Preparing complementary and alternative practitioners to teach learners in conventional health professions

Department of Family Medicine, University of North Carolina, Chapel Hill, USA.
Alternative therapies in health and medicine (Impact Factor: 1.24). 12/2002; 8(6):54-9.
Source: PubMed


Federal funding is supporting complementary and alternative medicine (CAM) educational programming in health-professions schools in the United States. CAM practitioners from a wide range of disciplines are now being invited to participate as instructors or content experts in this effort. The challenge is to promote effective and consistent teaching methods around appropriate content. This article describes the development of a series of 4 workshops intended to enhance the teaching skills of 9 complementary medicine practitioners participating in an educational project at the University of North Carolina. Key issues addressed in the workshops included the interface between CAM and conventional medicine, a better understanding of the nature of conventional medical practice, styles and strategies in teaching complementary medicine, and building skills in accessing information from databases.

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    • "Although this progress is encouraging , some authors suggest that CAM training in medical schools remains inadequate because of limited faculty interest, already high demands on the curriculum, the absence of a critical analysis of CAM research and practices in CAM courses, and other factors (Sampson, 2001; Wetzel et al., 2003). Solutions that have been advanced include efforts to reform and standardize CAM curricula, increasing the number of postgraduate clinical fellowships, and training non-M.D. CAM providers to teach in medical schools (Curtis et al., 2002; Kligler et al., 2000; Maizes et al., 2002). CAM research training opportunities, such as universitybased CAM research fellowships, are also growing (Shaw et al., 2003). "
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    Preview · Article · Mar 2003 · Alternative therapies in health and medicine
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