Courses involving complementary and alternative medicine at US medical schools

Author(s): Wetzel, M. S., Eisenberg, D. M. , Kaptchuk, T. J.

Journal/Book: JAMA. 1998; 280(9): 784-787.

Abstract: Context.-With the public's increasing use of complementary and alternative medicine, medical schools must consider the challenge of educating physicians about these therapies. Objectives.-To document the prevalence, scope, and diversity of medical school education in complementary and alternative therapy topics and to obtain information about the organizational and academic features of these courses. Design.-Mail survey and follow-up letter and telephone survey conducted in 1997-1998. Participants.-Academic or curriculum deans and faculty at each of the 125 US medical schools. Main Outcome Measures.-Courses taught at US medical schools and administrative and educational characteristics of these courses. al therapies, and mind-body techniques. Conclusions.-There is tremendous heterogeneity and diversity in content, format, and requirements among courses in complementary and alternative medicine at US medical schools.

Note: Letters to the article: JAMA 281(7): 609-611, 1999: Carlston, M ., Pedigo, M.D., Sergeant, M.J., Tsuruoka, K. et al.

Keyword(s): nhk. usa

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