Integrating complementary and alternative medicine curricula into medical education: A 3-year study of student perceptions and recommendations

The rising use of complementary and alternative medicine (CAM) in USA necessitates that medical schools prepare students to inform and potentially use CAM during patient care. This study examined student perceptions and recommendations for incorporating CAM curricula during medical school. A cross-sectional survey was administered for three years to medical students (MS1 thru MS4). The survey examined students' preferences, satisfaction, and recommendations regarding CAM curricula, resources, and faculty and administrative support for CAM. Likert-type scale ratings were complemented with open-ended items to describe CAM use, rationale for or against integration of CAM into medical education, and recommendations for appropriate integration during medical training. Students' use of CAM across years ranged from 55% to 68%. Types of CAM use included less-Western practices (e.g., acupuncture, yoga) as well as nutrition and religious practices. Student perceptions for types of CAM curricula to include in medical education were consistent across the three years. Junior students (MS1, MS2) reported more positive ratings across survey items for CAM training than senior students (MS3, MS4). Average ratings of student support for incorporating CAM during medical training were high across years (3.5 - 4.0). Two curricula topics were rated most important across years: how to advise patients about the risks and benefits of using CAM and how to critique lay and academic evidence on CAM effectiveness. This multi-year assessment indicates that students support the integration of CAM curricula during medical education and offers important insights for how schools can support CAM education.