The Association between Facial Morphology and Cold Pattern

Objectives: Facial diagnosis is an important part of clinical diagnosis in traditional East Asian Medicine. In this paper, using a fully automated facial shape analysis system, we show that facial morphological features are associated with cold pattern.Methods: The facial morphological features calculated from 68 facial landmarks included the angles, areas, and distances between the landmark points of each part of the face. Cold pattern severity was determined using a questionnaire and the cold pattern scores (CPS) were used for analysis. The association between facial features and CPS was calculated using Pearson's correlation coefficient and partial correlation coefficients.Results: The upper chin width and the lower chin width were negatively associated with CPS. The distance from the center point to the middle jaw and the distance from the center point to the lower jaw were negatively associated with CPS. The angle of the face outline near the ear and the angle of the chin line were positively associated with CPS. The area of the upper part of the face and the area of the face except the sensory organs were negatively associated with CPS. The number of facial morphological features that exhibited a statistically significant correlation with CPS was 37 (unadjusted).Conclusions: In this study of a Korean population, subjects with a high CPS had a more pointed chin, longer face, more angular jaw, higher eyes, and more upward corners of the mouth, and their facial sensory organs were relatively widespread.

Understanding the experiences and perception of people living with HIV on integrative traditional East Asian medicine management in Korea: an interview protocol for qualitative research

IntroductionPatients with HIV/AIDS have been able to experience the average life expectancy of the general population due to medical advancements. However, they face physical, emotional and social difficulties that worsen their quality of life. The pharmacological approach is often the first choice to address these issues, but it involves some limitations. Integrative traditional East Asian medicine (ITEAM) can compensate for the limitations of drugs and can be applied to treat physiological and psychiatric problems. In Korea, ITEAM interventions are easily accessible under the government insurance. However, the experiences, perceptions and barriers to the use of ITEAM in patients with HIV/AIDS are less studied. Therefore, we will interview them to explore their experiences and examine the strengths, limitations, barriers and improvements in the use of ITEAM.Methods and analysisThis is a qualitative study using a phenomenological framework. We will conduct one-to-one interviews with 3–10 patients with HIV/AIDS who have been treated with ITEAM from March 2021 to January 2022. We will present semistructured open-ended questions and analyse them using experiential phenomenological research methods. The results will be reported in accordance with the Consolidated Criteria for Reporting Qualitative Studies.Ethics and disseminationThis research was approved by the Institutional Review Board of the National Medical Center (IRB number, NMC-2101-008). The results of this study will be disseminated through journal articles, newspapers and conference proceedings.Trial registration numberClinical Research Information Service: KCT0005855; Pre-results.

Comparing scientific worldviews between allopathic medical degree and East Asian medicine degree students utilizing the thinking about science survey instrument (TSSI)

Background Integrative medicine has become a new healthcare model due to the growing evidence base for complementary and integrative therapies. However, some question whether complementary and integrative therapies can truly be integrated with biomedicine due to differences in underlying paradigms and theoretical bases. This study aimed to explore differences in scientific worldviews between students studying East Asian medicine and those completing an allopathic medical degree using the validated Thinking about Science Survey Instrument (TSSI). Methods 122 medical students from Albert Einstein College of Medicine (Einstein) and 48 East Asian medicine students from the Pacific College of Health and Science (Pacific College) participated in this study. Participants completed the TSSI, a 60-item Likert-scale instrument that quantitatively measures the sociocultural resistance to, and support for science. Item and category means were compared between each group using an independent sample t-test. Results Distinct differences were seen between the two groups of students with regard to age, gender distribution and prior education. Einstein students were generally supportive of science and Pacific College students were generally supportive of/positively neutral to science. Einstein students more strongly affirmed the relationship of science in relation to the categories of Epistemology, Public Health, Emotion and Aesthetics, the Economy, and Public Policy. Pacific College students more strongly affirmed the relationship between science and the category Race and Gender. There were no differences in the categories of Environment and Resource, Science for All, and Religion and Morality. Conclusion This study suggests that there are differences underlying the scientific worldviews of Einstein and Pacific College students, particularly with regard to Epistemology and Public Health. Such differences may be related to the different theoretical knowledge bases and ways of viewing health within the two disciplines. Despite demographic and educational differences between the two groups their overall scientific worldviews were similar with neither group expressing disparate views. This suggests that both groups may be receptive to the value of other paradigms. Providing courses that focus on different therapeutic approaches and paradigms during medical training may foster interprofessional understanding and collaborative practice between health professionals of different medical disciplines.

Survey analysis to determine the impact of evidence informed practice education upon East Asian medicine faculty clinical instruction and students’ skills, knowledge, attitudes and behaviors within a master’s degree program

Background Between 2013 and 2018 Pacific College of Health and Science (formerly Pacific College of Oriental Medicine) trained faculty and developed curriculum in evidence informed practice (EIP), with support from a grant from the National Institutes of Health (NIH). A three-credit (45 h) Foundations of EIP course, and online EIP learning modules (developed as part of a previous NIH R25 award), were used for faculty and student training. In addition, EIP was incorporated into 73% of the East Asian medicine degree program. Clinical integration of EIP in the College clinic was enhanced by improving access to reference sources, including additional EIP-related questions to the patient intake forms, requiring the use of a patient-centered outcome instrument, and assessing students’ clinical EIP competencies. Methods Master’s degree students’ self-reported EIP skills, knowledge, attitudes and behaviors were assessed before and after taking the Foundations of EIP course using a 17-question paper-based survey with an additional open-ended comments section. The survey was administered in 29 courses across all three Pacific College campuses. Clinical faculty self-reported EIP instruction, focusing on the EIP content and instructional approaches that were utilized, was evaluated on the New York City campus using a paper-based survey before and after changes were made to enhance the clinical integration of EIP. Results A total of 1181 completed EIP-course surveys consisting of 657 pre-EIP course surveys and 524 post-EIP course surveys were analyzed. There was a statistically significant improvement in students’ EIP skills, knowledge and behaviors after completing the EIP course. Students’ perception of the importance of EIP was high before and after the EIP course. Little change in Faculty’s EIP-related clinical instruction was evident following the EIP-related changes that were made to the Clinic. Conclusion Our study suggests that the three-credit (45 h) EIP course was effective at improving the EIP skills, knowledge and behaviors of this group of East Asian medicine students who were undertaking a master’s degree that qualified them for licensure in acupuncture in the US. These students also demonstrated a high level of recognition for the importance of research and EIP both before and after the course. Training faculty clinical supervisors and providing greater access to evidence sources in the College clinic did not appear to increase EIP instructional activity.

Self-Orientalization in the East Asian Medical Community

Traditional medical practices have yielded to modern Western Allopathic Medicine in much of the world. However, Traditional East Asian Medicine (aka Traditional Chinese Medicine) which includes Acupuncture, Asian Herbalism, Asian Bodywork, and Meditative Breathing Practices (Taijiquan / Qigong) has grown in popularity around the world. In the United States, Traditional East Asian Medicine has entered mainstream culture, becoming licensed as a type of healthcare service. The development of this type of medicine in the United States began in the late nineteenth century with Asian immigration, but in the latter part of the twentieth century grew from a localized ethnic enclave based cultural practice into a larger social phenomenon reactive to socio cultural dynamics in the medical industrial complex. However, intrinsic in this rise and integration with majority culture has been the inculcation of Orientalized attitudinal poles that rely on stereotypical, trivialized, and racist interpretations of the very traditions that they seem to embrace. This paper examines the aspect of this Orientalizing process in the East Asian Medical community in the United States among immigrants, second generation, and non-Asian students and practitioners.

Expanded Possibilities for Teaching Asian Medicines

Asian Medicine is inaugurating a new type of article in this issue, the pedagogical forum. For our launch of this new format, forum editors Zanolini and Hanson invited a range of scholars and practitioners teaching East Asian medicine within diverse institutional contexts to contribute. Their different approaches to teaching can be more broadly applied to any medical tradition in Asia.

Scientific Worldview Differences Between Allopathic Medical Degree and East Asian Medicine Degree Students

Background Integrative medicine has become a new healthcare model due to the growing evidence base for complementary and integrative therapies. However, some question whether complementary and integrative therapies can truly be integrated with biomedicine due to differences in underlying paradigms and theoretical bases. This study aimed to explore differences in scientific worldviews between students studying East Asian medicine and those completing an allopathic medical degree using the validated Thinking about Science Survey Instrument (TSSI).Methods 122 medical students from Albert Einstein College of Medicine (Einstein) and 48 East Asian medicine students from the Pacific College of Health and Science (Pacific College) participated in this study. Participants completed the TSSI, a 60-item Likert-scale instrument that quantitatively measures the sociocultural resistance to, and support for science. Item and category means were compared for each group using the two-sample t-test.Results Einstein students were generally supportive of science and Pacific College students were generally supportive of/positively neutral to science. Einstein students more strongly affirmed the relationship of science in relation to the categories of Epistemology, Public Health, Emotion and Aesthetics, the Economy, and Public Policy. Pacific College students more strongly affirmed the relationship between science and the category Race and Gender. There were no differences in the categories of Environment and Resource, Science for All, and Religion and Morality.Conclusion This study suggests that there are differences underlying the scientific worldviews of Einstein and Pacific College students, particularly with regard to Epistemology and Public Health. Such differences may be related to the different theoretical knowledge bases and ways of viewing health within the two disciplines. Our study also suggests that both groups may be receptive to the value of other paradigms. Providing courses that focus on different therapeutic approaches and paradigms during medical training may foster interprofessional understanding and collaboration between providers of different medical disciplines.