Back to Annual Meeting Page		American Public Health Association 133rd Annual Meeting & Exposition December 10-14, 2005 Philadelphia, PA

Abstract #108478

Stergios Roussos, PhD, MPH, GSPH/CBEACH, San Diego State University, 2054 Pinehurst Court, Merced, CA 95340, 209-723-4399, steve@akouo.org, Stephen Turner, MS III, School of Medicine, University of Virginia, University of Virginia Health System, Charlottesville, VA 22908, Genevieve Anand, MD, MPH, School of Medicine, University of Massachusetts, 55 Lake Avenue North, Worcester, MA 01655, Mary Guerrera, MD, School of Medicine, University of Connecticut, 99 Woodland Street, Hartford, CT 06105, Desiree Lie, MD, MSEd, School of Medicine, University of California, Irvine, 101 The City Drive South, Bldg. 200, Rm 512 Rt 81, Orange, CA 92868, David Rakel, MD, School of Medicine, University of Wisconsin, Dept. of Family Medicine, 777 South Mills St., Madison, WI 53715, Joan Hedgecock, MSPH, American Medical Student Association Foundation, 1902 Association Drive, Reston, VA 20191, and Wendy Kohatsu, MD, Family Medicine, Oregon Health & Science University, 3181 SW Sam Jackson Park Road, Portland, OR 97239.

The increasing prevalence of complementary and alternative medicine (CAM) practices in the USA demands improved CAM competence among health professionals. Incorporating CAM training into medical education is acknowledged as an important strategy for training future physicians. This study examined medical school students' preferences, satisfaction, and recommendations regarding their schools' CAM curricula topics (e.g., how to critique evidence on CAM effectiveness) and support factors (e.g., faculty with expertise in CAM). An Internet survey was used to assess second-year students from three medical schools during the 2004 Spring Semester. The schools were participating in a nationwide initiative on CAM education. Response rates ranged from 18% to 34% (27% overall; N=74). 67% of students were female, and 47% were between the ages of 20 and 24. 63% supported the incorporation of CAM in their medical education. 69% participated in at least one CAM course (elective or required) in the past 12 months. Five-point ratings of importance and satisfaction were assessed for key CAM curricula topics and school support factors. The topics considered most important but least satisfactorily included in curricula were “management of personal wellness” and “advising patients about risks and benefits of using CAM.” The school support factors considered most important but least satisfactorily present were “integration of CAM training into regular courses,” “faculty and staff knowledgeable in CAM,” and “updated library information on CAM.” The discussion will outline opportunities and challenges for incorporating CAM into medical school curricula, and policy implications and recommendations for training health professionals.

Learning Objectives:

• Describe a method to assess training and support for Complementary and Alternative Medicine (CAM) by medical schools.
• Identify the primary strengths and challenges related to incorporating CAM in medical schools.
• Articulate policy implications for incorporating CAM curricula in medical schools and education of health professionals.

Keywords: Training, Alternative Medicine/Therapies

Related Web page: www.amsa.org/humed/CAM/

Presenting author's disclosure statement:

I wish to disclose that I have NO financial interests or other relationship with the manufactures of commercial products, suppliers of commercial services or commercial supporters.