Integrating traditional Chinese medicine into Chinese medical education reform: issues and challenges

Hua, M A; Fan, Jingyi; Dong, Hongmei; Sherer, Renslow

doi:10.5116/ijme.58e3.c489

Cited by 16 publications

(16 citation statements)

References 8 publications

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“…To our surprise, the most common source for students of WM to obtain CAM information was media (39.3%) rather than teachers (32.1%), which is similar to the results of studies in other counties [10,17]. 28.3% WM students did not desire to learn more about CAM, which was higher than the average ).…”

Section: Discussionsupporting

confidence: 82%

“…Another reason is the lack of "experiential/practical training." A lot of the literature has reported that students needed "better integration of theory and practice" in CAM courses [10]. In our study, the female students held a more positive attitude toward CAM than the male students.…”

Section: Discussionmentioning

confidence: 44%

“…CAM, a distinct medical system, has developed for over 5000 years and played a great role in health care in China [10]. To date, this is the largest comprehensive study targeting at the students' attitude toward CAM in China.…”

Section: Discussionmentioning

confidence: 99%

“…e CHBQ overall mean score of WM students was the lowest among all the participants, which could be explained by the following reasons: Although CAM courses were compulsory, they only accounted for less than 10% in the curriculum of WM. Understanding the complicated CAM theory within the limit didactic hours was challenging for WM students [10,26]. Another reason is the lack of "experiential/practical training."…”

Section: Discussionmentioning

confidence: 99%

“…In China, the most popular alternative medicine is traditional Chinese medicine (TCM). As one mandatory part of medical education in China, TCM education started over ten years ago, and students in medical universities must attend over 200 didactic hours of TCM courses [10]. It was reported that 33% of the medical students in Hong Kong had used TCM at least once, and 85% had ever tried TCM therapy.…”

Section: Introductionmentioning

confidence: 99%

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A Survey on Perceptions of Complementary and Alternative Medicine among Undergraduates in China

Xie

Sang

et al. 2020

Evidence-Based Complementary and Alternative Medicine

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In recent years, complementary and alternative medicine (CAM) is more widely known and used globally. This study was the first to investigate undergraduates’ attitude toward CAM, and influencing factors and barriers for students to use CAM. Students of five different grades in six universities of China were selected for this study from February to May 2019. First, the participants were divided into two groups based on their majors and fulfilled a previously validated 10-item CAM Health Belief Questionnaire (CHBQ) to evaluate their attitudes toward CAM. Second, the chi-square test was used to analyze the differences between the groups, and correlation analysis was conducted to investigate the relationship of the data between the two groups. Third, we used frequency analysis to identify the types that students wanted to study and the barriers to use CAM. The overall mean score of the CHBQ was 48.87 ± 8.594, which was higher than that in other countries. The students in lower grades had a stronger desire to learn CAM than those in higher grades (89% vs 83%, p<0.05). “Too time-consuming and bad tastes,” “Western medicine was enough,” and “lack of relevant knowledge” were found to be the main interruptions for students to use CAM. 82.3% of students wanted CAM to be incorporated into the curriculum and desired to learn more about CAM. 72.3% of the students who had never learned CAM wanted to know more about CAM. 55.5% of the students were willing to recommend CAM. Most undergraduates desired to learn more about CAM. It is necessary to introduce or integrate CAM courses into the present curriculum, and it should be started in the lower grades. We hope this study can provide evidence for the authority in China to make appropriate changes and integrate CAM into the college curriculum.

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Section: Discussionsupporting

confidence: 82%

Section: Discussionmentioning

confidence: 44%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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