Evidence‐based medicine and complementary and alternative medicine teaching in UK medical courses: a national survey of the student experience. Issue 4 (December 2013)

• Record Type: Journal Article
• Authors: Ho, Derek; Chan, Kenneth; Bewley, Susan; Bender, David A
• Is Part Of: Focus on alternative and complementary therapies. Volume 18:Issue 4(2013:Dec.)
• Page Start: 176
• Page End: 181
• Publication Date: 2013-12
• Subjects: Alternative medicine -- Periodicals; 615.5
• DOI: 10.1111/fct.12059
• Languages: English
• ISSNs: 1465-3753

Abstract

<abstract abstract-type="main"> <title>Abstract</title> <sec id="fct12059-sec-0001" sec-type="section"> <title>Background</title> <p>With substantial public interest in complementary and alternative medicine (CAM), future doctors will need to provide evidence‐based advice on their safety and efficacy. Informing medical students of CAM therefore becomes increasingly important.</p> </sec> <sec id="fct12059-sec-0002" sec-type="section"> <title>Objective</title> <p>To determine the extent and context of teaching on evidence‐based medicine (EBM) and CAM in UK medical schools from the student perspective.</p> </sec> <sec id="fct12059-sec-0003" sec-type="section"> <title>Methods</title> <p>A web‐based, 10‐item anonymous questionnaire was sent to selected UK medical students to assess their experience of teaching on EBM (including statistics) and CAM. The questionnaire measured the following parameters: number of lectures on EBM, number of lectures or workshops on statistics, number of lectures or availability of student‐selected components on CAM, rating of CAM teaching as critical, uncritical or discursive, and quality of feedback after placements with CAM practitioners.</p> </sec> <sec id="fct12059-sec-0004" sec-type="section"> <title>Results</title> <p>There were 95 student responses representing 25 different medical courses. Of the respondents, 54% had received lectures on CAM in the core course. Of these students, 46% stated the lectures were 'critical', 16% 'uncritical' and 39% 'discursive'. Of the 33 who reported on placements with CAM practitioners, 61% stated there was no feedback, 12% received feedback from a specialist tutor, 15% from a non‐specialist facilitator, 9% via peer‐led reflection and 3% through a tutor‐marked written account.</p> </sec> <sec id="fct12059-sec-0005" sec-type="section"> <title>Conclusions</title> <p>Teaching of EBM, statistics and CAM is covered by most UK medical schools. However, we have identified areas in which CAM teaching could be improved. The survey demonstrates a need for UK curriculum coordinators to review the teaching of CAM‐related components in their courses.</p> </sec> </abstract>