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American journal of pharmaceutical education
Aug 15, 2008;72 (4): 74.

Integrating complementary and alternative medicine education into the pharmacy curriculum.

Evelin Tiralongo, Marianne Wallis
Author Information
  1. Evelin Tiralongo: School of Pharmacy, Griffith University Gold Coast, Australia. E.Tiralongo@griffith.edu.au
PMID: 19002274 DOI: 10.5688/aj720474

Abstract

OBJECTIVES: To evaluate the effectiveness of an integrated approach to the teaching of evidence-based complementary and alternative medicine (CAM) in a pharmacy curriculum.
DESIGN: Evidence-based CAM education was integrated throughout the third, fourth, and fifth years of the pharmacy curriculum. Specifically, an introductory module focusing on CAM familiarization was added in the third year and integrated, evidence-based teaching related to CAM was incorporated into clinical topics through lectures and clinical case studies in the fourth and fifth years.
ASSESSMENT: Students' self-assessed and actual CAM knowledge increased, as did their use of evidence-based CAM resources. However, only 30% of the fourth-year students felt they had learned enough about CAM. Students preferred having CAM teaching integrated into the curriculum beginning in the first year rather than waiting until later in their education.
CONCLUSION: CAM education integrated over several years of study increases students' knowledge and application.

Keywords

complementary and alternative medicines curriculum evidence-based education

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MeSH Term

Attitude of Health Personnel
Australia
Clinical Competence
Complementary Therapies
Curriculum
Education, Pharmacy
Evidence-Based Medicine
Female
Guidelines as Topic
Health Knowledge, Attitudes, Practice
Humans
Male
Personal Satisfaction
Program Development
Program Evaluation
Schools, Pharmacy
Students, Pharmacy
Surveys and Questionnaires
Teaching
Young Adult
Evaluation Study Journal Article

Word Cloud

Created with Highcharts 10.0.0CAMintegratedcurriculumeducationevidence-basedteachingcomplementaryalternativepharmacyyearsmedicinethirdfourthfifthyearclinicalknowledgeOBJECTIVES:evaluateeffectivenessapproachDESIGN:Evidence-basedthroughoutSpecificallyintroductorymodulefocusingfamiliarizationaddedrelatedincorporatedtopicslecturescasestudiesASSESSMENT:Students'self-assessedactualincreaseduseresourcesHowever30%fourth-yearstudentsfeltlearnedenoughStudentspreferredbeginningfirstratherwaitinglaterCONCLUSION:severalstudyincreasesstudents'applicationIntegratingmedicines

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