Samuel N Forjuoh1, Terry G Rascoe, Barbalee Symm, Janine C Edwards. 1. Department of Family and Community Medicine, Scott and White Memorial Hospital and Scott, Sherwood and Brindley Foundation, Texas A&M University System Health Science Center College of Medicine, Temple, TX, USA. sforjuoh@swmail.sw.org
Abstract
OBJECTIVES: Introducing new ideas such as complementary and alternative medicine (CAM) and evidence-based medicine (EBM) to medical students early in their education may help to nurture their interest. This study evaluated the effectiveness of teaching CAM using EBM principles and assessed changes in student perceived knowledge, attitudes, and skills following a new curriculum on CAM. DESIGN: A before-and-after evaluation using a one-page, anonymous questionnaire. SETTING AND SUBJECTS: All third year students of a state, public medical school in Texas. INTERVENTION: A new curriculum comprising interactive sessions on CAM, EBM, and basic principles of epidemiology and biostatistics. OUTCOME MEASURES: Changes in student-perceived knowledge, attitudes, and skills. RESULTS: Of 67 students, complete data were obtained for 54 (81%). The majority reported that the new instruction in CAM (98%), EBM (96%), biostatistics (91%), and epidemiology (87%) would be of some benefit in their future work. Significant changes were reported in the areas of appraising a clinical trial (p < 0.0001), critiquing the medical literature (p < 0.01), and the appropriateness of integrating EBM and CAM in the medical school curriculum (p < 0.05). There were modest increases in the mean responses on their skill level in reading/understanding the medical literature (3.40-3.52), comfort level in reading the medical literature (3.53-3.67), and preparedness in designing a research study (2.12-2.39) based on a five-point Likert scale, although not statistically significant. CONCLUSIONS: Medical students could be effectively taught CAM using EBM principles. In addition, a short, interactive curriculum on an important topic has a positive impact on medical students' desires to acquire new knowledge. This should be a good motivational message to family medicine educators regarding the contribution to new knowledge such as CAM.
OBJECTIVES: Introducing new ideas such as complementary and alternative medicine (CAM) and evidence-based medicine (EBM) to medical students early in their education may help to nurture their interest. This study evaluated the effectiveness of teaching CAM using EBM principles and assessed changes in student perceived knowledge, attitudes, and skills following a new curriculum on CAM. DESIGN: A before-and-after evaluation using a one-page, anonymous questionnaire. SETTING AND SUBJECTS: All third year students of a state, public medical school in Texas. INTERVENTION: A new curriculum comprising interactive sessions on CAM, EBM, and basic principles of epidemiology and biostatistics. OUTCOME MEASURES: Changes in student-perceived knowledge, attitudes, and skills. RESULTS: Of 67 students, complete data were obtained for 54 (81%). The majority reported that the new instruction in CAM (98%), EBM (96%), biostatistics (91%), and epidemiology (87%) would be of some benefit in their future work. Significant changes were reported in the areas of appraising a clinical trial (p < 0.0001), critiquing the medical literature (p < 0.01), and the appropriateness of integrating EBM and CAM in the medical school curriculum (p < 0.05). There were modest increases in the mean responses on their skill level in reading/understanding the medical literature (3.40-3.52), comfort level in reading the medical literature (3.53-3.67), and preparedness in designing a research study (2.12-2.39) based on a five-point Likert scale, although not statistically significant. CONCLUSIONS: Medical students could be effectively taught CAM using EBM principles. In addition, a short, interactive curriculum on an important topic has a positive impact on medical students' desires to acquire new knowledge. This should be a good motivational message to family medicine educators regarding the contribution to new knowledge such as CAM.
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