Gregory Cramer, DC, PhD, dean of research at NUHS, along with former assistant professor, Barbara Sullivan, PhD, co-authored an article in an upcoming issue of Academic Medicine, the journal of the Association of American Medical Colleges.

The article is titled: “Development of a Student-Mentored Research Program Between a Complementary and Alternative Medicine University and a Traditional, Research-Intensive University,” and is also co-authored by Sylvia Furner, PhD, of the University of Illinois at Chicago School of Public Health.

“This study was one outcome of an NIH/NCCAM R25 grant that we received from 2005 through 2013,” says Dr. Cramer.

The article presents the development and outcomes of a mentored research program between National University of Health Sciences and the University of Illinois at Chicago School of Public Health. Complementary and alternative medicine pre-doctoral students from NUHS, engaged in a full immersion semester at UIC, which is a traditional research-intensive institution. The program included didactic courses and active research with a UIC faculty research mentor.

Key to the program’s success was establishing rigorous criteria for mentors and mentees, communicating expectations, developing solid relationships between the mentor, mentee and NUHS advisor, responding quickly to impediments, and providing adequate support for the students.

“Of the six mentored research students, three are currently in PhD programs at the UIC School of Public Health. One completed her MPH, and another was accepted into the MPH program,” says Dr. Cramer. “The program, proving both successful and sustainable, transitioned into our current coordinated degree program with UIC, of which we are very proud.”

The coordinated degree program, currently managed at NUHS by Thomas Grieve, DC, MPH, also welcomes students from the doctor of naturopathic medicine program as well as doctor of chiropractic students. The program is part of the university’s ongoing commitment to excellence in both research and evidence-based practice.