Interprofessional education in traditional and complementary medicine: a scoping review.
Janaina Carneiro de Camargo, Mirelle Finkler, Juliana Praxedes Campagnoni, Mariana Cabral Schveitzer, Marta Verdi, Amie Steel, Fernando Hellmann
Author Information
Janaina Carneiro de Camargo: Graduate Program in Collective Health, Department of Public Health, Universidade Federal de Santa Catarina, Florianopolis, Brazil.
Mirelle Finkler: Graduate Program in Collective Health, Department of Public Health, Universidade Federal de Santa Catarina, Florianopolis, Brazil.
Juliana Praxedes Campagnoni: Graduate Program in Collective Health, Department of Public Health, Universidade Federal de Santa Catarina, Florianopolis, Brazil.
Mariana Cabral Schveitzer: Department of Preventive Medicine, Paulista Medical School, Universidade Federal de S��o Paulo, Sao Paulo, Brazil.
Marta Verdi: Graduate Program in Collective Health, Department of Public Health, Universidade Federal de Santa Catarina, Florianopolis, Brazil.
Amie Steel: Faculty of Health, University of Technology Sydney, Sydney, Australia.
Fernando Hellmann: Graduate Program in Collective Health, Department of Public Health, Universidade Federal de Santa Catarina, Florianopolis, Brazil.
Interprofessional education (IPE) is a teaching method that improves collaboration and communication across health professions. There are consistent reports of poor interprofessional collaboration and communication between conventional health professionals and traditional and complementary medicine (TCM) professions. The application of IPE within courses that provide training in TCM requires close examination. This research aimed to identify the state of the art in IPE in TCM teaching. A scoping review was conducted. Thirteen databases were searched to identify citations up to March 2021. Thirty articles were selected after filtering for relevance against the inclusion criteria. The included articles were categorized into four a priori categories: Knowledge and Attitudes of students and professionals about TCM and IPE; Competencies of IPE in TCM; Teaching about TCM using IPE and Challenges and Opportunities for IPE in TCM. Nineteen of the included articles reported empirical research and primarily presented the evaluation of IPE activities within TCM courses or workshops; six studies consisted of texts with propositions and theoretical analyses; and five were case/experiential reports of IPE and TCM interventions, with or without evaluation of results. The studies report all health science students (undergraduate and graduate) exposed to IPE demonstrate a decrease in prejudice and an increase in knowledge about TCM. A sense of partnership developed through the collaborative competencies common to IPE and TCM and integrated care of patients. IPE in the context of TCM has been used for fostering integrative health care through the collaborative work of professional teams. Implementing IPE in TCM teaching requires inclusion in the curriculum, primarily undergraduate and research training.
