Document Detail

Factors influencing the inclusion of complementary and alternative medicine (CAM) in undergraduate medical education.
MedLine Citation:
PMID:  22021750     Owner:  NLM     Status:  PubMed-not-MEDLINE    
Objective To investigate the views and practices of UK medical schools regarding the inclusion (or exclusion) of complementary and alternative medicine (CAM) in undergraduate medical curricula. Design Survey (by email) of UK medical schools offering MBBS (or equivalent) degrees. Results The overall response rate was 58.1% (18/31). All respondents indicated that their curricula included CAM elements. However, the quantity of CAM within curricula varied widely between medical schools, as did the methods by which CAM education was delivered. General Medical Council requirements were the strongest factor influencing the inclusion of CAM, although medical student preferences were also important. Respondents were generally satisfied with the extent of CAM provision within their curricula, while a wide range of views on the appropriateness of CAM in the medical curriculum were held by faculty members. Conclusions It may be useful for the General Medical Council to clarify the extent to which CAM should be incorporated into the curriculum. Current CAM education appears to exist primarily as a means of educating future doctors on the modalities that their patients may use or request. However, some forms of pedagogy arguably risk students assimilating CAM advocacy in an uncritical fashion.
Kevin R Smith
Publication Detail:
Type:  Journal Article     Date:  2011-06-08
Journal Detail:
Title:  BMJ open     Volume:  1     ISSN:  2044-6055     ISO Abbreviation:  BMJ Open     Publication Date:  2011 Jan 
Date Detail:
Created Date:  2011-10-24     Completed Date:  2011-11-10     Revised Date:  2012-07-13    
Medline Journal Info:
Nlm Unique ID:  101552874     Medline TA:  BMJ Open     Country:  England    
Other Details:
Languages:  eng     Pagination:  e000074     Citation Subset:  -    
School of Contemporary Sciences, Abertay University, Dundee, UK.
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