The relationship between health sciences students’ perceptions of health news and their attitudes to using complementary and alternative medicine

2020 ◽  
Vol 52 ◽  
pp. 102441
Author(s):  
Derya Uzelli Yilmaz ◽  
Feyza Dereli ◽  
Sevil Hamarat Tuncali ◽  
Derya Karatekin
Keyword(s):  
Alternative Medicine ◽  
Complementary And Alternative Medicine ◽  
Health Sciences ◽  
Health News ◽  
Health Sciences Students ◽  
The Relationship ◽  
Complementary And Alternative

scholarly journals Attitudinal Changes of Health Sciences Students Participating in an Interprofessional Education (IPE) Course Enriched with Complementary and Alternative Medicine (CAM) Education and CAM Fair – A Two Year Study

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Anastasia Kutt ◽  
Sunita Vohra
Keyword(s):  
Alternative Medicine ◽  
Complementary And Alternative Medicine ◽  
Interprofessional Education ◽  
Health Sciences ◽  
Interprofessional Learning ◽  
Canadian Universities ◽  
Whole Person ◽  
Health Sciences Students ◽  
Attitudinal Changes ◽  
Complementary And Alternative

Objectives: Whole person care is ideally provided by a high functioning team, knowledgeable about all the therapies a patient has available to them (conventional or complementary), who coordinates efforts to efficiently meet all of a patient’s health care needs.  Therefore, health sciences students at Canadian universities require team skills, and basic knowledge about complementary and alternative medicine (CAM).  This project evaluates the attitudinal changes of health sciences students participating in a teaching intervention combining interprofessional education (IPE) and complementary and alternative medicine (CAM) education.Methods: At our university, “IntD410 Interprofessional Health Team Development” is a mandatory 10-week, 30-hour IPE course for all undergraduate health sciences students including medicine, nursing, pharmacy, physical therapy, and occupational therapy.  The CAM-stream was developed by adding: (i) several didactic lectures; (ii) large group learning provided by CAM providers (i.e. Qi Gong, Mindfulness Meditation); (iii) small group work solving discovery-style cases; and (iv) the CAM Fair, providing one-on-one interactions with CAM providers. The CAM-stream was offered in 2012 (N=71) and 2013(N=120). Quantitative data was collected via pre/post validated questionnaires testing student attitudes towards CAM, interprofessional learning, and collaboration. Qualitative feedback was collected via reflective assignments and course evaluations.Results: Quantitative assessment revealed that the CAM-stream’s CAM beliefs increased, as did their recognition of the need for interprofessional learning. Qualitatively, initial reflections revealed that many students did not know what each other’s professions entailed, and they had misconceptions about CAM.  Final reflections revealed the students felt more comfortable evaluating CAM practices, and recognized the value in collaboration. The CAM Fair was cited as the most impactful part of the curriculum.Conclusions: IPE and CAM education are urgently needed in Canadian universities to overcome biases and misconceptions, to develop team skills, and to provide coordinated whole person care.  They are effectively taught concurrently.

Report on short course in educational methodology for university teachers in complementary and alternative medicine (CAM) disciplines – a pilot study conducted at Rajiv Gandhi University of Health Sciences, Karnataka, India

2016 ◽  
Vol 13 (1) ◽  
Author(s):  
Ahmed R. Munir ◽  
Kumar D. Prem
Keyword(s):  
Alternative Medicine ◽  
Complementary And Alternative Medicine ◽  
Reference Model ◽  
Health Sciences ◽  
Operational Model ◽  
University Teachers ◽  
Teaching Assessment ◽  
Short Course ◽  
Educational Methodology ◽  
Complementary And Alternative

Abstract: There is a growing awareness among teachers in the complementary and alternative medicine (CAM) disciplines that a formal training in educational methodology can improve their performance as teachers and student evaluators. The Training of Trainers programs conducted by Rajiv Gandhi University of Health Sciences, Karnataka, in the previous years have brought about a transformation among the teachers who attended those programs. Also the teachers were witness to a changing perception among students towards teachers who adapt innovative teaching/assessment strategies. This report illustrates an innovative training activity that was adapted to design a reference model that can be developed as an operational model for large-scale execution.: Teachers who are under the affiliated CAM Institutions in Rajiv Gandhi University of Health Sciences, Karnataka, participated in a three-month ‘Short Course in Educational Methodology’. This program was delivered on distance learning mode. The course was organised into four modules. Study material was provided for each of the module in the form of a study guide and related reference articles in electronic form. There were three contact programs – Induction and Introduction that also addressed overview of entire course and the subject matter of Module 1, and this was at the beginning of the course, first contact program to address the learner needs of Modules 2 and 3 and second contact program for the contents in Module 4. The participants were engaged during the entire course duration with interactive contact programs, self-study and application of concepts in their teaching/assessment practices, submission of assignments online, and microteaching presentation and peer review.: The documentation and raw data generated during the course of training were used to generate an operational model for training of university teachers of health sciences faculty in general and teachers of CAM disciplines in particular.: Establishing a model of training for university teachers who are engaged in health sciences education provides a strong platform to realise the roles of teacher, evolve as a conscientious and committed teacher and infuse their learners with passion and commitment to become competent in their professional performance.

scholarly journals A Survey on Perceptions of Complementary and Alternative Medicine among Undergraduates in China

2020 ◽  
Vol 2020 ◽  
pp. 1-8
Author(s):  
Hui Xie ◽  
Tianqing Sang ◽  
Wenting Li ◽  
Li Li ◽  
Yankun Gao ◽  
...  
Keyword(s):  
Alternative Medicine ◽  
Complementary And Alternative Medicine ◽  
Health Belief ◽  
Chi Square ◽  
College Curriculum ◽  
Chi Square Test ◽  
Barriers To Use ◽  
Relationship Of ◽  
The Relationship ◽  
Complementary And Alternative

In recent years, complementary and alternative medicine (CAM) is more widely known and used globally. This study was the first to investigate undergraduates’ attitude toward CAM, and influencing factors and barriers for students to use CAM. Students of five different grades in six universities of China were selected for this study from February to May 2019. First, the participants were divided into two groups based on their majors and fulfilled a previously validated 10-item CAM Health Belief Questionnaire (CHBQ) to evaluate their attitudes toward CAM. Second, the chi-square test was used to analyze the differences between the groups, and correlation analysis was conducted to investigate the relationship of the data between the two groups. Third, we used frequency analysis to identify the types that students wanted to study and the barriers to use CAM. The overall mean score of the CHBQ was 48.87 ± 8.594, which was higher than that in other countries. The students in lower grades had a stronger desire to learn CAM than those in higher grades (89% vs 83%, p<0.05). “Too time-consuming and bad tastes,” “Western medicine was enough,” and “lack of relevant knowledge” were found to be the main interruptions for students to use CAM. 82.3% of students wanted CAM to be incorporated into the curriculum and desired to learn more about CAM. 72.3% of the students who had never learned CAM wanted to know more about CAM. 55.5% of the students were willing to recommend CAM. Most undergraduates desired to learn more about CAM. It is necessary to introduce or integrate CAM courses into the present curriculum, and it should be started in the lower grades. We hope this study can provide evidence for the authority in China to make appropriate changes and integrate CAM into the college curriculum.

The use of complementary and alternative medicine in Iceland: Results from a national health survey

2019 ◽  
Vol 48 (6) ◽  
pp. 602-608
Author(s):  
Thora Jenny Gunnarsdottir ◽  
Brynja Örlygsdóttir ◽  
Rúnar Vilhjálmsson
Keyword(s):  
Alternative Medicine ◽  
Complementary And Alternative Medicine ◽  
National Health ◽  
Health Survey ◽  
National Health Survey ◽  
Physician Visits ◽  
The Past ◽  
Cam Use ◽  
The Relationship ◽  
Complementary And Alternative

Background: The use of complementary and alternative medicine (CAM) has increased in Western societies in recent years. In a national health survey conducted in 2006 in Iceland, 31.8% of the population had used CAM in the past 12 months; however, the trend of CAM use since then is unknown. This study’s aim was to describe participants’ use of CAM providers in Iceland in 2015 and compare it to the results of the previous survey. The current study explored the relationship between the participants’ use of CAM and their background, religiosity, healthcare attitudes, mental and physical health, and physician visits. Methods: The study was based on a national health survey conducted in the Spring of 2015. The questionnaire was mailed to a random sample of Icelandic adults, aged 18–75. Altogether 1599 respondents returned valid questionnaires (response rate 58%). The standardized questions were developed and tested in previous health surveys. Results: Nearly 40% of respondents had used CAM in the past 12 months. This is an estimated 8.4% increase since 2006. Women and people with more education were more likely than other participants to use CAM. Repeated physician visits were related to increased likelihood of CAM use. Individuals with high anxiety were more likely than others to use CAM. Conclusions: Icelanders use CAM providers to a considerable degree, and CAM use has increased in recent years. Most CAM users appear to use CAM to complement care received in the general health system.

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