Issue link: https://www.massageandbodyworkdigital.com/i/1476304
L i s te n to T h e A B M P Po d c a s t a t a b m p.co m /p o d c a s t s o r w h e reve r yo u a cce s s yo u r favo r i te p o d c a s t s 81 Communication With Their Patients," Archives of Internal Medicine 162 (2002): 1176 –81; R. Chaterji et al., "A Large-Sample Survey of First- and Second-Year Medical Student Attitudes Toward Complementary and Alternative Medicine in the Curriculum and In Practice," Alternative Therapies in Health Medicine 13 (2007): 30–5; Alex Broom and Jon Adams, "The Status of CAM in Biomedical Education," in Handbook of the Sociology of Medical Education, eds. Caragh Brosnan and Bryan S. Turner (New York: Routledge, 2009): 124. 10. Sasha Chaitow, "Intelligent Fascia," Massage & Bodywork, November/December 2020. 11. Sasha Chaitow, "Science, Pseudoscience, and Communication Battles," Massage & Bodywork, July/August 2020. 12. Howard I. Kushner, "Medical Historians and the History of Medicine;" Misa Mi et al., "Integration of Arts and Humanities in Medicine to Develop Well-Rounded Physicians: The Roles of Health Sciences Librarians," Journal of the Medical Library Association 110, no. 2 (2022): 247–52, http://doi.org/10.5195/jmla.2022.1368; Jeremy Howick et al., "Do Medical Schools Teach Medical Humanities? Review of Curricula in the United States, Canada and the United Kingdom," Journal of Evaluation in Clinical Practice 28, no. 1 (2022): 86 –92, http://doi. org/10.1111/jep.13589; Kaitlin Stouffer et al., "The Role of Online Arts and Humanities in Medical Student Education: Mixed Methods Study of Feasibility and Perceived Impact of a 1-Week Online Course," JMIR Medical Education 7, no. 3 (September 2021): e27923, http://doi. org/10.2196/27923. With 20 years in teaching and more than a decade in journalism and academic publishing, Sasha Chaitow, PhD, is series editor for Elsevier's Leon Chaitow Library of Bodywork and Movement Therapies and former managing editor of the Journal of Bodywork & Movement Therapies. Based between the UK and Greece, she teaches research literacy and science reporting at the University of Patras, Greece. She is also a professional artist, gallerist, and educator who exhibits and teaches internationally. address them. Those seeking to tackle these problems in the context of integrative health professions would do well to draw what they can from such models, and it is in the full histories that they will find the resources to do so. Notes 1. See, for example, Susan G. Salvo, Massage Therapy: Principles and Practice, 6th ed. (Amsterdam: Elsevier, 2020). 2. ICMT Conference, "ICMT History Panel Opening Discussion MT History Skeletons," April 21, 2022, YouTube video, 1:06:04, https://youtu. be/6Dweji5yU5I. 3. Susan E. Cayleff, Nature's Path: A History of Naturopathic Healing in America, (Baltimore, MD: Johns Hopkins University Press, 2016): 44. 4. Mary E. Kollmer Horton, "The Orphan Child: Humanities in Modern Medical Education," Philosophy, Ethics, and Humanities in Medicine 14, no. 1 (2019), https://doi.org/10.1186/ s13010-018-0067-y; Howard I. Kushner, "Medical Historians and the History of Medicine," The Lancet 372, no. 9640 (2008): 710–11, https://doi. org/10.1016/S0140-6736(08)61293-3; Hedy S. Wald, Jonathan McFarland, and Irina Markovina, "Medical Humanities in Medical Education and Practice," Medical Teacher 41, no. 5, (2019): 492– 96, https://doi.org/10.1080/0142159X.2018.1497151; A. Batistatou et al., "The Introduction of Medical Humanities in the Undergraduate Curriculum of Greek Medical Schools: Challenge and Necessity," Hippokratia 14, no. 4 (2010): 241–43. 5. Theodore Arabatzis, "Explaining Science Historically," Isis 110, no. 2 (2019), https://doi. org/10.1086/703513. 6. Sandra Grace and Jane Graves, Textbook of Remedial Massage 2nd ed. (Amsterdam: Elsevier, 2019) 1. 7. Hasok Chang, "Who Cares About the History of Science? Notes and Records 71, no. 1 (March 20, 2017): 91–107, http://doi.org/10.1098/ rsnr.2016.0042. 8. A. Batistatou et al., "The Introduction of Medical Humanities in the Undergraduate Curriculum of Greek Medical Schools: Challenge and Necessity;" Mary E. Kollmer Horton, "The Orphan Child: Humanities in Modern Medical Education." 9. L. Winslow and H. Shapiro, "Physicians Want Education About Complementary and Alternative Medicine to Enhance learn from these errors of the past. Jumping on bandwagons while locking them in the closet will ensure we repeat the errors. EDUCATION, PROFESSIONAL SCOPE, AND TRANSFERABLE SKILLS I am an academic historian (and communication specialist) by training, and I have never professed to be anything else. In my research, I have specialized in understanding how intellectual histories impact real life and developments in society. These tell the complicated stories of how ideas become actions and explore the tangled web (a lot like fascia) that leads to their evolution and success or failure in a very obvious biotensegrity structure, where any one distortion would lead to a whole parallel timeline. That is what we historians look at. Despite my long observation of clinical practice as Leon Chaitow's interpreter and assistant, as well as through sociological research, if I were to begin seeing patients tomorrow, I would be arrested for breaking the law, and rightly so. Yet, when a lifelong clinician—even one with a PhD—writes an internalist history, it is considered gospel. Many are excellent teachers and clinicians, but they possess neither the training nor the expertise to widen that lens from informing to providing understanding, as is seen time and again in internalist histories. This can only be understood once the value of the broader holistic context—that tangled web—is recognized. When thought leaders and bodywork faculty repeat these and the more subjective narratives without at least acknowledging that there is more to the story, the issues highlighted here go unchallenged. This is not my own argument; rather, it is one of the central problems identified by medical historians seeking to develop interdisciplinary curricula in undergraduate medical training, as it is this very conflict between histories and lack of specialist input that has hindered their development. 12 It is only recently that these issues have been acknowledged, and tools have evolved to SOMATIC RESE ARCH