Forjuoh Samuel N, Rascoe Terry G, Symm Barbalee, Edwards Janine C
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.
J Altern Complement Med. 2003 Jun;9(3):429-39. doi: 10.1089/107555303765551651.
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.
A before-and-after evaluation using a one-page, anonymous questionnaire.
All third year students of a state, public medical school in Texas.
A new curriculum comprising interactive sessions on CAM, EBM, and basic principles of epidemiology and biostatistics.
Changes in student-perceived knowledge, attitudes, and skills.
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.
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.
在医学生教育早期向其介绍补充替代医学（CAM）和循证医学（EBM）等新观念，可能有助于培养他们的兴趣。本研究评估了运用循证医学原则教授补充替代医学的效果，并评估了在补充替代医学新课程之后学生所感知到的知识、态度和技能的变化。
采用一份单页匿名问卷进行前后评估。
德克萨斯州一所公立州立医学院的所有三年级学生。
一门新课程，包括关于补充替代医学、循证医学以及流行病学和生物统计学基本原则的互动课程。
学生所感知到的知识、态度和技能的变化。
67名学生中，54名（81%）获得了完整数据。大多数学生报告称，补充替代医学（98%）、循证医学（96%）、生物统计学（91%）和流行病学（87%）方面的新教学内容对他们未来的工作会有一定益处。在评估临床试验（p < 0.0001）、评判医学文献（p < 0.01）以及在医学院课程中整合循证医学和补充替代医学的适宜性（p < 0.05）等方面报告有显著变化。基于五点李克特量表，他们在阅读/理解医学文献的技能水平（3.40 - 3.52）、阅读医学文献的舒适度（3.53 - 3.67）以及设计研究的准备程度（2.12 - 2.39）的平均得分有适度提高，尽管无统计学意义。
运用循证医学原则能够有效地教授医学生补充替代医学。此外，关于一个重要主题的简短互动课程对医学生获取新知识的愿望有积极影响。这对于家庭医学教育工作者而言，应是一个关于补充替代医学等新知识贡献的良好激励信息。
