Gaylord Susan A, Mann J Douglas
Program on Integrative Medicine, University of North Carolina at Chapel Hill School of Medicine, Chapel Hill, North Carolina 27599, USA.
Acad Med. 2007 Oct;82(10):927-33. doi: 10.1097/ACM.0b013e31814a5b43.
The authors review the use of complementary and alternative medicine (CAM) in the United States. They then present and discuss the rationales used by the 15 National Center for Complementary and Alternative Medicine CAM educational grantees in their original proposals for incorporating CAM content into conventional health professions training programs. Fourteen of the grantees were from major U.S. medical and nursing schools, and one was from a medical student foundation. Awards were for five-year periods (with the exception of one three-year grant) from 2000 to 2008. Rationales for developing educational programs about CAM for conventional health professionals included (1) the prevalence and growth of CAM in the United States, (2) response to governmental, legislative, and other mandates, (3) need for enhanced communication between conventional providers and patients using CAM, (4) need to enhance safety of CAM use and interactions with conventional care, (5) CAM education's positive impact on broadening core competencies for conventional health care professionals, (6) positive impact on enhancing cultural competency, (7) need for better communication between conventional and CAM providers, (8) potential for improving health care coordination, (9) potential impact on increasing CAM research quality and capacity, and (10) potential for enhancing quality of care through informed CAM use. Integration of CAM with conventional health care requires educational venues that prepare conventionally trained caregivers with a sufficient knowledge base for assessing beneficial and detrimental interactions between CAM and conventional care approaches; development of criteria for making informed referrals to CAM practitioners; and enhanced research capacity.
作者回顾了美国补充和替代医学（CAM）的使用情况。然后，他们展示并讨论了15个国家补充和替代医学教育资助项目获得者在其最初提案中所使用的理由，这些理由涉及将补充和替代医学内容纳入传统卫生专业培训项目。其中14位获得者来自美国主要的医学院和护理学院，1位来自医学生基金会。资助期为2000年至2008年的五年（有一项为期三年的资助除外）。为传统卫生专业人员开展补充和替代医学教育项目的理由包括：（1）补充和替代医学在美国的普及和增长；（2）对政府、立法及其他指令的回应；（3）需要加强使用补充和替代医学的传统医疗服务提供者与患者之间的沟通；（4）需要提高补充和替代医学使用的安全性以及与传统医疗的相互作用；（5）补充和替代医学教育对拓宽传统卫生保健专业人员核心能力的积极影响；（6）对增强文化能力的积极影响；（7）传统医疗服务提供者与补充和替代医学服务提供者之间更好沟通的需要；（8）改善医疗协调的潜力；（9）对提高补充和替代医学研究质量和能力的潜在影响；（10）通过明智地使用补充和替代医学提高医疗质量的潜力。补充和替代医学与传统卫生保健的整合需要教育场所，这些场所要让经过传统培训的护理人员具备足够的知识基础，以评估补充和替代医学与传统医疗方法之间的有益和有害相互作用；制定明智地转诊至补充和替代医学从业者的标准；并提高研究能力。
