Alternative and complementary medicine in Canadian medical schools: a survey.

Abstract

In spring 1998 we undertook a survey of all 16 Canadian medical schools to determine what education is being provided in the area of complementary and alternative medicine in the undergraduate medical curriculum. A questionnaire was sent by fax to the deans and associate deans of the 16 medical schools. Each dean was asked to identify, within several days, which faculty member could best respond to questions about the teaching of complementary and alternative medicine at the medical school. Representatives of all 16 schools responded to the survey: 10 associate deans and 6 other faculty members who were knowledgeable about educational initiatives on this subject. A follow-up telephone interview lasting approximately 30 minutes was conducted with most respondents. The questions asked are listed in Table 1. The survey covered 18 complementary therapies selected from the list of the Office of Alternative Medicine, National Institutes of Health, in Washington, ranging from acupuncture to reflexology, and sought to identify whether medical education about these therapies focused on the basic principles and philosophy of the technique or on experience with its practice. Most schools reported that they include complementary and alternative medicine in their curricula, usually as part of a required course (Table 1). Lectures constitute the most frequent method of information delivery, and this is done predominantly during the preclinical years. Acupuncture (in 10 schools) and homeopathic medicine (in 9 schools) were the interventions most often included in such course material; the others, in descending order, were herbal medicine (in 8 schools); chiropractic medicine (in 6); naturopathic medicine, traditional Chinese medicine and biofeedback (in 5 each); osteopathy (in 4); shamanism, massage therapy and therapeutic touch (in 3 each); yoga, aromatherapy, reflexology and native traditional healing (in 2 each); and bioelectromagnetic therapy, spiritual healing and a holistic approach (in 1 each). Only 2 schools reported that they provide instruction on the actual practice of one or more complementary therapies: biofeedback, yoga, chiropractic medicine and massage therapy at one school and massage therapy at the other. Most of the respondents believed that more specific training is the prerogative and responsibility of the students, who can seek outside electives or training schools related to specific alternative medical therapies. Alternative and complementary medicine in Canadian medical schools: a survey