Format

Send to

Choose Destination
J Altern Complement Med. 2012 Sep;18(9):870-4. doi: 10.1089/acm.2011.0179. Epub 2012 Jul 31.

Complementary and alternative medicine in the undergraduate medical curriculum: a survey of Korean medical schools.

Author information

1
Department of Internal Medicine, Dongguk University Ilsan Hospital, Goyang, Republic of Korea.

Abstract

BACKGROUND:

The current status of complementary and alternative medicine (CAM) education in Korean medical schools is still largely unknown, despite a growing need for a CAM component in medical education. The prevalence, scope, and diversity of CAM courses in Korean medical school education were evaluated.

DESIGN:

Participants included academic or curriculum deans and faculty at each of the 41 Korean medical schools. A mail survey was conducted from 2007 to 2010. Replies were received from all 41 schools.

RESULTS:

CAM was officially taught at 35 schools (85.4%), and 32 schools (91.4%) provided academic credit for CAM courses. The most common courses were introduction to CAM or integrative medicine (88.6%), traditional Korean medicine (57.1%), homeopathy and naturopathy (31.4%), and acupuncture (28.6%). Educational formats included lectures by professors and lectures and/or demonstrations by practitioners. The value order of core competencies was attitude (40/41), knowledge (32/41), and skill (6/41). Reasons for not initiating a CAM curriculum were a non-evidence-based approach in assessing the efficacy of CAM, insufficiently reliable reference resources, and insufficient time to educate students in CAM.

CONCLUSIONS:

This survey reveals heterogeneity in the content, format, and requirements among CAM courses at Korean medical schools. Korean medical school students should be instructed in CAM with a more consistent educational approach to help patients who participate in or demand CAM.

PMID:
22849549
DOI:
10.1089/acm.2011.0179
[Indexed for MEDLINE]

Supplemental Content

Full text links

Icon for Atypon
Loading ...
Support Center