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by Marie Nicolao

Author: Marie Nicolao
Subcategory: Medicine & Health Sciences
Language: English
Publisher: Suedwestdeutscher Verlag fuer Hochschulschriften (March 31, 2009)
Pages: 68 pages
Category: Other
Rating: 4.9
Other formats: docx lit doc rtf

3 Complementary medicine in Swiss medical schools 46 Table 1. .The teaching formats are lectures, seminars, problem-based learning and patient presentations

3 Complementary medicine in Swiss medical schools 46 Table 1 Qualifications of CAM teachers. Medical curriculum At the Medical School of, all four CAM teachers responded to the questionnaire. The Institute of Complementary Medicine (KIKOM: Kollegiale Instanz für Komplementärmedizin) is responsible for CAM education for the undergraduate medical curriculum. The teaching formats are lectures, seminars, problem-based learning and patient presentations. At the Medical School of, two out of three CAM teachers filled in the questionnaire.

To survey courses at Swiss Medical Schools, document medical . They teach integrative medicine in postgraduate medical training (PGMT).

To survey courses at Swiss Medical Schools, document medical students' attitude toward and knowledge of CAM and their experience of CAM courses at medical schools. A coordinated policy towards the integration of CAM in medical curricula is strongly recommended. All Swiss senior medical students (n 640) were surveyed by an anonymous online questionnaire.

To determine whether medical experts and medical students are favorable to complementary and alternative medicine (CAM) education at Swiss medical schools and to investigate their opinion about its form, content and goals. METHODS: Experts in the fields of conventional medicine (COM, n 106), CAM experts (n 29) and senior medical students (n 640) were surveyed by an online questionnaire. RESULTS: 4. % of the COM experts, 100% of the CAM experts, and 7. % of the students are favorable to CAM education at Swiss medical schools.

The present study aimed to (1) survey current education of CAM in the five Swiss medical schools, (2) investigate expert opinions from both conventional and CAM fields about the integration of CAM education into the medical curriculum, and (3) document Swiss medical.

The present study aimed to (1) survey current education of CAM in the five Swiss medical schools, (2) investigate expert opinions from both conventional and CAM fields about the integration of CAM education into the medical curriculum, and (3) document Swiss medical students’ attitude toward and knowledge of CAM and their experience of CAM education at medical school. The results of the study lead to the conclusion that CAM education should become part of the undergraduate curriculum at each Swiss medical school.

Medical school Complementary and alternative medicine Naturopathy . Unconventional medicine teaching at the universities of the European Union.

Medical school Complementary and alternative medicine Naturopathy Cross sectional study Medical curriculum. Integration von Komplementärmedizin in Medizinische Hochschulen in Österreich, Deutschland und der Schweiz – Ergebnisse einer Querschnittsstudie. Courses involving complementary and alternative medicine at US medical schools. JAMA, 280: 784–787, ogle Scholar. J Altern Complement Med, 7: 337–433, ogle Scholar.

Alternative medical practices are generally not recognized by the medical . A survey released in December 2008 by the US National Center for Complementary and Alternative Medicine found that.

Alternative medical practices are generally not recognized by the medical community as standard or conventional medical approaches. This form of medicine includes dietary supplements, herbal preparations, special teas, massage therapy, magnet therapy, and spiritual healing. A survey released in December 2008 by the US National Center for Complementary and Alternative Medicine found that hatha yoga was the sixth most commonly used alternative therapy in the United States. via lifescapesolutions.

Milestones on the Road Less Travelled: Teaching Complementary and Alternative Medicine in Medical Schools .

Milestones on the Road Less Travelled: Teaching Complementary and Alternative Medicine in Medical Schools In the Age of Competency-Based Education. J Complement Med Alt Healthcare. This represents an opportunity for CAM education and for medical schools to work together to enhance vital skills to be developed in graduating physicians. Keywords: Competency-based education, Curriculum, Entrustable professional activities.

Complementary medicine courses in Swiss medical schools: actual status and students’ experiences. All Swiss the integration of CAM in medical curricula is senior medical students (n 640) were surveyed by strongly recommended. an anonymous online questionnaire.

Complementary and Alternative Medicine Is complementary medicine hocus-pocus or does it warrant large-scale .

Complementary and Alternative Medicine. Nearly two thirds of the scientists who replied to our survey believed that aromatherapy and homoeopathy were no better than placebos, with almost a half thinking the same of herbalism and spiritual thinking.

The recent rapid increase in the demand for, and application of, complementary and alternative medicine (CAM) across the Western world necessitates adequate medical education. The Bologna declaration has put in motion a series of reforms which will require academic efforts in Switzerland to reach a better integration of CAM into medical education. The present study aimed to (1) survey current education of CAM in the five Swiss medical schools, (2) investigate expert opinions from both conventional and CAM fields about the integration of CAM education into the medical curriculum, and (3) document Swiss medical students? attitude toward and knowledge of CAM and their experience of CAM education at medical school. The results of the study lead to the conclusion that CAM education should become part of the undergraduate curriculum at each Swiss medical school. Acupuncture/TCM, phytotherapy, and homeopathy are the most requested CAM disciplines to be included in the curriculum. These courses should occur during the clinical years, be in the form of seminars, faculty lectures and patient presentations and be rewarded by credits.