Patricia Lebensohn

Interests

Teaching

Family and Community medicineIntegrative MedicineWomen's HealthMaternal and Child HealthNutritionHealth DisparitiesCross-Cultural Communication

Research

Integrative Medicine and Student and Physician Well-beingEducational Outcomes

Courses

Scholarly Contributions

Chapters

• Lebensohn, P., Lebensohn, P., Ali-Akbarian, L., Ali-Akbarian, L., Weil, A., Weil, A., Ricker, M. A., & Ricker, M. A. (2017). Non Steroidal Anti Inflammatory Medications. In Mind Over Meds. Little, Brown & Co.
• Ricker, M. A., & Lebensohn, P. (2018). Stress, Burnout and Depression among Physician Residents. In Creating a Culture of Resiliency and Wellness among Physician Residents(pp 27-41). Cognella Publishing.

Journals/Publications

• Ricker, M. A., Maizes, V., Chiasson, A. M., & Lebensohn, P. (2019). Results of an Online Integrative Pain Management Course Educating Physicians in Family Medicine Residencies about Non-pharmacologic Approaches to Pain. Family Medicine.
• Ricker, M. A., Maizes, V., Lebensohn, P., Bodine, S., & Brooks, A. (2021). Ricker, M., Brooks, A., Bodine, S., & Lebensohn P. Well-being in residency: impact of an online physician well-being course on resiliency and burnout in incoming residents. Family Medicine.
• Brooks, A., Chen, M. K., Goldblatt, E., Klatt, M., Kilgore, B., Koithan, M. S., Kreitzer, M. J., Lee, J. K., Lopez, A. M., Maizes, V., Sandvold, I., Taren, D. L., & Lebensohn, P. (2020). Introducing Integrative Primary Health Care to an Interprofessional Audience: Feasibility and Impact of an Asynchronous Online Course.. Explore, 16(6), 392-400. doi:10.1016/j.explore.2019.08.002
• Chiasson, A. M., Audrey, B., Ricker, M. A., Lebensohn, P., Chen, M., & Maizes, V. (2020). Results of an Online Integrative Pain Management Course Educating Physicians in Family Medicine Residencies about Non-pharmacologic Approaches to Pain.. Family Medicine, 52(3), 189-197.. doi:10.22454/FamMed.2020.865003
  More info

  AbstractBackground and objectives: Opioid misuse is at an all-time crisis level, and nationally enhanced resident and clinician education on chronic pain management is in demand. To date, broad-reaching, scalable, integrative pain management educational interventions have not been evaluated for effectiveness on learner knowledge or attitudes toward chronic pain management.Methods: An 11-hour integrative pain management (IPM) online course was evaluated for effect on resident and faculty attitudes toward and knowledge about chronic pain. Participants were recruited from family medicine residencies participating in the integrative medicine in residency program. Twenty-two residencies participated, with 11 receiving the course and 11 serving as a control group. Evaluation included pre/post medical knowledge and validated measures of attitude toward pain patients, self-efficacy for nondrug therapies, burnout, and compassion.Results: Forty-three participants (34.4%) completed the course. The intervention group (n=50), who received the course, improved significantly (P
• Lebensohn, P., Chiasson, A. M., Maizes, V., & Ricker, M. A. (2020). Results of an Online Integrative Pain Management Course Educating Physicians in Family Medicine Residencies about Non-pharmacologic Approaches to Pain. Family Medicine, 3, 189-197.
• Amelia, V. K., Amelia, V. K., Brooks, A. J., Brooks, A. J., Lebensohn, P., Lebensohn, P., Ricker, M. A., Ricker, M. A., Maizes, V., Maizes, V., Ranjbar, N. E., & Ranjbar, N. E. (2019). Assessing Integrative Psychiatry Curriculum Needs. Global Advances in Health and Medicine. doi:10.1177/2164956118821585
• Lebensohn, P., Sandvold, I., Goldblatt, E., Lee, J. K., Klatt, M., Lopez, A. M., Koithan, M. S., & Brooks, A. (2019). Incorporating integrative healthcare into interprofessional education: What do primary care training programs need?. Journal of Interprofessional Education & Practice, 14, 6-12. doi:10.1016/j.xjep.2018.10.006
• Maizes, V., Ranjbar, N. E., Amelia, V. K., Lebensohn, P., Brooks, A. J., Ricker, M. A., Brooks, A. J., Ricker, M. A., Amelia, V. K., Lebensohn, P., Ranjbar, N. E., & Maizes, V. (2019). A Needs Assessment for the Development of an Integrative Medicine Curriculum in Psychiatry Training. Global Advances in Medicine and Health.
• Lebensohn, P. (2018). Incorporating integrative healthcare into interprofessional education: What do primary care training programs need?. Journal of Interprofessional Education and Practice. doi:10.1016/j.xjep.2018.10.006
• Lee, J. K., Hume, A. L., Willis, R., Boon, H., Lebensohn, P., Brooks, A., & Kligler, B. (2018). Pharmacy Competencies for Interprofessional Integrative Health Care Education. American journal of pharmaceutical education, 82(6), 6302.
  More info

  To address the gap in evidence-based knowledge among pharmacy students and practicing pharmacists regarding complementary and integrative health approaches due to insufficient education and a lack of standardized training. The National Center for Integrative Primary Healthcare (NCIPH) developed 22 pharmacy competencies linked to a set of 10 interprofessional "metacompetencies" in integrative health care. The NCIPH pharmacy competencies are well-aligned with the current educational standards and Center for the Advancement of Pharmacy Education (CAPE) outcomes for pharmacy programs. Therefore, the NCIPH competencies may provide a foundation for the incorporation of interprofessional integrative health care education into pharmacy curricula. The NCIPH pharmacy competencies in integrative health care, linked to the interprofessional "metacompetencies," are aligned with educational standards and outcomes, and may serve as a basis for pharmacy curriculum.
• Maizes, V., Ranjbar, N. E., Villagomez, A., Lebensohn, P., Brooks, A., Ricker, M. A., Brooks, A., Ricker, M. A., Villagomez, A., Lebensohn, P., Ranjbar, N. E., & Maizes, V. (2018). Assessing Integrative Psychiatry Curriculum Needs. Global Advances in Health and Medicine, 8:1-8. doi:10.1177/2164956|8821585
• , ., , ., , ., , ., , ., , ., , ., , ., , ., , ., , ., , ., , ., , ., , ., , ., , ., , ., , ., , , ., et al. (2017). World Congress Integrative Medicine & Health 2017: Part one. BMC Complementary and Alternative Medicine, 17(1), 1-64. doi:10.1186/s12906-017-1782-4
• Gardiner, P., Filippelli, A. C., Lebensohn, P., & Bonakdar, R. (2015). The incorporation of stress management programming into family medicine residencies-results of a national survey of residency directors: a CERA study. Family medicine, 47(4), 272-8.
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  Residents' stress and burnout is a concern among family medicine residency programs. Our objective is to assess stress management options available to family medicine residents.
• Kligler, B., Brooks, A. J., Maizes, V., Goldblatt, E., Klatt, M., Koithan, M. S., Kreitzer, M. J., Lee, J. K., Lopez, A. M., McClafferty, H., Rhode, R., Sandvold, I., Saper, R., Taren, D., Wells, E., & Lebensohn, P. (2015). Interprofessional Competencies in Integrative Primary Healthcare. Global advances in health and medicine : improving healthcare outcomes worldwide, 4(5), 33-9.
  More info

  In October 2014, the National Center for Integrative Primary Healthcare (NCIPH) was launched as a collaboration between the University of Arizona Center for Integrative Medicine and the Academic Consortium for Integrative Health and Medicine and supported by a grant from the Health Resources and Services Administration. A primary goal of the NCIPH is to develop a core set of integrative healthcare (IH) competencies and educational programs that will span the interprofessional primary care training and practice spectra and ultimately become a required part of primary care education. This article reports on the first phase of the NCIPH effort, which focused on the development of a shared set of competencies in IH for primary care disciplines. The process of development, refinement, and adoption of 10 "meta-competencies" through a collaborative process involving a diverse interprofessional team is described. Team members represent nursing, the primary care medicine professions, pharmacy, public health, acupuncture, naturopathy, chiropractic, nutrition, and behavioral medicine. Examples of the discipline-specific sub-competencies being developed within each of the participating professions are provided, along with initial results of an assessment of potential barriers and facilitators of adoption within each discipline. The competencies presented here will form the basis of a 45-hour online curriculum produced by the NCIPH for use in primary care training programs that will be piloted in a wide range of programs in early 2016 and then revised for wider use over the following year.
• Maizes, V., Horwitz, R., Lebensohn, P., McClafferty, H., Dalen, J., & Weil, A. (2015). The evolution of integrative medical education: the influence of the University of Arizona Center for Integrative Medicine. Journal of integrative medicine, 13(6), 356-62.
  More info

  The University of Arizona Center for Integrative Medicine (AzCIM) was founded in 1994 with a primary focus of educating physicians in integrative medicine (IM). Twenty years later, IM has become an internationally recognized movement in medicine. With 40% of United States' medical schools having membership in the Academic Consortium for Integrative Medicine and Health it is foreseeable that all medical students and residents will soon receive training in the principles and practices of IM. The AzCIM has the broadest range and depth of IM educational programs and has had a major influence on integrative medical education in the United States. This review describes the fellowship, residency and medical student programs at AzCIM as well as other significant national drivers of IM education; it also points out the challenges faced in developing IM initiatives. The field of IM has matured with new national board certification in IM requiring fellowship training. Allied health professional IM educational courses, as well as integrative health coaching, assure that all members of the health care team can receive training. This review describes the evolution of IM education and will be helpful to academic centers, health care institutions, and countries seeking to introduce IM initiatives.

Presentations

• Hall-Lipsy, E. A., Guernsey De Zapien, J. E., Ingram, M., Kiser, L. H., Koch, B. D., Landau, A., Lebensohn, P., Ahumada, j., Lopez, d., Sanchez, B., & Tucker, K. (2020, March). Developing and implementing an interprofessional training program in the midst of a border crisis: Milagros. Teaching Prevention 2020. San Antonio, TX: Association for Prevention Teaching and Research.
• Hall-Lipsy, E. A., Landau, A., Guernsey De Zapien, J. E., Ingram, M., Kiser, L. H., Koch, B. D., Lebensohn, P., Ahumada, J., Lopez, D. P., Sanchez, B., & Tucker, K. (2020, October). Academic-community partnerships to empower students to address the migrant crisis. APHA 2020: Annual Meeting and Expo. Virtual.
• Ricker, M. A., Cramton, R., & Lebensohn, P. (2020, January). Writing in Wellbeing in Medicine.. National Conference on Writing and Wellbeing. Tucson, AZ.: University of Arizona, Department of English.
• Lebensohn, P., & Ricker, M. A. (2019, April). Resiliency for Health Care Providers. 2019 Integrative Mental Health Conference. San Franciso, CA: University of Arizona - Andrew Weil Center for Integrative Medicine.
• Lebensohn, P., & Ricker, M. A. (2019, May). Empowering Learners to Approach Chronic Pain From An Integrative Perspective. STFM Annual Conference - International. Toronto, Canada: Society of Teachers of Family Medicine.
• Lebensohn, P., Maizes, V., & Ricker, M. A. (2019, October). Fostering Resiliency in Health Care Professionals. 2019 Strategies to Promote the Well-being of Health Professionals in the Learning and Work Environments. Washington, DC: The Center for Innovation and Leadership in Education - Georgetown University.
• Lebensohn, P., Ranjbar, N. E., & Ricker, M. A. (2019, April). Teaching Integrative Medicine in Psychiatry Residency. Integrative Mental Health Conference. San Francisco, CA: University of Arizona, Andrew Weil Center for Integrative Medicine.
• Lebensohn, P. (2018, May). "Safe Zone" in Medical Education: A Tool to Decrease Health Disparities for LGBTQ patients. Society of Teachers of Family Medicine Spring Conference. Washington DC: Society of Teachers of Family Medicine.
• Lebensohn, P. (2018, May). Tools to Encourage Resiliency in Healthcare Providers and Educators.. Workshop presented at 2018 International Congress on Integrative Medicine & Health. Baltimore, MD.
• McLafferty, H., Brooks, A., Lebensohn, P., & Ricker, M. A. (2018, May). Tools to Encourage Resiliency in Health-care Providers and Educators. International Congress on Integrative Medicine and Health. Baltimore, Maryland: Academic Consortium for Integrative Medicine and Health.
• Brooks, A., Lebensohn, P., McClafferty, H. H., & Ricker, M. A. (2017, October). CRACKING THE NUT: Wellbeing in Training, Increasing Resilience in Both Individuals & Across Healthcare Organizations. International Conference to Promote Resilience, Empathy and Well-Being in the Health Professions: An Interprofessional Forum. Washington DC: Center for Innovation and Leadership in Education (CENTILE) at Georgetown University Medical Center (GUMC) and MedStar Health.
• Lebensohn, P., Brooks, A., & Ricker, M. A. (2017, May). Interdisciplinary Resident Wellbeing Initiative: Increasing Resilience Across an Institution. STFM Annual Conference. San Diego, CA: Society of Teachers of Family Medicine.
• Lebensohn, P., Brooks, A., & Ricker, M. A. (2017, May). The National Center for Integrative Primary Healthcare: Enhancing Interprofessional Integrative Health Education. STFM Annual Conference. San Diego, CA: Society of Teachers of Family Medicine.
• Ricker, M. A., Micek-Galinat, L., & Lebensohn, P. (2016, May). Resident Well-Being: Meeting the ACGME Professionalism Sub-Competency Requirements Through Resiliency. Society of Teachers of Family Medicine Annual Conference. Minneapolis, MN: Society of Teachers of Family Medicine.
• Ricker, M. A., Lebensohn, P., & Birch, M. (2015, April). Best Practices in Teaching Integrative Medicine, a Learner-centered Approach. Society of Teachers of Family Medicine. Orlando, FL: Society of Teachers of Family Medicine.
• Ricker, M. A., McClafferty, H. H., Lebensohn, P., & Micek-Galinat, L. (2015, October). Leading Change in Resident Wellness: An Integrative Approach to Self-Care. International Conference to Promote Resilience, Empathy and Well-Being in the Health Professions: An Interprofessional Forum. Washington DC: Center for Innovation and Leadership in Education (CENTILE) at Georgetown University Medical Center (GUMC) and MedStar Health.

Poster Presentations

• Brooks, A., Lebensohn, P., Maizes, V., & Ricker, M. A. (2021, May). ntegrative Medicine in Residency 10 Year Graduate Impact Evaluation Survey. Integrative Medicine & Health Symposium:Academic Consortium for Integrative Medicine and Health.
• McLaffery, H., Maizes, V., Chen, M., Brooks, A., Lebensohn, P., & Ricker, M. A. (2018, May). Does the Presence of Integrative Medicine Curriculum Enhance Residency Recruitment?. International Congress on Integrative Medicine and Health. Baltimore, Maryland: Academic Consortium for Integrative Medicine and Health.
• Ricker, M. A., Akazawa, S., & Martineau, K. (2017, May). Implementation of Food Insecurity Screening for Pediatric Patients in a Family Medicine Clinic. STFM Annual Conference. San Diego, CA: Society of Teachers of Family Medicine.
• Brooks, A., Ranjbar, N. E., Villagomez, A., Ricker, M. A., Lebensohn, P., Maizes, V., & Erb, M. (2015, December). Effect of an Integrative Medicine Curriculum with Mind-Body Skills Training on Resident Wellbeing.. American Academy of Addiction Psychiatry 26th Annual Meeting and Scientific Symposium. Huntington Beach, CA: American Academy of Addiction Psychiatry.