scholarly journals Medical Student Attitudes toward Complementary, Alternative and Integrative Medicine

2011 ◽  
Vol 2011 ◽  
pp. 1-14 ◽  
Author(s):  
Ryan B. Abbott ◽  
Ka-Kit Hui ◽  
Ron D. Hays ◽  
Jess Mandel ◽  
Michael Goldstein ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Integrative Medicine ◽  
Student Attitudes ◽  
National Sample ◽  
Allopathic Medicine ◽  
Physician Health ◽  
Holistic Understanding ◽  
Students Attitudes ◽  
Medical Student Attitudes

While the use of complementary, alternative and integrative medicine (CAIM) is substantial, it continues to exist at the periphery of allopathic medicine. Understanding the attitudes of medical students toward CAIM will be useful in understanding future integration of CAIM and allopathic medicine. This study was conducted to develop and evaluate an instrument and assess medical students' attitudes toward CAIM. The Complementary, Alternative and Integrative Medicine Attitudes Questionnaire (CAIMAQ) was developed by a panel of experts in CAIM, allopathic medicine, medical education and survey development. A total of 1770 CAIMAQ surveys (51% of US medical schools participated) were obtained in a national sample of medical students in 2007. Factor analysis of the CAIMAQ revealed five distinct attitudinal domains: desirability of CAIM therapies, progressive patient/physician health care roles, mind-body-spirit connection, principles of allostasis and a holistic understanding of disease. The students held the most positive attitude for the “mind-body-spirit connection” and the least positive for the “desirability of CAIM therapies”. This study provided initial support for the reliability of the CAIMAQ. The survey results indicated that in general students responded more positively to the principles of CAIM than to CAIM treatment. A higher quality of CAIM-related medical education and expanded research into CAIM therapies would facilitate appropriate integration of CAIM into medical curricula. The most significant limitation of this study is a low response rate, and further work is required to assess more representative populations in order to determine whether the relationships found in this study are generalizable.

scholarly journals Required Longitudinal Service-Learning and Its Effects on Medical Students’ Attitudes Toward the Underserved

2021 ◽  
Author(s):  
Monica Rose Arebalos ◽  
Faun Lee Botor ◽  
Edward Simanton ◽  
Jennifer Young
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Service Learning ◽  
Student Attitudes ◽  
Underserved Populations ◽  
Preclinical Phase ◽  
School Of Medicine ◽  
Students Attitudes ◽  
Medical Student Attitudes ◽  
The University

AbstractAlthough medical students enter medicine with altruistic motives and seek to serve indigent populations, studies show that medical students’ attitudes towards the undeserved tend to worsen significantly as they go through their medical education. This finding emphasizes the need for medical educators to implement activities such as service-learning that may help mitigate this negative trend.All students at the University of Nevada Las Vegas (UNLV) School of Medicine are required to participate in longitudinal service-learning throughout medical school, and a majority of students interact with the underserved at their service-learning sites. Using the previously validated Medical Student Attitudes Towards the Underserved (MSATU), independent sample T-tests showed that students who interact with underserved populations at their sites scored with significantly better attitudes towards the underserved at the end of their preclinical phase. Subjects included 58 medical students with 100% taking the MSATU. This result indicates that longitudinal service-learning, particularly when it includes interaction with the underserved, can be one method to combat the worsening of medical students’ attitudes as they complete their medical education.

scholarly journals Medical students attitudes toward and intention to work with the underserved: a systematic review and meta-analysis

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Edouard Leaune ◽  
Violette Rey-Cadilhac ◽  
Safwan Oufker ◽  
Stéphanie Grot ◽  
Roy Strowd ◽  
...  
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Medical Student ◽  
Medical Students ◽  
Student Attitudes ◽  
Meta Analysis ◽  
Educational Interventions ◽  
Factors Associated ◽  
Students Attitudes ◽  
Medical Student Attitudes

Abstract Background Experts in the field of medical education emphasized the need for curricula that improve students’ attitudes toward the underserved. However, some studies have shown that medical education tends to worsen these attitudes in students. We aimed at systematically reviewing the literature assessing the change in medical students’ attitudes toward the underserved and intention to work with the underserved throughout medical education, the sociodemographic and educational factors associated with favorable medical student attitudes toward and/or intention to work with the underserved and the effectiveness of educational interventions to improve medical student attitudes toward and/or intention to work with the underserved. Method We conducted a systematic review on MEDLINE, Scopus, and Web of Science databases. Three investigators independently conducted the electronic search. We assessed the change in medical students attitudes toward the underserved by computing a weighted mean effect size of studies reporting scores from validated scales. The research team performed a meta-analysis for the sociodemographic and educational factors associated with medical students attitudes toward and/or intention to work with the underserved. Results Fifty-five articles met the inclusion criteria, including a total of 109,647 medical students. The average response rate was 73.2%. Most of the studies were performed in the USA (n = 45). We observed a significant decline of medical students attitudes toward the underserved throughout medical education, in both US and non-US studies. A moderate effect size was observed between the first and fourth years (d = 0.51). Higher favorable medical students attitudes toward or intention to work with the underserved were significantly associated with female gender, being from an underserved community or ethnic minority, exposure to the underserved during medical education and intent to practice in primary care. Regarding educational interventions, the effectiveness of experiential community-based learning and curricula dedicated to social accountability showed the most positive outcome. Conclusions Medical students attitudes toward the underserved decline throughout medical education. Educational interventions dedicated to improving the attitudes or intentions of medical students show encouraging but mixed results. The generalizability of our results is impeded by the high number of studies from the global-North included in the review.

scholarly journals Stigma in Psychiatry: Impact of a Virtual and Traditional Psychiatry Clerkship on Medical Student Attitudes

2021 ◽  
Author(s):  
Khalid Bazaid ◽  
Kevin Simas ◽  
Abdellah Bezzahou
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Student Attitudes ◽  
Response Rate ◽  
Student Response ◽  
Quasi Experimental ◽  
Parametric Statistics ◽  
Students Attitudes ◽  
Medical Student Attitudes ◽  
The University

Abstract Objective The objective of the study was to assess the change in medical students’ attitudes towards psychiatry following a virtual clerkship experience compared to a traditional clerkship experience. Method Ninety-seven medical students from the University of Ottawa were assessed pre- and post-clerkship on the ATP-30 (Attitudes Towards Psychiatry-30) measure. Cohorts of students were categorized as pre-COVID or during-COVID depending on when and how they experienced their clerkship (traditional or virtual). The total student response rate was approximately 48%. A quasi-experimental design was implemented, and non-parametric statistics were used to analyze the data. Results Medical students’ overall attitudes towards psychiatry improved from pre- to post-clerkship, with the type of clerkship experience (traditional or virtual) having no significant impact on the magnitude to which attitudes improved. Conclusion Implementation of a virtual clerkship in psychiatry did not deteriorate medical student attitudes towards psychiatry as a specialty, with both the traditional and virtual clerkship program enhancing students’ attitudes towards psychiatry favorably.

scholarly journals ‘Soft and fluffy’: Medical students’ attitudes towards psychology in medical education

2013 ◽  
Vol 20 (1) ◽  
pp. 91-101 ◽  
Author(s):  
Stephen Gallagher ◽  
Sarah Wallace ◽  
Yoga Nathan ◽  
Deirdre McGrath
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Students Attitudes

scholarly journals Medical students’ views: an exploration of medical student attitudes towards disclosure of mental illness

2020 ◽  
Vol 25 (1) ◽  
pp. 1792393
Author(s):  
Jawwad Mihran Haider ◽  
Fenu Maithriratne Ediripolage ◽  
Umar Salim ◽  
Syed Kamran
Keyword(s):  
Mental Illness ◽  
Medical Student ◽  
Medical Students ◽  
Student Attitudes ◽  
Medical Student Attitudes

scholarly journals What should medical students be taught about abortion? An evaluation of student attitudes towards their abortion teaching and their future involvement in abortion care

2020 ◽  
Author(s):  
Pollyanna Cohen ◽  
Jonathan Mayhew ◽  
Faye Gishen ◽  
Henry W. W. Potts ◽  
Patricia A. Lohr ◽  
...  
Keyword(s):  
Medical Students ◽  
Student Attitudes ◽  
Online Survey ◽  
Abortion Care ◽  
Essential Aspect ◽  
University College London ◽  
Students Attitudes ◽  
The Right ◽  
Pro Life ◽  
Pro Choice

Abstract Background One in three women in the United Kingdom (UK) will have an abortion before age 45, making abortion provision an essential aspect of reproductive healthcare. Despite this, abortion remains ethically contested and stigmatised, with variable teaching in UK medical schools and concerns about falling numbers of doctors willing to participate in abortion care. University College London Medical School (UCLMS) has designed practical, inclusive, teaching that aims to give students an understanding of the importance of abortion care and prepare them to be competent practitioners in this area. This study aimed to determine students’ opinions of this teaching and their wider attitudes towards abortion. Methods We invited all 357 final-year UCL medical students to complete an online survey consisting of closed-ended questions, exploring their opinions on their abortion teaching, their personal beliefs about abortion and their future willingness to be involved in abortion care. We analysed responses using non-parametric tests. Results 146 questionnaires (41% response rate) showed 83% of students identified as pro-choice (agree with the right to choose an abortion). 57% felt they received the right amount of abortion teaching, 39% would have liked more and 4% stated they received too much. There was no correlation between students’ attitudes to abortion and the rating of teaching; both pro-choice and pro-life (opposed to the right to choose an abortion) students generally rated the teaching as important and valued the range of methods used. Students requested more simulated practice speaking to patients requesting an abortion. Students with pro-life beliefs expressed lower willingness to discuss, refer, certify and provide future abortions. Students interested in careers in specialties where they may encounter abortion were more likely to be pro-choice than pro-life. Conclusions The majority of participating UCL medical students were pro-choice and willing to be involved in future abortion care. Efforts to make teaching on abortion practical, engaging, sensitive and inclusive were appreciated. As well as preparing students to be competent and caring practitioners, the teaching appears to contribute towards them viewing abortion as an essential aspect of women’s healthcare, and may contribute to destigmatising abortion.

scholarly journals Medical student attitudes towards complementary and alternative medicine (CAM) in medical education: a critical review

2016 ◽  
Vol 13 (4) ◽  
Author(s):  
Paul Joyce ◽  
Jon Wardle ◽  
Chris Zaslawski
Keyword(s):  
Medical Student ◽  
Medical Students ◽  
Alternative Medicine ◽  
Complementary And Alternative Medicine ◽  
Critical Review ◽  
Student Attitudes ◽  
Medical Curriculum ◽  
Care Providers ◽  
Medical Student Attitudes ◽  
Complementary And Alternative

AbstractBackgroundThis paper aims to remedy a gap in the knowledge by presenting the first critical review of the literature on major themes relating to medical students perceptions and attitudes towards the exponentially growing field of complementary and alternative medicine (CAM).MethodsAfter a comprehensive database search of the literature, 21 papers were chosen as suitable for the review. The results from these papers were tabled and discussed.ResultsThe results indicated that medical students lacked knowledge of CAM and are generally positive towards CAM education (especially in the preclinical years, if it provided evidence of efficacy and post-placement). Medical students thought that CAM should generally be incorporated into the medical curriculum mainly so they can confidently undertake referral to CAM practitioners. Being able to communicate with future patients about their CAM use was a major motivation for medical students to learn about CAM and a factor for medical student support of further incorporation of CAM content in the medical curricula. Educational exposure to CAM in many forms and in many papers was shown to significantly affect medical student attitudes to CAM. This may be reflective of the fact that, outside direct CAM training, there may be limited accessible opportunities for medical students and if integration is to occur, educational exposure is most important.ConclusionsThe rise of CAM as a social and clinical phenomenon necessitates consideration of further inclusion of these topics in the medical curriculum, if future physicians are to be able to fully discharge their role as care providers in an increasingly medically pluralistic world. However, the inclusion of CAM needs to be done in an objective and critical manner, which is relevant to the learner.

Sign in / Sign up

Export Citation Format

Share Document