BACKGROUND: Public interest in complementary and alternative medicine (CAM) has grown over the past decade, accompanied by increased demand for evidence-based approaches to CAM practice. In order to define the role evidence-based decision making has in CAM practice, CAM professionals must have a full understanding of evidence-based medicine (EBM) concepts. OBJECTIVE: This paper describes the design, implementation, and evaluation of a week-long intensive EBM short course for CAM faculty at a naturopathic and classical Chinese medicine institution. INTERVENTION: This 20-hour course, entitled Principles of EBM for CAM Professionals, teaches participants how to access and appraise biomedical literature, apply it to their work, and teach these concepts to their students. RESULTS: Results from precourse and postcourse evaluations suggest that, in a small group of participants, there were significant changes in EBM practice attitudes, self-appraised skills, and objectively assessed skills as a result of this course. Participants indicated they were committed to increasing their use of EBM in practice, enhancing EBM skills, using EBM in teaching, and working to change the culture at their institution to support use of EBM. At six months, 80% of participants had fully or partially followed through on their commitment to change plans. Published by Elsevier Inc.
BACKGROUND: Public interest in complementary and alternative medicine (CAM) has grown over the past decade, accompanied by increased demand for evidence-based approaches to CAM practice. In order to define the role evidence-based decision making has in CAM practice, CAM professionals must have a full understanding of evidence-based medicine (EBM) concepts. OBJECTIVE: This paper describes the design, implementation, and evaluation of a week-long intensive EBM short course for CAM faculty at a naturopathic and classical Chinese medicine institution. INTERVENTION: This 20-hour course, entitled Principles of EBM for CAM Professionals, teaches participants how to access and appraise biomedical literature, apply it to their work, and teach these concepts to their students. RESULTS: Results from precourse and postcourse evaluations suggest that, in a small group of participants, there were significant changes in EBM practice attitudes, self-appraised skills, and objectively assessed skills as a result of this course. Participants indicated they were committed to increasing their use of EBM in practice, enhancing EBM skills, using EBM in teaching, and working to change the culture at their institution to support use of EBM. At six months, 80% of participants had fully or partially followed through on their commitment to change plans. Published by Elsevier Inc.
Authors: Heather Zwickey; Heather Schiffke; Susan Fleishman; Mitch Haas; des Anges Cruser; Ron LeFebvre; Barbara Sullivan; Barry Taylor; Barak Gaster Journal: J Altern Complement Med Date: 2014-12 Impact factor: 2.579
Authors: Cynthia R Long; Deborah L Ackerman; Richard Hammerschlag; Louise Delagran; David H Peterson; Michelle Berlin; Roni L Evans Journal: J Altern Complement Med Date: 2014-06-17 Impact factor: 2.579
Authors: Belinda J Anderson; Benjamin Kligler; Barry Taylor; Hillel W Cohen; Paul R Marantz Journal: J Altern Complement Med Date: 2014-08-13 Impact factor: 2.579