A blinded 43-question, IRB-approved survey was administered to primary investigators from 19 awarded CAM and TRI institutions. Quantitative data were analyzed descriptively. Short-answer questions were assessed qualitatively. The survey was completed by 84.2 % of the sample. Their collaborations included faculty exchanges, TRI institution seminars and mentorship of CAM faculty and students in research, joint development of courses and evidence-based practice (EBP) resources, and two-way consulting (TRI-CAM and vice versa). The collaborations were characterized as mutually respectful and personally rewarding, being collective efforts, instilling confidence in each others’ work, having open communication, resulting in mutual learning, and leading to subsequent collaborations. The most important success included training and collaboration among faculty (n = 9), developing EBP knowledge and educational materials (n = 7), improving research infrastructure and collaboration opportunities (n = 6), and cultural change toward EBP (n = 5). The greatest progress included providing educational and research opportunities for students and faculty. The primary challenges were related to time constraints of faculty. Over 70 % of respondents believed that the TRI institution influenced culture change in CAM faculty, and 30 % of TRI institutions reported that the R25 collaboration led to culture change at their own institutions.
The article was published in Medical Science Educator in 2014. SpringerLink makes the abstract available for free, and the option to purchase a copy of the article.