Vickery Connie E, Cotugna Nancy
Department of Health, Nutrition and Exercise Sciences, University of Delaware, Newark, DE 19716-3750, USA.
J Am Diet Assoc. 2006 Jun;106(6):860-6. doi: 10.1016/j.jada.2006.03.009.
This descriptive survey was undertaken to determine the inclusion of complementary and alternative medicine topics into undergraduate didactic dietetics education. The response rate was 34% (n=92) of all directors (N=273) of didactic and coordinated dietetics programs. Almost all programs (n=81; 88%) include complementary and alternative medicine instruction in some form in their curricula; the majority of content is integrated into already existing nutrition courses. The nutrition courses most often containing complementary and alternative medicine were medical nutrition therapy, advance nutrition, and community nutrition. Topics addressed were varied and included herbal supplements, functional foods, Native-American healing, and quackery in medicine. Most directors indicated that complementary and alternative medicine is an important component of dietetics education, yet many indicated that students are not being adequately prepared in this area. The mean familiarity of program directors with complementary and alternative medicine competencies for dietetics practice was 6 on a scale, with 10 being the most knowledgeable. Respondents also identified whether complementary and alternative medicine and dietary supplement competencies were being addressed at all in their curricula. Lack of time seemed to be the limiting factor to incorporation of complementary and alternative medicine topics into the curricula. Evidence from this study indicates that current curricula are providing some complementary and alternative medicine content, but a core of knowledge is lacking. The complementary and alternative medicine competencies for entry-level dietetics practice anticipated by 2006 will be useful in helping educators adequately meet the needs of future professionals in the area of complementary and alternative medicine.
本次描述性调查旨在确定本科营养学教学中是否纳入了补充与替代医学主题。在所有营养学教学与协作项目的主任（N = 273）中，回复率为34%（n = 92）。几乎所有项目（n = 81；88%）在其课程中都以某种形式包含补充与替代医学教学内容；大部分内容被整合到现有的营养学课程中。最常包含补充与替代医学内容的营养学课程是医学营养治疗、高级营养学和社区营养学。涉及的主题多种多样，包括草药补充剂、功能性食品、美国原住民疗法以及医学中的江湖医术。大多数主任表示，补充与替代医学是营养学教育的重要组成部分，但许多人指出，学生在这方面没有得到充分的准备。项目主任对营养学实践中补充与替代医学能力的平均熟悉程度在1至10分的量表上为6分，10分表示最有知识。受访者还确定了他们的课程中是否涉及补充与替代医学及膳食补充剂能力。时间不足似乎是将补充与替代医学主题纳入课程的限制因素。这项研究的证据表明，当前的课程正在提供一些补充与替代医学内容，但缺乏核心知识。预计到2006年入门级营养学实践所需的补充与替代医学能力，将有助于教育工作者充分满足未来该领域专业人员的需求。
