Mattison Melissa J, Nemec Eric C
College of Pharmacy, Western New England University, Springfield, Massachusetts.
Am J Pharm Educ. 2014 Sep 15;78(7):141. doi: 10.5688/ajpe787141.
To provide an interactive, non-supplement based complementary and alternative medicine (CAM) session in a self-care therapeutics class and to evaluate the effect of the session on pharmacy students' perceptions and knowledge of CAM.
Second professional year pharmacy students enrolled in a required 3-credit course titled Self-Care Therapeutics participated in an active learning session on CAM. Students physically engaged in 5 separate active learning CAM sessions including massage therapy, Tai Chi, yoga, progressive muscle relaxation, and Reiki.
Students were assessed on both knowledge and perception of CAM. Concept mastery was assessed using a written examination and individual readiness assurance tests (iRAT) and team readiness assurance tests (tRAT). Perception of CAM was measured using both a presession and a postsession survey.
Participating in an intensive, active learning CAM session provided an opportunity to increase students' knowledge of CAM and an effective strategy for providing the learner with the experience to better envision incorporation into patient therapies.
在自我护理治疗课程中提供一个基于互动、非补充剂的补充和替代医学（CAM）环节，并评估该环节对药学专业学生对CAM的认知和知识的影响。
注册参加一门名为自我护理治疗的3学分必修课的二年级药学专业学生参加了一次关于CAM的主动学习环节。学生们亲身参与了5个独立的CAM主动学习环节，包括按摩疗法、太极拳、瑜伽、渐进性肌肉松弛和灵气疗法。
对学生在CAM知识和认知方面进行评估。使用书面考试以及个人准备情况保证测试（iRAT）和团队准备情况保证测试（tRAT）来评估概念掌握情况。使用课前和课后调查来衡量对CAM的认知。
参加一个强化的、主动学习的CAM环节为增加学生对CAM的知识提供了机会，也是为学习者提供体验以便更好地设想将其纳入患者治疗的有效策略。
