CAM and Medical Education

Hart, Jane

doi:10.1089/act.2009.15602

Cited by 3 publications

(1 citation statement)

References 14 publications

(16 reference statements)

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“…There is also general consensus, that even if they choose not to incorporate CAM practices, medical students may need to comprehensively understand other systems of healthcare that exist in their communities, basic information as to what these other health systems entail, and that they are very likely to encounter patients and practitioners who use them (7). As such, medical accreditation bodies have endeavoured to promote implementation of CAM content into medical curriculums to try and keep up with the communities' CAM activity and to bridge the gap between patients' CAM and biomedical care (8,9). These efforts have been productive, with US data indicating that in 2008, 90% of US medical schools had CAM familiarisation courses in their curriculum (10).…”

Section: Introductionmentioning

confidence: 99%

Medical student attitudes towards complementary and alternative medicine (CAM) in medical education: a critical review

Joyce

Wardle

Zaslawski

2016

Journal of Complementary and Integrative Medicine

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Background This paper aims to remedy a gap in the knowledge by presenting the first critical review of the literature on major themes relating to medical students perceptions and attitudes towards the exponentially growing field of complementary and alternative medicine (CAM). MethodsAfter a comprehensive database search of the literature, 21 papers were chosen as suitable for the review. The results from these papers were tabled and discussed. ResultsThe results indicated that medical students lacked knowledge of CAM and are generally positive towards CAM education (especially in the preclinical years, if it provided evidence of efficacy and post-placement). Medical students thought that CAM should generally be incorporated into the medical curriculum mainly so they can confidently undertake referral to CAM practitioners. Being able to communicate with future patients about their CAM use was a major motivation for medical students to learn about CAM and a factor for medical student support of further incorporation of CAM content in the medical curricula. Educational exposure to CAM in many forms and in many papers was shown to significantly affect medical student attitudes to CAM. This may be reflective of the fact that, outside direct CAM training, there may be limited accessible opportunities for medical students and if integration is to occur, educational exposure is most important. ConclusionsThe rise of CAM as a social and clinical phenomenon necessitates consideration of further inclusion of these topics in the medical curriculum, if future physicians are to be able to fully discharge their role as care providers in an increasingly medically pluralistic world. However, the inclusion of CAM needs to be done in an objective and critical manner, which is relevant to the learner.

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Section: Introductionmentioning

confidence: 99%

Medical student attitudes towards complementary and alternative medicine (CAM) in medical education: a critical review

Joyce

Wardle

Zaslawski

2016

Journal of Complementary and Integrative Medicine

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Curricular Inclusion of Complementary and Alternative Medicine Content in Occupational Therapy Education in the United States

Bradshaw

2016

Occupational Therapy In Health Care

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An exploratory, cross-sectional survey design was used to explore the extent to which CAM was included, what factors impacted its inclusion, topics and student learning outcomes covered, who taught the material, and what sources were used to prepare for delivering course content. While the vast majority of responding occupational therapy educators reported curricular inclusion of CAM, educational experiences for occupational therapy students varied widely. This overview of the curricular inclusion of CAM by faculty in occupational therapy programs in the United States indicated that many occupational therapy educators are responding to the demands of a more integrative healthcare system. Resolving ethical and pragmatic issues, providing faculty development opportunities, and standardizing student learning outcomes would align all stakeholders and mitigate ambiguities that currently exist surrounding the inclusion of CAM in occupational therapy education.

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Knowledge, Attitudes, and Personal Use of Complementary and Alternative Medicine among Occupational Therapy Educators in the United States

Bradshaw

2014

Occupational Therapy In Health Care

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The purpose of this study was to establish a baseline description of American occupational therapy educators' knowledge, attitudes, and personal use of complementary and alternative medicine (CAM) as a first step in exploring the larger issue of future occupational therapy practitioners' preparedness for meeting clients' occupational needs in today's evolving healthcare environment. Results of this cross-sectional survey highlighted limitations of occupational therapy educators' knowledge of common CAM concepts and therapies across all demographic variables, varying attitudes towards CAM in general and its inclusion in occupational therapy education, and personal use of common CAM therapies. Without increased occupational therapy educator knowledge about CAM and engagement in the current healthcare practices, occupational therapy practitioners are at risk for having a limited role in integrative healthcare.

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CAM and Medical Education

Cited by 3 publications

References 14 publications

Medical student attitudes towards complementary and alternative medicine (CAM) in medical education: a critical review

Medical student attitudes towards complementary and alternative medicine (CAM) in medical education: a critical review

Curricular Inclusion of Complementary and Alternative Medicine Content in Occupational Therapy Education in the United States

Knowledge, Attitudes, and Personal Use of Complementary and Alternative Medicine among Occupational Therapy Educators in the United States

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