Background: Medical education has undergone significant change in tandem with the evolution of the concept of health and disease. Increasing awareness, knowledge, and skills in complementary medicine and integrative health for undergraduate medical students. Methods: A complementary medicine and integrative health module was introduced to fourth-year medical students at Dar Al Uloom University in Riyadh, Saudi Arabia, in 2016-2017. Interactive lectures, seminars, practical sessions, assignments, field trips, simulation, learning by doing (hands-on training), case studies, problem-based learning, and self-directed learning are some of the teaching and learning methods used. The following topics will be covered during the course: Introduction and overview of Complementary and Alternative Medicine (CAM), Epidemiology of CAM practices, Characteristics and Applications of CAM. Comparison of Complementary and Alternative Medicine (CAM) vs. Conventional Medicine, Integrative Medicine, CAM research models, evidence-based CAM, CAM medical ethics, Frauds and misunderstandings about complementary and alternative medicine practices and products Health education and communication in complementary and alternative medicine, Manipulative and body-based therapies Practices based on biology, Energy-based therapies, mind-body medicine Traditional Chinese Medicine (TCM), Unani, Arabic or Hakim Medicine, Prophetic Medicine, and Local traditional CAM therapies (Hijamah as a model), Acupuncture, Herbal Medicine, Naturopathy, Nutrition and food supplements, Apitherapy, and Homeopathy are examples of whole medical systems. Assessment of the Module: The course comprises two types of assessments; continuous and finalassessment. Continuous assessments toke place throughout the course. They are mostly based on course work as follows; Seminar (10%), Assignments (10%), Field visit report (10%) and Mid-term exam (20%). A proportion of 50% was taken in the final assessment. A student who scored 60 or more deemed to have passed this course. Conclusion: The feedback received was most supportive of the module and appreciative of the teachers, the information provided and skills gained and the way in which it was delivered.
Author (S) Details
Ahmed Tawfik El Olemy
Public Health and Community Medicine, Faculty of Medicine, Tanta University, Egypt and Academic Affairs and Training Department, National Centre for Complementary and Alternative Medicine, Ministry of Health, Riyadh, Saudi Arabia.
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