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Lessons learned from complementary and integrative medicine curriculum change in a medical school
Moshe Frenkel1, Ann Frye, Diane Heliker
1Complementary and Alternative Medicine (CAM) Education Project, Department of Family Medicine, University of Texas Medical Branch, Galveston, Texas, USA. mfrenkel@mdanderson.org
Medical Education
|February 3, 2007
Summary
Integrating complementary and alternative medicine (CAM) into medical education yielded positive results, highlighting the need for visibility, institutional support, and faculty engagement for successful curriculum change.
Area of Science:
- Medical Education
- Integrative Medicine
Background:
- Pilot study evaluating the integration of complementary and alternative medicine (CAM) into a medical school curriculum.
- Exploration of lessons learned from a 4-year CAM educational project (2000-2005).
Purpose of the Study:
- To examine faculty and student experiences with introducing CAM into the medical school curriculum.
- To identify factors influencing the successful integration of CAM educational content.
Main Methods:
- Qualitative approach using semi-structured interviews with faculty and graduating students.
- Analysis of linguistic data and contextual meaning from participant experiences.
Main Results:
- Overall positive response to CAM integration from faculty and students.
- Participant experiences varied based on perceived rigor of CAM and openness to patient perspectives.
- Appreciation for CAM awareness in practice, alongside noted resistance from some faculty.
Conclusions:
- Findings suggest transferable lessons for other medical schools integrating CAM.
- Successful CAM integration requires a dedicated team, visibility, institutional support, and embedded curriculum content.
- Sustainable change necessitates a co-operative climate and accessible resources for CAM education.
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