Nedrow Anne R, Heitkemper Margaret, Frenkel Moshe, Mann Douglas, Wayne Peter, Hughes Ellen
Oregon Health & Sciences University, Portland, Oregon 97239, USA.
Acad Med. 2007 Oct;82(10):962-6. doi: 10.1097/ACM.0b013e31814a4e2c.
An effort to increase the understanding of complementary and alternative medicine (CAM) by health care professionals requires an interdisciplinary and collaborative approach. Between 2000 and 2002, National Institutes of Health National Center for Complementary and Alternative Medicine funded 15 educational institutions to develop curricular models for educating allopathic medical and nursing learners in CAM literacy. Four of these 15 programs, Tufts University School of Medicine, University of California at San Francisco School of Medicine, Oregon Health & Sciences University School of Medicine, and University of Washington School of Nursing, formed collaborative partnerships with nearby academic institutions that train CAM practitioners. This article focuses on these four examples of institutional collaboration, summarizing the challenges faced and the positive outcomes achieved for learners, faculty, and institutions. As collaborations between such institutions increase, future potential directions for consideration include credentialing of CAM practitioners teaching within allopathic health professional institutions, faculty development within existing allopathic health professional schools on incorporating evidence-based CAM content into their standard allopathic education, and viewing CAM as an aspect of cultural sensitivity.
要让医疗保健专业人员增进对补充和替代医学（CAM）的理解，需要采取跨学科协作的方法。2000年至2002年间，美国国立卫生研究院补充和替代医学国家中心资助了15所教育机构，以开发课程模式，对接受正规西医教育的医学和护理专业学生进行补充和替代医学知识普及教育。这15个项目中的4个，即塔夫茨大学医学院、加利福尼亚大学旧金山分校医学院、俄勒冈健康与科学大学医学院以及华盛顿大学护理学院，与附近培养补充和替代医学从业者的学术机构建立了合作关系。本文聚焦于这四个机构合作的案例，总结了所面临的挑战以及在学生、教师和机构方面取得的积极成果。随着这类机构间合作的增加，未来可供考虑的潜在方向包括对在正规西医保健专业机构中授课的补充和替代医学从业者进行资质认证，在现有的正规西医保健专业学校中开展师资培训，将基于证据的补充和替代医学内容纳入其标准的正规西医教育中，并将补充和替代医学视为文化敏感性的一个方面。
