Title:The Medicine of the Orient - A Career choice

1. Description: Introduce Oriental medicine, acupuncture and herbs, to young people and awaken a desire (Doyle, 2018) in them to consider becoming an oriental medicine (OM) doctor through presentations that allows: 1) personalized interaction between presenter and young people; and 2) ample opportunity for hands-on examination of OM tools

2. Audience/Participants/Learners: For ages >5; suitable for classroom size <30 students; preferred target is elementary school age 5 to 12 although presentation can easily be modified for secondary school age; community classrooms are also suitable

3. Rationale/Need: Acupuncturists are a rare commodity in the US compared to medical doctors. As of 2017 there are 1900 patients for every 1 acupuncturist in the US (NCCAOM,2017) compare to 339 patients for every medical doctor (Young et al., 2017). Therefore more acupuncturist are needed to reduce this ratio. Acupuncturists are needed for those patients who prefer using OM as their healthcare rather than western medicine, and must be assessable to those patients who have been failed by western medicine. Additionally the rise in medical costs and chronic disease (Eisenberg, 2018) (WHO,n.d.) (Kacik, 2018) makes it all the more imperative to influence our younger people to seek OM as a career choice and encourage its use as a primary treatment modality.

4. Educational Goals:

-To expose young people to OM—acupuncture and herbal medicine; inform, educate, and motivate young people toward OM, reduce fears and remove false information about OM

-For >10 yr: Show how acupuncture can relieve pain and reduce sickness without dangerous medicines

-Encourage OM as a career path

5. Learning Objectives:

-At the end of the session students will be able to identify acupuncture tools

-At the end of the session students will be able to identify difference between acupuncture and hypodermic needles

-At the end of the session students >10yrs will be able to verbalize why OM doctors/practitioners are needed

6. Instructional Methods: Attention grabbers, Large group interactive, individual activity, intensifiers

7. Assessments are the intensifier questions (in italics) used during detailed segments.

8. Demonstrations and materials: see attachment 1

9. Marketing plan: Locate elementary schools, charter schools, orphan homes with educational programs in the area you desire to visit. Prepare a 1 page biography that introduces acupuncturist or acupuncture doctor to the school/institution including the reason for the presentation at this level. (use rationale and educational goals in items 3 & 4 above as a guide for your reason) Include email and phone number on the biography page or attach your business card. Make a cold call “visit” or “cold call” to the school/institution. (Visits work best) Introduce yourself offering your identification and biography as you describe your reason for the visit, and what you desire to accomplish.

10. Detailed Timeline: 45 minutes detailed here is strictly a guide and not a requirement for successful completion. but works well for all students >10 yrs, class size <30. Completing at least 3/7 segments is sufficient to meet the goal. Allow the classroom dynamics to help guide/direct the flow from one segment to the other. Make sure posters and models are age appropriate. If human anatomy is not a part of the age group’s curriculum, avoid poster models that show genitalia. As a guest “presenter” not in control of the time, adjust segments to time allotted. Logistics note: if possible, an area set-up as story-book time works well for younger ages < 8 yr; allow time for older students to examine/view pictures, tools, etc, as they are passed around the room, which takes up time. Also, allow at least 10-15 minutes for segment 7, the most important segment, which becomes a great balancer of time.

Segments were written for <12 yr olds; if addressing high school students facts provided do not change but the delivery should meet the level of students addressed.

#

Time start and end (time remaining)

Duration vs

cumulative

Name of segment

Process:

1

0-3 min

(45-42)

3 min

3/45

Introductory activity & short didactic

Hi my name is __________ and I am an acupuncture student at AOMA. (Include a few personal facts: family stuff, hobbies, favorite movie, etc).

I am here to tell you about OM

Who knows what acupuncture is?

Has anyone had acupuncture before?

This medicine is very old and it comes from China and is not the same as medicine here in US; OM medicine works by putting your whole body back in balance, homeostasis, when it is out of balance d/t too much cold, heat, eating the wrong foods, not resting your body or not exercising it. We help your body get back into balance by using needles and plants and foods.

What happens when you get a shot—are they taking something out of your body or putting something in your body?

What happens when give blood for test—are they taking something out of the body or putting something into the body?

To put something into your body and taking blood out of your body requires a larger needle with a hole in it so it can put the medicine into your body or take the blood out. Acupuncture Drs do not do this (in TX, but this age does not require this kind of detail) Our needles are much smaller

For younger students: <9

How many of you have gone to the Dr’s office and you got a shot or they took your blood?

Did it hurt and did you cry?

I cried every time I had to get a shot or immunization when I was your age.

Acupuncture Drs do not do this (true for TX, not all states, but this age does not require this kind of detail) Our needles are much smaller

2

3-8

(42-37)

5

8/45

large group interactive

show pictures of acupuncture needle inserted into skin (5 mins is for passing around class, if only showing then reduce time)

With this small needle, how can it make pain go away?

(use your hand as a tourniquet around your upper arm as a phlebotomist does before drawing blood)

If I hold my hand here for a while, I block the blood flow to my lower arm; OM says that pain may be caused by some kind of blockage in your body—if we can remove the blockage then the pain goes away

(If addressing <9 use a doll or stuffed animal and tie a tourniquet around leg/arm to describe blockage)

3

8-18

(37-27)

10

18/45

large group interactive

didactic

progressive disclosure

intensifier

show pictures of needles -- needle closeup/blowup-- and have students determine which is hypodermic and which are acupuncture needles (pass /or no pass picture, make time adjustment)

Which one is acupuncture needle?

hypodermic?

What did we say this type (hypodermic) of needle is used for? as you point to it.

Review once more all of the pictures of needles then

bring out the needle display/ molds of the needles so that students can handle them

(reduce detailed discussion of ‘why’ for younger students)

Why is there a hole in these needles and not acupuncture needles?

Who has larger needles acupuncture drs or medical drs

Another difference between acupuncture & US medicine is that hypodermics are stuck into veins, acupuncture drs avoid veins (use pic w/needle in arm to reinforce avoiding veins)

COLLECT NEEDLE DISPLAYS

4

18-21

(27-24)

3

21/45

didactic

intensifier

Who dreams of being a doctor, or nurse, or working someplace where you help people stay healthy?

I am hoping some of you may consider OM.

Why should you consider OM as a career choice?

2 reasons: patients need natural approach to health and Acupuncture drs are scarce

Some patients seek a natural approach to staying well. Treatment with chemicals does not work for everyone.

There are many people who get a stomach ache with aspirin and others cannot take antibiotics; and then you have some who do not want to take chemicals and prefer a more natural approach to fighting disease. Acupuncture is a natural approach. Sometimes acupuncture is not enough to help patients heal so we add herbal medicine with acupuncture and it works super well.

Acupuncture Drs #s are low compared to MDs:

Explain Pt/Dr ratio by using toothpicks display ratio 1900/1 acupuncture & 339/1 md;

Here are 3 pks of toothpicks and we will say that each pk has 100 in them ; if this orange toothpick stands for a md, in the US we have 1 md for every 300 patients.

purple toothpick stands for acupuncture dr, In the US we have 1 acupuncture dr for every 1900 patients that means we needle 16 more of these toothpick pks (painted toothpicks for md and acupuncture dr) and/or write out actual ratio on board for >9yrs

Why should you consider OM as a career?

5

21-31

(24-14)

10

31/45

attention grabber

large group interactive

intensifier

Did you know some of the foods you eat are herbal medicine?

There are conditions that herbal medicine and acupuncture treat better than acupuncture alone. Have you sucked on a cough drop that had mint in it and your scratchy throat felt better? When you are real hot in the summer and you eat watermelon and it feels really good? These are natural ways to help keep healthy.

Do you know what these are?

show pictures of herbs, then show any “fresh” samples (pass around if time)

Demonstrate how herbs work using three blood example

This is one example how herbs work:

place a small portion of each type of blood on a flat surface (I used a 4x5 acrylic photo frame) then tilt the frame to allow the blood samples to flow downward, then ask:

Which one of these you think is cold blood?

Which one is hot blood?

That leaves the normal one in the middle. People can have pain or get sick when the inside of their body is out of balance because of too much cold or too much heat and the fluids in their body can act like these. Herbs can warm the inside, and cool the inside and nourish the inside.

Can you think of ways you might make the inside of your body cold?

How can you make your inside get hot?

Bring out the sample herb packs

These simply show that all parts of a plant can be used for medicinal purposes and will have different reactions in the body; (seeds, bark, resins or tree sap, flowers, roots) for example the cinnamon twig is warm and is used for a mild cold that you had for a few days but the bark of cinnamon is hot and is used for more chronic long term conditions caused by cold or more serious illnesses due to cold

6

31-35

(14-10)

4

35/45

intensifier

Have student helpers pass out a sticker dot to each student; then tell the class you are going to show them how acupuncture doctors find points to place the needles; guide the class into locating Li5 on themselves by having them stretch out their hands to expose the concave area –snuff box of thumb, and have them place the sticker dot there; once complete tell them they just treated nosebleeds, ear pain, eye pain, toothache, frontal HA, throat pain, cough d/t cold, wrist pain and problems raising elbow.

7

35-45

(10-0)

10

45/45

Assessment

small individualized activity

(example of where we might place a needle for the younger students)

This segment is always last—END WITH THIS ONE

A show of hands those of you who think you may consider becoming an acupuncture dr?

Come on up future doctors

Here is how this will work, you will get to treat this sick _______ (choose the fruit) with an acupuncture needle. I will load the needle into the guide tube and place on the fruit and you will simply tap the needle into the fruit; I will remove the guide tube, then you get to remove the needle and examine how small it is before placing it into the sharps container.

treatment opportunity reserved for >10yrs

(for <10) Have each child stretch out their hands to expose Li5, use colored dots to simulate needle stick

Show of hands those of you who may consider acupuncture as a career choice?

Give 1 needle sample to teacher as thank you gift for presentation opportunity

Segments below can be added if time permits or used in place of segments above (times are suggestions only)

Extra

7

intensifier

show suction cups and explain its use

Extra

4

intensifier

show gua-sha tool, explain it use, then pass out plastic spoons so each student can gua-sha themselves on their arm

Extra

5

intensifier

share pictures of moxa boxes in use; show moxa box & moxa and explain it’s use

Extra

8

intensifier

*For High school students only* Demonstrate the use of the moxa box if outdoor presentation—verify wind direction to insure smoke blows away from students; Due to the time consuming prep required, suggest starting your presentation w/this segment, arriving early enough to verify wind direction, safe placement of the boxes, etc. When students arrive the boxes are “patient ready; explain the benefit of the herb

Extra

2

intensifier

show ear model and needling benefits

Extra

intensifier

E-stim machine hooked up to a large doll or simple stickers on hands for acupuncture-points are informative depending on the age of students.

Extra

1

intensifier

ask students to name acupuncture tools by picture or by the actual tool

Conclusion: Since this is an informative and interactive presentation, any creative activity to engage the students can be infused into the presentation. Using the tools you presently are most familiar will make the presentation more fluid and relatable to the students. Encouraging this medicine as a future career choice is the ultimate purpose behind this presentation. Find a way to convey to the younger student what you enjoy most about this medicine and your sincerity will strike a note with at least one. Have fun with it.

References

Doyle, A. Top 15 Kid’s Dream Jobs; December 06, 2018 The balance career website

https://www.thebalancecareers.com/top-kids-dream-jobs-2062280

NCCAOM https://www.nccaom.org/wp-content/uploads/pdf/2017%0NCCAOM%20--Update%20to%20ASA.pdf

Eisenberg, R (2018) Boomers and generation xers skipping health care due to costs. Retrieved from: https://www.forbes.com/sites/nextavenue/2018/03/27/boomers-and-gen-xers-skipping health-care-due-to-cost/#52a96d715aa3

Kacik, A. (2018). Healthcare costs increasing at unstainable pace. Modern healthcare weekly. Retrieved from: https://www.modernhealthcare.com/article/20180613/NEWS/180619961/healthcare-costs-increasing-at-unsustainable-pace

WHO (n.d.) Nutrition. Retrieved from: https://www.who.int/nutrition/topics/2_background/en/

Young, A., Chaudhry, H., Pei, X., Arnhart, K., Dugan, M., Snyder, G.B. (2017) A census of actively licensed physicians in the United States, 2016. Journal of Medical Regulation VOL 103(No 27-21.

Attachment 1

Demonstrations and Materials

Demonstrations (I used the 1st 6)

1) 3 types of blood herbs can treat

2) needle practice w/fruit

3) tourniquet blocking blood flow

4) toothpicks depicting census numbers of MDs and Acupuncturists

5) dots to display acupuncture points on body

6) plastic spoons for ‘self’ gua-sha instructions

7) suction cup on an extremity

8) moxa burn (recommended for outdoor demonstration only)

Materials List

The age of the audience determines the acupuncture tools and their presentation

*Needle displays (see instructions below)

*Acupuncture Needles & sharps container

*Fruit - orange/lime/lemon (less messy than apples)

*sticker dots

*Ear display

*Photo—acupuncture, moxa, herbs/foods (choose pictures from sites or create your own)

*Food/(fresh) herb samples—garlic, green onion, goji berries, pumpkin seeds, ginger,

cinnamon sticks, black sesame seeds, (great time to use the herb samples) etc

*Silk plant (used to show how all parts of the plants can be used for different purposes)

*Moxa boxes (if outdoor presentation, moxa demonstration is possible)

*suction cups

*Blood demonstration: red food color/red paint into water, lotion, gel for hot normal and

cold blood, respectively, and plastic flat surface to place blood example; clear acrylic 4x5 picture frame

worked well (see picture)

Needle display instructions

Materials: (Pictures of below 4 items included)

Prepare your needle samples at least 10 days prior to event (and lots of practice)

Glaze Coat by Famowood (follow mixing instructions EXACTLY as printed!)

Silicone molds (choose your shape, rectangles for chocolate/ mini loafs works well)

Needles in various sizes: acupuncture, hypodermic, butterfly

Attachment 2

Cold Call

List of Schools

Sample introduction script

List is provided so that anyone choosing to present this project can be assured the school has had contact and is aware of this opportunity. They may not remember it but they were contacted as listed below.

Called and emailed only.

Helping Hand Home 512 459 3353 emailed smclean@helpinghandhome.org (Sara Mclean)

Settlement Home for Children 512 836 2150 emailed chenning@settlementhome.org (Catherine Henning)

Cold Call visit

Mills Elementary 6201 Davis Lane 512 841 2400

Boone Elementary 8101 Croftwood Drive 512 414 2537

Cowan Elementary 2817 Kentish Drive (S on westgate) 512 841 2700 (Presentation delivered 21 May 2019

Sunset Valley Elementary 512 414 2392

Austin Montessori 512 892 0253

Cunningham Elementary 2200 Berkeley Ave 512 414 2067

Patton Elementary 6001 Westcreek (old post office) 512 414 1780

Bannockburn Elementary 512 892 2706

Lee Elementary School (downtown on Hampton)

Sample Script:

Good morning/afternoon, I am ________________, (if they offer hand, shake it). I am (an acupuncture student at AOMA Graduate School of Integrative Medicine—[offer driver license and/or student ID] or an acupuncture doctor –[offer driver license and business card]-- and I’d like to offer my services by introducing acupuncture to your students in the classroom. What type of units do you have coming up that acupuncture may fit into? If they offer no suggestions then you can offer some probing questions: Units surrounding health? science/biology unit? career day? healthy eating? (choose the best fit for that class) Tell them you have models and other things on hands to keep them engaged for the time you have. No one gets stuck with needles during this presentation/activity. (Then answer any questions) The presentation can be modified for class size; takes about 35 minutes and can be less for the younger students and more for the older ones. I am available at your convenience, or here are the days I have set aside for this activity or is there a day of the week this kind of activity works best?

(Free, of course! Only provide this information if asked--Only one school asked if they had to pay me, totally unexpected question; As you leave make sure they have your biography in hand and business card; should take10 minutes or less, be confident!)

Blood sample demonstration : cold- normal- hot

Needle samples

Glaze ProductSilicone Mold

Needle displays were harder to make because I did not have a mold and I desired the ability to feel the thickness of the hypodermic w/out getting stuck. Make or acquire the desired molds first. Mold material must be silicone or lined with the waxy side of wax paper (see instructions on box) or you will have a wasted glaze mess! See wasted glaze mess below. Plastic does not peel away—permanently a part of the glaze project.

A flat plastic shallow food storage container could work; be mindful of it size so you do not waste glaze with empty space.

Needle display: use various sized hypodermics; the butterfly and vacutainer are compliments of Austin VA Lab and hypodermics are compliments of People’s pharmacy

Photos used

A few samples of common foods/herbs (made laminated copies of these to pass around)

Gou qi zi

Chinese wolf berry

Xi gua

watermelon

Gui Zhi

Cinnamon twig

Nan Gua zi

whole pumpkin seeds

Cong Bai

Scallion, bulb of spring onion

A blow-up of part of the needle display to show the large opening of hypodermics

For Acupuncture photos, I had someone needle my forearm, ex. Sj5, then snapped a picture; I enlarged it for display. The photo captured the needle near a vein and the picture was dual purpose: showed the needle in the arm and a great opportunity to explain how acupuncture avoids veins.