Stratton Terry D, Benn Rita K, Lie Désirée A, Zeller Janice M, Nedrow Anne R
Department of Behavioral Science, University of Kentucky College of Medicine, Lexington, Kentucky 40536-0298, USA.
Acad Med. 2007 Oct;82(10):956-61. doi: 10.1097/ACM.0b013e31814a5152.
As medical, nursing, and allied health programs integrate complementary and alternative medicine (CAM) content into existing curricula, they face many of the same challenges to assessment and evaluation as do more traditional aspects of health professions education, namely, (1) specifying measurable objectives, (2) identifying valid indicators, and (3) evaluating the attainment of desired outcomes. Based on the experiences of 14 National Center for Complementary and Alternative Medicine (NCCAM) education grant recipients funded between 2000 and 2003, the authors cite selected examples to illustrate strengths and deficits to "mainstreaming" CAM content into established health professions curricula, including subjecting it to rigorous, systematic evaluation. In addition to offering recommendations for more strenuously evaluating key CAM-related educational outcomes, the authors discuss related attitudes, knowledge, and skills and how these, like other aspects of health professions training, may result in enhanced patient care through modifications in clinical (provider) behaviors.
随着医学、护理及相关健康专业项目将补充与替代医学（CAM）内容融入现有课程，它们在评估方面面临着与健康专业教育中更为传统的方面相同的诸多挑战，即：（1）明确可衡量的目标；（2）确定有效的指标；（3）评估预期结果的达成情况。基于2000年至2003年间获得美国国立补充与替代医学中心（NCCAM）教育资助的14位受助者的经验，作者列举了一些实例，以说明将CAM内容“主流化”到既定健康专业课程中的优势与不足，包括对其进行严格、系统的评估。除了就更严格地评估与CAM相关的关键教育成果提出建议外，作者还讨论了相关的态度、知识和技能，以及这些如何像健康专业培训的其他方面一样，通过改变临床（提供者）行为来提高患者护理质量。
