OBM Integrative and Complementary Medicine is an international peer-reviewed Open Access journal published quarterly online by LIDSEN Publishing Inc. It covers all evidence-based scientific studies on integrative, alternative and complementary approaches to improving health and wellness.

Topics contain but are not limited to:

  • Acupuncture
  • Acupressure
  • Acupotomy
  • Bioelectromagnetics applications
  • Pharmacological and biological treatments including their efficacy and safety
  • Diet, nutrition and lifestyle changes
  • Herbal medicine
  • Homeopathy
  • Manual healing methods (e.g., massage, physical therapy)
  • Kinesiology
  • Mind/body interventions
  • Preventive medicine
  • Research in integrative medicine
  • Education in integrative medicine
  • Related policies

It publishes a variety of article types: original research, review, communication, opinion, case report, study protocol, comment, conference report, technical note, book review, etc.

There is no restriction on paper length, provided that the text is concise and comprehensive. Authors should present their results in as much detail as possible, as reviewers are encouraged to emphasize scientific rigor and reproducibility. 

Indexing: DOAJ-Directory of Open Access Journals.


Archiving: full-text archived in CLOCKSS.

Rapid publication: manuscripts are undertaken in 11.7 days from acceptance to publication (median values for papers published in this journal in the second half of 2021, 1-2 days of FREE language polishing time is also included in this period). A first decision provided to authors of manuscripts submitted to this journal are approximately 6.8 weeks (median values) after submission.

Current Issue: 2023

Topical Collection

Stress, Burnout, and Trauma in Schools: Coping Strategies for Teachers, Staff, and Students


Brandis Ansley, PhD, Associate Professor

Central Michigan University, Mt Pleasant, MI, USA

Website | E-Mail

Research interests: teacher and school personnel empowerment, wellbeing, and work context; coping with educator stress and secondary traumatic stress

Topical Collection Information

The COVID-19 pandemic - and the many ways it taxed the physical, mental, and emotional resources of teachers and other personnel – brought to light the deleterious effects of stress, burnout, and trauma on those who educate children and youth across the world. Furthermore, there are increased reports of students coping with stress and trauma. These problems, however, have been a concern long before COVID. Stress and trauma are known to affect one’s health, happiness, and capacity to perform. This also is known to further strain relationships between educators and students and therefore, exacerbate the consequences of such. This issue entitled, Stress, Burnout, and Trauma in Schools: Coping Strategies for Teachers, Staff, and Students, will feature research that reports promising practices for reducing the negative effects and empowering educators to support themselves and/or their students. Manuscripts that report on original studies or review extant research are specifically sought for this special issue.

Publication (9 papers)


Open Access Original Research

Resilience and Burnout among Medical Students: The Role of Difficulties with Emotion Regulation as A Mediator

Received: 06 March 2023;  Published: 19 September 2023;  doi: 10.21926/obm.icm.2303038


Burnout is a chronic state of exhaustion caused by prolonged stress. Medical training has been shown to leave many medical students vulnerable to burnout, which can negatively impact their health and patient care. While resilience has been associated with lower burnout, the mechanisms through which [...]
Open Access Research Article

Introducing a Novel Intervention, CoHealing, to Address Teacher Burnout and Indirect Trauma

Received: 28 February 2023;  Published: 07 September 2023;  doi: 10.21926/obm.icm.2303036


The COVID-19 pandemic exacerbated the long-standing issues of stress and burnout in the education sector, with teachers and education staff facing unprecedented challenges including significant adjustments to teaching methods and balancing the mental health and academic needs of their students. The [...]
Open Access Original Research

Promoting College Student and Staff Well-being Through a Mindfulness-based Coping Program

Received: 23 February 2023;  Published: 30 August 2023;  doi: 10.21926/obm.icm.2303034


This study evaluated the impact on student and staff well-being of a mindfulness-based cognitive-behavioral coping program, Be REAL (Resilient Attitudes & Living), delivered by campus staff using a task-sharing approach. The program was adapted for online delivery during COVID19. Stu [...]
Open Access Original Research

Burnout Among Special Education Teachers and the Role of Individual, Interpersonal, and Organizational Risk and Protective Factors

Received: 30 March 2023;  Published: 10 August 2023;  doi: 10.21926/obm.icm.2303033


Burnout is a syndrome commonly characterized by the three dimensions of Maslach and Leiter's model, namely emotional exhaustion, depersonalization, and lack of professional accomplishment. While burnout affects individuals in all professions, teachers are recognized as being at particular risk, a fa [...]
Open Access Research Article

Implementation of a Whole-School Mindfulness Curriculum in an Urban Elementary School: Tier 1 through Tier 3

Received: 27 November 2022;  Published: 24 May 2023;  doi: 10.21926/obm.icm.2302022


Mindful education (ME) in schools can address student well-being and stressors, as well as improve the overall school environment. Implementing a whole-school mindfulness curriculum can be challenging, especially when serving students in both general education and emotional behavioral disorder (EBD) [...]
Open Access Research Article

Teacher Outcomes with a School-Based Mindfulness Intervention during COVID-19

Received: 30 November 2022;  Published: 13 April 2023;  doi: 10.21926/obm.icm.2302019


Teacher burnout is one of the primary drivers of turnover. Skills such as improved classroom management have been shown to mitigate teacher burnout. COVID-19 created classroom disruption and an unprecedented youth mental health crisis. This study examined the effectiveness of a school-ba [...]
Open Access Original Research

Greater Objective and Perceived Competence for Clinics is Associated with Reduced Stress but No Change in Impostorism in Medical Students a

Received: 27 February 2023;  Published: 10 April 2023;  doi: 10.21926/obm.icm.2302018


Impostorism is prevalent in medical students and negatively impacts wellness, contributing to stress and burnout. Perceived competence is noted as one attribute underlying impostorism. A curricular change that resulted in improved United States Medical Licensing Examination (USMLE) Step 1 scores and [...]
Open Access Research Article

Assessing Burnout and Well-Being in Higher Education Health Science Faculty

Received: 25 October 2022;  Published: 14 February 2023;  doi: 10.21926/obm.icm.2301014


This study aimed to examine and compare the extent of burnout among health science faculty at a higher education institution and their self-reported perception of well-being during the COVID-19 pandemic. The design of the study was cross-sectional, descriptive survey research. An electronic question [...]
Open Access Original Research

On the Relationship Between Teacher Stress, Student Age, and Social-Emotional Competence

Received: 24 November 2022;  Published: 01 February 2023;  doi: 10.21926/obm.icm.2301011


Stress in teaching leads to many teachers suffering from burnout or leaving the profession. Therefore, it is important to identify specific correlates of teacher stress. The role of student age and social-emotional competence in teacher stress emergence is still unclear To further clarify this relat [...]