Lawson K Hart P, Zhang L.

An experiential model for teaching comparative systems of medicine

University of Minnesota, Center for Spirituality and Healing, MMC 505 Mayo, 420 Delaware Street SE, Minneapolis. MN 55455. lawsonk@umn.edu

PURPOSE: To evaluate the efficacy of increasing students' confidence in their knowledge about alternative systems of medicine, through a 2 hour, experiential immersion in one alternative system of health care (i.e. Traditional Chinese Medicine=TCM)

METHODS: In a course required for all first year medical students, multiple teaching methods have been explored for teaching about complementary and integrative medicine. In one session identified as "Comparative Systems of Medicine," students are given preparatory reading and web-based units on both Ayurvedic Medicine and TCM, in addition to literature on "A shared language for comparative medicine" (Cassidy 1996). Subsequently, all students are transported to the campus of a local TCM school for a 90 min. session. Small groups (6-8 medical students led by one senior TCM student) rotate through a teaching area where each of them is able to experience hands-on, TCM faculty-staffed, 15- minute stations in acupuncture, tui na, Chinese nutrition and herbology, tongue and pulse diagnosis, moxibustion, and cupping. Students completed a pre-event questionnaire after doing preparatory reading, and a post-event questionnaire immediately after the site visit. This has occurred for 3 consecutive years. All data reflect students' self-evaluation of their "Levels of Confidence" with 0=none and 10=High. Paired t-tests of pre and post data were done using STATA. Sample size ranged from 171-184, with a response rate of 35-60% in differing years.

RESULTS: Students' increases in confidence levels were significant (*p<0.01, **p<0.08) in the areas of:
1. Correct use of the language of comparative medicine (different comprehensive healing systems).*
2. Knowledge of similarities and differences among Traditional Chinese Medicine, Ayurvedic Medicine and the Biomedical Systems*
3. Knowledge of the scope & depth of training of CAM practitioners.*
4. Knowledge of the historical and cultural contexts, diagnostic approaches, and therapeutic applications of Traditional Chinese Medicine*
5. Knowledge of the historical and cultural contexts, diagnostic approaches, and therapeutic applications of Ayurvedic Medicine** Additionally, this session is consistently the most well-attended session of this course.

CONCLUSIONS: Brief hands-on experiences within a non-allopathic system of medicine increased students' confidence in their knowledge in both that system, as well as, in another non-allopathic system of medicine. This model is well-received by students, utilizes existing community resources, and builds inter-institutional relationships.

 

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