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[Development and implementation of a 'curriculum complementary and alternative medicine' at the Heidelberg Medical
Stefanie Joos1, Christiane Eicher, Berthold Musselmann
1Abteilung Allgemeinmedizin und Versorgungsforschung, Universitätsklinikum Heidelberg, Heidelberg, Deutschland. stefanie.joos@med.uni-heidelberg.de
Background:
The 9th revision of the Medical Training Regulations for Physicians (AAppO) in October 2003 included the new compulsory interdisciplinary subject 'Rehabilitation, Physical Medicine and Complementary and Alternative Medicine (CAM)' (QB 12). The present article describes the development of a 'CAM curriculum' for undergraduate education, its implementation in the QB 12 at the Heidelberg Medical School and its evaluation.
Methods:
According to the 6-step approach by Kern, the following aspects are presented: requirements, experiences/interests of students, learning targets, development of practical training courses and lectures, implementation, and evaluation. Experiences/interests of students were assessed by a self-developed questionnaire. Practical training courses and lectures were evaluated by school marks (1 through 6) and by a modified version of the HILVE-I.
Results:
A selection of CAM methods to be included in the curriculum was made by the participating lecturers based on the criteria 'evidence' and 'prevalence in health care'. Learning targets were defined in terms of knowledge, skills and attitudes. On this basis, practical training courses/lectures comprising classical naturopathy, acupuncture/ traditional Chinese medicine and neural therapy were developed and integrated in the QB 12. Regular evaluations of the practical training courses/lectures constantly reveal good results. 69% of the 219 students questioned indicated to be interested in CAM, 27% already had gained experience with CAM themselves.
Discussion:
The well-evaluated CAM courses/lectures indicate a successful development and implementation of the 'CAM curriculum' in the QB 12 at the Heidelberg Medical School. Thus, the requirements of the AAppO are met. Moreover, implementation of CAM in undergraduate education allows for the importance CAM has in every-day care of patients in Germany.
