Teaching Complementary and Alternative Medicine in a Reform Curriculum

Abstract

The increasing utilization of complementary and alternative medicine (CAM) contrasts with a lack of CAM in medical school education. Therefore, CAM therapies were introduced to the Charité University Medical School (Berlin, Germany) reform curriculum. Methods and Results: Teaching concept: A CAM seminar provides basic knowledge about naturopathy, homeopathy, and Traditional Chinese medicine (TCM), plus their utilization, empirical research, and underlying philosophies. Experiential and dialogical didactic techniques are employed. Evaluation: Students evaluated one of the seminars using the ‘Heidelberg Inventory for Educational Evaluation’ (Heidelberger Inventar zur Lehrveranstaltungs-Evaluation, HILVE). Student participation and classroom atmosphere were rated as very good. All other categories were rated above average, except workload and excessive demands. Demand for Education: 69% of all 3rd- and 7th-semester students (n = 74) answered a questionnaire about their opinions on CAM, and the extent and sources of their knowledge. Acupuncture and homeopathy were the best-known methods, primarily from courses or seminars. Personal experience with CAM was reported by 44% of the students. Depending on the method 73-96% of the respondents supported the inclusion of CAM therapies into the medical school curriculum. Acknowledged advantages of CAM were its use as an alternative or additional treatment (73-82%), fewer side effects (44%), and cost reduction (37%). Discussion: The presented concept helps medical students develop a reflected opinion on CAM. The students rated the quality of the seminar as above average. The high support for university CAM education reflects the students’ desire for more knowledge. Interest in other philosophies of disease and therapy may prepare them for a more integrative and pluralistic approach to medicine.

Komplementäre und Integrative Medizin in der Facharztweiterbildung Allgemeinmedizin: Ergebnisse einer Bedarfserhebung bei Ärzten in Weiterbildung

“…Die Lehre an den medizinischen Universitäten in Deutschland im Bereich CIM ist noch sehr heterogen und variiert stark in der Umsetzung [13,14,15]. In der aktuell gültigen (Muster-)Weiterbildungsordnung Allgemeinmedizin der Bundesärztekammer ((Muster-)Weiterbildungsordnung 2003, in der Fassung vom 23.10.2015) sind bisher keine Kompetenzen im Hinblick auf CIM enthalten [16].…”

Survey of Students Regarding Their Attitudes toward Complementary and Alternative Medicine in Oncology

“…The discovery of interactions (St. John’s wort, grapefruit, green tea) and sometimes life-threatening consequences of alternative therapies (e.g., organ failure after Asian herbal combinations, cyanide intoxication after vitamin B17 [7]) call for the integration of a sound scientific education in CAM into the training for students of medicine. At present, the need for such education is not met in Germany [8,9]. …”

Integrating Complementary and Alternative Medicine Education Into the Pharmacy Curriculum

“…20 Integrated CAM education provides students not only with CAM specific knowledge, but also encompasses much broader themes, encouraging them to think outside the box, thus promoting critical evaluation of the evidence. 11,21 As such, integrated CAM education can be the ''bridge between allopathic medicine and CAM,'' 22 thus closing the gap between the 2 streams of healthcare and allowing medical pluralism, which is demanded today by patients and students alike. 21,23 The integration of CAM education into existing pharmacy curricula aims to increase the understanding and knowledge of CAM modalities by broadening students' horizons and instilling a greater acceptance and appreciation of patient choices to achieve better health outcomes.…”

“…11,21 As such, integrated CAM education can be the ''bridge between allopathic medicine and CAM,'' 22 thus closing the gap between the 2 streams of healthcare and allowing medical pluralism, which is demanded today by patients and students alike. 21,23 The integration of CAM education into existing pharmacy curricula aims to increase the understanding and knowledge of CAM modalities by broadening students' horizons and instilling a greater acceptance and appreciation of patient choices to achieve better health outcomes. 21,24,25 A variety of educational programs have been evaluated internationally for their effectiveness in CAM training; however, evaluating CAM curricula is difficult.…”

“…21,23 The integration of CAM education into existing pharmacy curricula aims to increase the understanding and knowledge of CAM modalities by broadening students' horizons and instilling a greater acceptance and appreciation of patient choices to achieve better health outcomes. 21,24,25 A variety of educational programs have been evaluated internationally for their effectiveness in CAM training; however, evaluating CAM curricula is difficult. For example, the National Centre for Complementary and Alternative Medicine in the United States (NCCAM) awarded funding to 15 academic programs through the R25 Education Grant program to include CAM education into existing medical, nursing, and allied health curricula using a variety of approaches.…”