Factors influencing the inclusion of complementary and alternative medicine (CAM) in undergraduate medical education

Abstract

Objective

To investigate the views and practices of UK medical schools regarding the inclusion (or exclusion) of complementary and alternative medicine (CAM) in undergraduate medical curricula.

Design

Survey (by email) of UK medical schools offering MBBS (or equivalent) degrees.

Results

The overall response rate was 58.1% (18/31). All respondents indicated that their curricula included CAM elements. However, the quantity of CAM within curricula varied widely between medical schools, as did the methods by which CAM education was delivered. General Medical Council requirements were the strongest factor influencing the inclusion of CAM, although medical student preferences were also important. Respondents were generally satisfied with the extent of CAM provision within their curricula, while a wide range of views on the appropriateness of CAM in the medical curriculum were held by faculty members.

Conclusions

It may be useful for the General Medical Council to clarify the extent to which CAM should be incorporated into the curriculum. Current CAM education appears to exist primarily as a means of educating future doctors on the modalities that their patients may use or request. However, some forms of pedagogy arguably risk students assimilating CAM advocacy in an uncritical fashion.

Article summary

Article focus

• To investigate the views and practices of UK medical schools regarding the inclusion (or exclusion) of complementary and alternative medicine (CAM) in undergraduate medical curricula.

Key messages

• The General Medical Council is urged to clarify the extent to which CAM should be incorporated into the curriculum.

• Current CAM education appears to exist primarily as a means of educating future doctors on the modalities that their patients may use or request.

• A wide range of approaches to, and views on, the teaching of CAM were found.

Strengths and limitations of this study

• All UK medical schools were surveyed.

• Deans (or equivalent) were the subjects of the survey.

• A 58.1% response rate was attained, which was reasonable but ideally should have been higher to permit generalisation of the findings.

• The different types of CAM were not explored.

• Some of the survey questions could have been better phrased.

• Teaching and learning approaches should be examined further.