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Teaching medical students complementary and alternative medicine using evidence-based principles.

Samuel N Forjuoh1, Terry G Rascoe, Barbalee Symm

  • 1Department of Family and Community Medicine, Scott and White Memorial Hospital and Scott, Sherwood and Brindley Foundation, Texas A&M University System Health Science Center College of Medicine, Temple, TX, USA. sforjuoh@swmail.sw.org

Journal of Alternative and Complementary Medicine (New York, N.Y.)
|June 21, 2003
PubMed
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Teaching complementary and alternative medicine (CAM) using evidence-based medicine (EBM) principles effectively enhanced medical students' skills. The curriculum positively impacted students' desire to learn new medical knowledge, particularly in CAM.

Area of Science:

  • Medical Education
  • Integrative Medicine

Background:

  • Introducing complementary and alternative medicine (CAM) and evidence-based medicine (EBM) early in medical education can foster student interest.
  • Evaluating novel curricula is essential for medical training.

Purpose of the Study:

  • To assess the effectiveness of teaching CAM principles through an EBM framework.
  • To evaluate changes in medical students' perceived knowledge, attitudes, and skills after a new CAM curriculum.

Main Methods:

  • A before-and-after study design was employed.
  • A one-page anonymous questionnaire was administered to third-year medical students at a Texas public medical school.
  • The curriculum included interactive sessions on CAM, EBM, epidemiology, and biostatistics.

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Main Results:

  • A significant majority of students (81%) found the instruction beneficial for future practice.
  • Statistically significant improvements were observed in appraising clinical trials (p < 0.0001) and critiquing medical literature (p < 0.01).
  • Student perception of integrating CAM and EBM in the curriculum showed a significant positive shift (p < 0.05).

Conclusions:

  • Teaching CAM using EBM principles is effective for medical students.
  • A concise, interactive curriculum can positively influence students' motivation to acquire new knowledge, such as in CAM.
  • This approach offers a motivational model for medical educators regarding the integration of emerging knowledge areas like CAM.