Complementary and Alternative Medicine Teaching: Evaluation of theTeaching-Learning Process of Integrative Practices in Brazilian Medical Schools

Abstract

Context Complementary and Alternative Medicine (CAM) are unconventional care practices that, according to the World Health Organization, should be implemented in the Health System, particularly in poor regions of the country. In Brazil, they have been adopted by Care Programs and introduced into undergraduate medical education. In this study we were interested in evaluating the teaching-learning process of Integrative Practices in Brazilian medical schools. Methodology A cross-sectional study was carried out at Brazilian medical schools with a self-administered questionnaire for teachers and a secondary data survey was obtained from medical school websites and government database institutions. For the presentation of the variables, frequency distribution and the Pearson coefficient (X2) -Chi-square tests were used. The proportions were compared using the Chi-square test or the Fisher’s Exact Test. When the expected value of a contingency table was equal to or greater than 5, the Chi-square test was used; in all other situations, Fisher’s Exact Test was used. The difference between proportions was estimated by the Odds Ratio, calculated through simple logistic regression (95% CI). Results 57 of the 272 medical schools in Brazil address CAM, with it being proportionally higher in the South and Mid-West regions. The medical schools are highly concentrated in state capitals, and the Northeast region presents a significant concentration of medical schools with CAM in the capitals. The number of schools with active and traditional methodologies in CAM is equivalent. Homeopathy, Acupuncture and Integrative Medicine predominate, with a minority using Indigenous Practices, Chronotherapy and Anthroposophic Medicine. The new educational guidelines have not affected the number of schools with CAM. Growth in CAM has been insignificant (p <0.05) in the last ten years. Conclusion There has been no growth in teaching Complementary and Alternative Medicine in undergraduate medical training in Brazil since the introduction of the new curricular guidelines, even in view of the needs of the health system.

práticas integrativas e complementares nos cursos da saúde de universidades públicas

“…As dificuldades para incorporar o ensino em PICS nos cursos de graduação e pósgraduação de universidades públicas são, em parte, decorrentes da falta de perfil do corpo docente contratado, da falta de apoio institucional e dos limites de inserção de outras racionalidades que não dialogam com as premissas biologizantes das formações em curso (YIN, 2015). Entende-se que tais dificuldades repercutem diretamente na falta de crescimento do ensino em PICS na graduação em saúde após as novas diretrizes curriculares, mesmo diante das necessidades do sistema de saúde (SALLES, 2014;CARNEVALE et al, 2017;ALBUQUERQUE et al, 2019).…”

The use of integrative and complementary practices in leprosy-related pain is influenced by sociodemographic, clinical and care factors: A case-control study

“…(Ashrafioun et al, 2018) The lack of information about the existence and use of CIPs was reported as the main barrier to patient adherence to this type of treatment. This may be a reflection of the fact that less than 25% of Brazilian Medical Schools includes teaching about CIPs in their curriculum (Albuquerque et al, 2019). In addition, there is a lack of knowledge and insecurity in some health services managers about the use of CIPs (Barros et al, 2020).…”

“…In addition, there is a lack of knowledge and insecurity in some health services managers about the use of CIPs (Barros et al, 2020). Health professionals must be able to advise and train patients in the use of CIPs, and have knowledge about their benefits and their potential adverse effects so that the public can be better informed about their use (Albuquerque et al, 2019). However, for this to happen health professionals need to receive the proper encouragement and preparation during their training and also be updated on this rapidly changing subject as part of their continuing education in the exercise of their profession.…”

Formação profissional em Práticas Integrativas e Complementares: o sentido atribuído por trabalhadores da Atenção Primária à Saúde

“…The workload consisted of 20 . This lack of incentive to take courses, supervisions and refresher courses was observed in the interviewees' discourses, and this difficulty is even greater for those workers who have an unstable employment bond.…”

“…In Medicine, of the 272 Brazilian medical schools, only 57 have addressed PIC in their curricula in the last ten years. Therefore, there has been no significant increase in PIC teaching, even considering the needs of SUS 20 . Therefore, we realize that most of the studies involving PIC training have focused on the analysis of university curricula.…”