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Evaluating CAM education in health professions programs.

Terry D Stratton1, Rita K Benn, Désirée A Lie

  • 1Department of Behavioral Science, University of Kentucky College of Medicine, Lexington, Kentucky 40536-0298, USA. tdstra00@email.uky.edu

Academic Medicine : Journal of the Association of American Medical Colleges
|September 27, 2007
PubMed
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Integrating complementary and alternative medicine (CAM) into health professions education requires rigorous evaluation of measurable objectives and outcomes. Experiences from NCCAM grants highlight challenges and offer recommendations for effective CAM curriculum assessment.

Area of Science:

  • Health Professions Education
  • Complementary and Alternative Medicine (CAM)

Background:

  • Health professions programs are integrating Complementary and Alternative Medicine (CAM) into curricula.
  • This integration presents challenges similar to traditional health professions education assessment.

Purpose of the Study:

  • To examine the challenges and successes of mainstreaming CAM content into health professions curricula.
  • To provide recommendations for evaluating CAM educational outcomes.

Main Methods:

  • Analysis of experiences from 14 National Center for Complementary and Alternative Medicine (NCCAM) education grant recipients (2000-2003).
  • Illustration of strengths and weaknesses in CAM content integration and evaluation.

Main Results:

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  • Challenges include specifying measurable objectives, identifying valid indicators, and evaluating outcomes for CAM content.
  • Selected examples illustrate both strengths and deficits in current CAM curriculum evaluation.

    • Conclusions:

    • Rigorous, systematic evaluation is crucial for mainstreaming CAM content in health professions education.
    • Recommendations are offered for improving the evaluation of CAM-related educational outcomes, attitudes, knowledge, and skills.
    • Enhanced CAM training can lead to improved patient care through modified clinical behaviors.