Teaching Medical Students Complementary and Alternative Medicine Using Evidence-Based Principles

Abstract

Medical students could be effectively taught CAM using EBM principles. In addition, a short, interactive curriculum on an important topic has a positive impact on medical students' desires to acquire new knowledge. This should be a good motivational message to family medicine educators regarding the contribution to new knowledge such as CAM.

Avaliação, pelos estudantes, da atividade "Trabalho de Conclusão de Curso" como integralização do eixo curricular de iniciação à pesquisa científica em um curso de medicina

“…Concordando com Foucault 4 , podemos dizer que o aprendizado por meio de uma experiência não implica que esta deve ser repetida, mas, sim, que deve ser revisada, repensada e recriada, já que experimentar é um ato de abertura que, per si, denota transformação. Vários estudos têm avaliado o desempenho de estudantes que utilizam a Medicina Baseada em Evidências (MBE) (Evidence-Based Medicine -EBM), algumas vezes comparando currículos diferentes, todos resultando na convicção de que se trata de valiosa contribuição para a formação do médico [5][6][7][8] . Jacobs e Cross 9 , em 1995, publicaram a análise da experiência de iniciação científica da Universidade de Stanford.…”

Medical Students' Knowledge, Perceptions, and Interest in Complementary and Alternative Medicine

“…17 Alternatively, evidence-based principles have been utilized to effectively teach medical students about CAM. 18 The results showed that students' attitudes are in line with their interests and limited knowledge. Despite a high agreement from students that conventional medicine can benefit from some forms of CAM and integration of the best is reasonable, only a lower proportion of them would encourage having CAM practices available within their network.…”

Integrating Complementary and Alternative Medicine Education Into the Pharmacy Curriculum

“…32,42,43 That is, changes in perceived knowledge, skills, or both may not necessarily translate to actual changes in knowledge or skills. 38 Furthermore, some educators reported an attitude change but no knowledge change towards CAM with increasing education. 44 Our study investigated students' prior CAM knowledge, self-assessed CAM knowledge, and actual knowledge using an objective knowledge test.…”

“…In the past, educators have highlighted that information about CAM should be included in clinical courses as well being covered in courses focused on the principles of evidencebased practice. 38 Therefore, evidence-based CAM information was delivered as specific lectures for various disease states (eg, ''Use of CAM in Cancer'' or ''Use of CAM in respiratory conditions'' or ''Use of CAM in gastrointestinal conditions'').…”