Marcus D M
Department of Medicine and Immunology, Baylor College of Medicine, Houston, Texas 77030, USA.
Acad Med. 2001 Mar;76(3):224-9. doi: 10.1097/00001888-200103000-00007.
Advocates of alternative medicine are critical of current medical curricula, and have proposed fundamental changes, including the introduction of "integrative medicine" programs to teach alternative medicine. Medical educators have not replied to these criticisms, and have not developed basic curricula in alternative medicine. The author analyzes the alleged deficiencies in medical education, which are based on misrepresentations of medicine and medical training. (For example, critics state that physicians ignore mind-body interactions; in response, several examples are given to show that training physicians to consider the whole person and to identify and address emotional and social problems-the biopsycho-social model-are central tenets of medical education.) The author also examines fundamental differences between traditional and alternative medicine (e.g., their different attitudes toward the importance of evidence; the vitalistic versus the biomedical models of health and disease) that are central to the issue of how alternative medicine should be taught. He concludes that physicians need additional education in order to provide guidance to patients, but teaching about alternative medicine should be evidence-based, not merely the transmission of unproven practices.
替代医学的倡导者对当前的医学课程提出批评，并提议进行根本性变革，包括引入“整合医学”课程以教授替代医学。医学教育工作者并未回应这些批评，也未制定替代医学的基础课程。作者分析了医学教育中所谓的缺陷，这些缺陷基于对医学和医学培训的错误表述。（例如，批评者称医生忽视身心相互作用；对此，文中给出了几个例子以表明，培养医生考虑患者整体情况并识别和解决情感及社会问题——生物心理社会模式——是医学教育的核心原则。）作者还审视了传统医学与替代医学之间的根本差异（例如，它们对证据重要性的不同态度；健康与疾病的生机论模型与生物医学模型），这些差异对于替代医学应如何教学这一问题至关重要。他得出结论，医生需要接受额外教育以便为患者提供指导，但关于替代医学的教学应以证据为基础，而不仅仅是传授未经证实的做法。
