duty military who received chiropractic care, along with conventional medical care for low back pain, showed a 73 percent decrease in acute pain versus the 17 percent in veterans who only participated in conventional medical care.**

“I am so excited to team up with Returning Veterans Project. This provides UWS massage students an excellent opportunity to work on a population that can really benefit from massage. Not only will it provide help for the physical ailments associated with combat, but evidence also shows the value massage therapy has for people suffering from PTSD, anxiety and depression,” Eric Polgar, director of the UWS massage therapy program said.

“Offering our service men and women free therapeutic services is our way of saying ‘thank you’ to a group that risked their lives for our country. I am so grateful to be a part of this opportunity and I know our students and the veterans will benefit from this partnership,” Dr. Stan Ewald, associate vice president of clinical internships and assessment added.

Appointments are available starting May 26.

 

UWS student, Freya Moran, selected as first chiropractic participant in the LEAPS into Integrative Medicine program

This is the first year the integrative medicine program is open to non-MD/DO students

PORTLAND, Ore., May 13, 2015 – University of Western States (UWS), a leader in the education of health care professionals, is proud to announce that doctor of chiropractic (DC) student Freya Moran was chosen to attend the Leadership & Education Program for Students in Integrative Medicine (LEAPS in IM). The program, a week-long event hosted by the Academic Consortium for Integrative Medicine and Health and the American Medical Student Association (AMSA) Foundation, aims to enhance the leadership skills and knowledge of future integrative medicine practitioners.

Moran, a 7th quarter student from Michigan, was chosen based on her proposal outlining an integrated medicine residency program for DC students.

“For too long there has been this curtain up in front of chiropractic but times are changing and there is a desire in more and more chiropractic students to be part of an integrated medical team after graduation,” Moran said. “I want to help take this curtain down. I think with this extended residency idea there will be more opportunities for chiropractors to learn how to talk to MDs and other practitioners on an integrated health care team in their language.”

Moran will be attending the program in Old Mission San Luis Rey in Oceanside, Calif., June 14-19. The program is limited to 30 students. As part of acceptance into the program, Moran is required to plan and execute her proposed idea of an integrated health care chiropractic residency with support from her faculty mentor and core faculty at LEAPS. As part of the program, she will be meeting with mentors to refine her concept.

Gary Schultz, DC, DACBR is one of the faculty members mentoring Moran in the process.

“The successful integration of health care resources begins with relationship building and sharing patients’ care needs between professions,” said Dr. Schultz. “This program and Ms. Moran’s ideas are a great step in accomplishing this goal. I’m pleased and humbled to be allowed to work with her on this journey.”

 

Oregon Passes Non-Discrimination Bill

UWS alumni, Vern Saboe, DC, recently wrote a news release for the American Chiropractic Association (ACA) highlighting a big win for the chiropractic profession in Oregon. A bill was passed that adds the federal non-discrimination protocols in the Affordable Health Care Act into Oregon state law. Oregon became the first state to adopt these protocols.

April 30, Salem, Ore., House Bill 2468 passed off the Oregon Senate floor on a 30-yes, 0-no vote and in so doing inserts the federal Section 2706(a) from the PPACA (ObamaCare) into state law, says Dr. Vern Saboe, ACA Delegate and lobbyist for the Oregon Chiropractic Association. The bill represented nearly a year of work and political negotiating however, key to our success was the help the profession gained from former Governor John Kitzhaber, MD, Saboe said.

In 2012 Governor Kitzhaber at the profession’s asking, inserted 2706 into his Senate Bill 1580 which dealt with “Coordinated Care Organizations” (CCOs) pertaining to the Medicaid and Medicare populations, CCOs are Oregon’s version of a federal Accountable Care Organization (ACO). The profession again gained key help from Governor Kitzhaber who met behind the scenes with the Oregon Insurance Commissioner stressing the importance of 2706 being inserted in Oregon law. Subsequent to that meeting the commissioner inserted 2706 into the Oregon Insurance Division’s draft legislation which became HB-2468. Dr. Saboe has requested a signing ceremony with the current Governor Kate Brown and OCA officials.

Antibiotic Use in Food Animals – How this Practice Affects Everyone

By Rachel Fischer, MD, MPH, Integrative Therapeutics distinguished professor

On April 6, 2015, the Oregon Senate Committee on Health Care heard testimony from a number of concerned citizens and organizations regarding a bill that seeks to limit the non-therapeutic use of antibiotics in Oregon livestock and poultry. Because of my previous involvement in this issue through Health Care Without Harm, I was one of several people giving testimony in favor of Senate Bill 920 — Relating to protecting antibiotics for human public health; declaring an emergency.

Essentially, this bill:

  • Prohibits giving antibiotics to healthy farm animals in Oregon. The measure has exceptions for when there is a significant need to control an outbreak.
  • Requires disclosure of how antibiotics are used on factory farms. The bill will require EPA-defined Concentrated Animal Feeding Operations (CAFOs) to annually disclose the details of their antibiotic use and make that information public record.

Why is this law necessary?

Organ transplant, chemotherapy and common surgical procedures like a cesarean section and appendectomy – these are just a few of the medical treatments that would no longer be safe without the use of antibiotics. The problem is that resistance to every antibiotic we use is growing. According to Dr. Tom Frieden, director of the CDC, “antimicrobial resistance is happening in every community, in every health care facility, and in medical practices throughout the country. At least two million people per year in the U.S. get infections that are resistant to antibiotics, and 23,000 die.” And considering that drug makers developed about 20 new classes of antibiotics between 1940 and 1962, but only two new classes since then, our arsenal is diminishing.

Most physicians and patients recognize that antibiotics are over prescribed. The Centers for Disease Control and Prevention estimate that this is true up to 50 percent of the time. However, even if prescribing practices by providers and antibiotic use by patients was perfect, the issue of growing antibiotic resistance would not be solved.

An estimated 80 percent of antibiotics sold in the U.S. are for food animal production. Many classes of the antibiotics used for this purpose are also medically important for treating human disease. Most of our meat comes from CAFOs where animals are housed in very tight and unsanitary quarters which creates an ideal bacterial breeding ground. Of course, antibiotics are given to sick animals, but an equally common practice is to routinely give subtherapeutic doses of antibiotics for growth promotion and to prevent infection. In this scenario, antibiotics seem necessary to maintain our food supply. However, even if that were true, it ignores the perhaps more catastrophic consequences of continuing on the current path of antibiotic use.

One of the reasons bacteria are so resilient (they have, after all, essentially existed on earth since the beginning of time) is that they can easily exchange genetic material with or without breeding. That means a perfectly harmless bacterium species can develop antibiotic resistance and pass that resistance on to a more virulent, harmful species. When millions of food animals receive subtherapeutic antibiotics every day, one can only imagine the downstream effects:

  • Bacteria carrying resistance genes outlive those without resistance and continue to multiply;
  • Resistance genes are passed among bacteria living in the surrounding soil, in the animals and on the farm workers;
  • Farm workers inadvertently share their bacteria with their families and communities;
  • Food animals are transported on our highways when it’s time for slaughter, literally “spraying” bacteria in their path;
  • Animal waste from CAFOs is used to fertilize crops, further spreading bacteria carrying resistance genes – even to those who never consume meat; and
  • Mature crops carrying antibiotic resistant bacteria are sold directly to markets and for packaged food production.

During 2010 Congressional testimony, the FDA, USDA and CDC reported there is a definitive link between routine, non-therapeutic use of antibiotics in food animal production and the antibiotic resistance crisis in humans. And there is another often overlooked consequence of this practice that we are just beginning to comprehend – how environmentally pervasive antibiotics and resistance genes affect the human microbiome.

The human body is composed of about 30 trillion human cells, but is host to more than 100 trillion bacterial and fungal cells. Our bacteria and their DNA play a fundamental, essential role in human health. Antibiotics significantly impact our microbial diversity and have been linked to chronic diseases such as obesity. In his book, “Missing Microbes,” Dr. Martin Blaser states that our bodies are an ecosystem “much like a coral reef or tropical jungle, a complex organization composed of interacting life forms. As with all ecosystems, diversity is critical …. High diversity affords protection to all species within the ecosystem because their interactions create robust webs for capturing and circulating resources. Loss of diversity [can lead] to disease or collapse of the system.”

While some say it is not economically feasible to limit antibiotic use in order to maintain our food supply, experts agree it will likely be economically catastrophic in unmeasurable ways if we do not take steps to stop the non-therapeutic use of antibiotics in all forms. Dr. Blaser cites game theory and the “Nash Equilibrium” to shed light on the phenomenon of cooperation in regards to our relationship with bacteria, “It can be summarized as a strategy in a game with two or more players in which the outcome is optimized by playing within the rules; if you cheat, your outcome is worse than if you played fair and square.” Allowing unchecked use of antibiotics is cheating the game.

To email your local representative and the governor, readers can go to the Oregon State Public Interest Research Group website: Take Action with OSPIRG

UPDATE:

SB 920 passed the Senate Health Care Committee and went to the Rules Committee. Unfortunately, no action was taken by the Rules Committee before the 2015 legislative session ended.  Antibiotics is a major issue and a repeat bill will likely appear next year.  No other state has passed legislation restricting non-medical use of antibiotics in food animals.  This may be a long fight, but the evidence continues to build in favor of such measures. Plus, Obama recently released his federal action plan to combat the growth of antibiotic resistant bacteria.

Want to learn more, read the OSPIRG fact sheet!

National Summary Data, Antibiotic Resistance