State of CAM Education in U.S. Schools of Pharmacy: Results of a National Survey

Dutta, Ankita; Daftary, Monika N.; Egbe, Patricia Ayuk; Kang, Hyon Chol

doi:10.1331/10865800360467105

Cited by 37 publications

(33 citation statements)

References 5 publications

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“…2,3 Many schools of medicine and nursing have incorporated various components of CAM into their curricula, and schools of pharmacy are attempting to incorporate didactic coursework in their curricula related to CAM. [3][4][5][6][7] In recent years, CAM education has improved in schools of pharmacy. Approximately 73%-86% of schools of pharmacy now offer some sort of CAM in the curriculum.…”

Section: Introductionmentioning

confidence: 99%

Attitudes Towards Complementary and Alternative Medicine Among Pharmacy Faculty and Students

Harris¹,

Kingston²,

Rodríguez³

et al. 2006

Am J Pharm Educ

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Objectives. To determine pharmacy faculty members' and students' attitudes and perceptions regarding the use of complementary and alternative medicine (CAM). Methods. A survey was used to obtain data on the following information concerning CAM: general attitudes, perceived barriers to use, training received and desired, personal use, and information sources used.Results. In general, attitudes of pharmacy faculty members and students towards CAM were positive. Lack of evidence for CAM practices was considered the greatest barrier to the use of CAM by faculty members and students. Many CAM therapies were perceived to be effective. A high percentage of students desire more training in the areas of herbal medicine and nutritional supplements. Faculty members and students believe that CAM should be included in the curriculum. Conclusions. General attitudes towards CAM are positive among pharmacy faculty members and students, and most believe that CAM should be taught in the pharmacy curriculum. More resources and training of faculty members may be necessary.

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Section: Introductionmentioning

confidence: 99%

Attitudes Towards Complementary and Alternative Medicine Among Pharmacy Faculty and Students

Harris¹,

Kingston²,

Rodríguez³

et al. 2006

Am J Pharm Educ

View full text Add to dashboard Cite

show abstract

“…27 In the United States, many pharmacy colleges and schools are incorporating CAM courses in the curricula that address mainly natural or herbal products. 19 Bonafede and colleagues 28 developed a 3-credit elective course on dietary supplements for third-year PharmD students comprised of discussions on dietary suplements based on a widespread therapeutic categories such as disease prevention, immune health, men's and women's health, weight loss, cardiovascular diseases, neuropsychiatric conditions, American Journal of Pharmaceutical Education 2013; 77 (1) Article 17.…”

Section: Discussionmentioning

confidence: 99%

“…18 While about 80% of US colleges and schools of pharmacy offer some kind of complementary and alternative medicines (CAM) course, most of these courses focus on herbal products rather than other forms of dietary supplements. 19 This article will discuss the development and instructional design of an elective course focused on vitamins and minerals, and will describe assessment of student learning, students' perceptions of the course, and its implications for the practice of pharmacy.…”

Section: Introductionmentioning

confidence: 99%

An Elective Course on the Basic and Clinical Sciences Aspects of Vitamins and Minerals

Islam¹

2013

American Journal of Pharmaceutical Education

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Objective. To develop and implement an elective course on vitamins and minerals and their usefulness as dietary supplements. Design. A 2-credit-hour elective course designed to provide students with the most up-to-date basic and clinical science information on vitamins and minerals was developed and implemented in the doctor of pharmacy (PharmD) curriculum. In addition to classroom lectures, an active-learning component was incorporated in the course in the form of group discussion. Assessment. Student learning was demonstrated by examination scores. Performance on pre-and postcourse surveys administered in 2011 demonstrated a significant increase in students' knowledge of the basic and clinical science aspects of vitamins and minerals, with average scores increasing from 61% to 86%. At the end of the semester, students completed a standard course evaluation.Conclusion. An elective course on vitamin and mineral supplements was well received by pharmacy students and helped them to acquire knowledge and competence in patient counseling regarding safe, appropriate, effective, and economical use of these products.

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“…1 Studies surveying American pharmacy schools concluded that while approximately 80% of schools offer some form of CAM training in the curriculum, CAM education was primarily offered as electives and generally focused on natural products rather than the full range of CAM practices. [3][4][5] Many health care professionals perceive their knowledge of CAM as limited and have little personal experience with it. 6 Pharmacists typically rate their own knowledge of CAM as inadequate and feel uncomfortable answering patient questions related to it.…”

Section: Introductionmentioning

confidence: 99%

An Active Learning Complementary and Alternative Medicine Session in a Self-Care Therapeutics Class

Mattison

Nemec

2014

American Journal of Pharmaceutical Education

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Objective. To provide an interactive, non-supplement based complementary and alternative medicine (CAM) session in a self-care therapeutics class and to evaluate the effect of the session on pharmacy students' perceptions and knowledge of CAM. Design. Second professional year pharmacy students enrolled in a required 3-credit course titled Self-Care Therapeutics participated in an active learning session on CAM. Students physically engaged in 5 separate active learning CAM sessions including massage therapy, Tai Chi, yoga, progressive muscle relaxation, and Reiki. Assessment. Students were assessed on both knowledge and perception of CAM. Concept mastery was assessed using a written examination and individual readiness assurance tests (iRAT) and team readiness assurance tests (tRAT). Perception of CAM was measured using both a presession and a postsession survey. Conclusion. Participating in an intensive, active learning CAM session provided an opportunity to increase students' knowledge of CAM and an effective strategy for providing the learner with the experience to better envision incorporation into patient therapies.

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State of CAM Education in U.S. Schools of Pharmacy: Results of a National Survey

Cited by 37 publications

References 5 publications

Attitudes Towards Complementary and Alternative Medicine Among Pharmacy Faculty and Students

Attitudes Towards Complementary and Alternative Medicine Among Pharmacy Faculty and Students

An Elective Course on the Basic and Clinical Sciences Aspects of Vitamins and Minerals

An Active Learning Complementary and Alternative Medicine Session in a Self-Care Therapeutics Class

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