ArticleJournal of alternative and complementary medicine (New York, N.Y.)2014
Teaching evidence-based medicine at complementary and alternative medicine institutions: strategies, competencies, and evaluation.
Article in Journal of alternative and complementary medicine (New York, N.Y.), 2014. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 16 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
16 citing papers in PubMed.
- But that's not the same as "here's how": a mixed-methods study of motivators and barriers to faculty research and scholarship in a chiropractic educational setting.The Journal of chiropractic education · 2026Article
- Evaluation of an evidence-based practice continuing education course for Canadian Naturopathic Doctors.PloS one · 2025Article
- Article
- Effects of Combining Music Therapy, Light Therapy, and Chromotherapy in the Treatment of Chronic Pain Patients: A Pilot Study.Evidence-based complementary and alternative medicine : eCAM · 2024Article
- Assessing the Feasibility of Rural Residency Training for Licensed Naturopathic Physicians in the Northwest: A Qualitative Study.Integrative medicine reports · 2023Article
- Article
- Addressing barriers to the conduct and application of research in complementary and alternative medicine: a scoping review.BMC complementary medicine and therapies · 2021Article
- Survey analysis to determine the impact of evidence informed practice education upon East Asian medicine faculty clinical instruction and students' skills, knowledge, attitudes and behaviors within a master's degree program.BMC medical education · 2021Article
- Developing, Integrating, and Implementing Evidence-Informed Practice Curricula Throughout a Chinese Medicine Degree Program.Journal of alternative and complementary medicine (New York, N.Y.) · 2020Article
- Research-related attitudes among Chinese medicine students at a Canadian college: a mixed-methods study.Integrative medicine research · 2019Article
- A critical integrative review of complementary medicine education research: key issues and empirical gaps.BMC complementary and alternative medicine · 2019Review
- Efficacy of evidence-based medicine training for primary healthcare professionals: a non-randomized controlled trial.BMC medical education · 2018Article
- The Use of Experiential Learning Modules to Teach Integrative Medicine Approaches.Journal of graduate medical education · 2018Article
- The effectiveness and feasibility of an online educational program for improving evidence-based practice literacy: an exploratory randomized study of US chiropractors.Chiropractic & manual therapies · 2016Article
- US chiropractors' attitudes, skills and use of evidence-based practice: A cross-sectional national survey.Chiropractic & manual therapies · 2015Article
- Survey of Chinese Medicine Students to Determine Research and Evidence-Based Medicine Perspectives at Pacific College of Oriental Medicine.Explore (New York, N.Y.)Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
9 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundAs evidence-based medicine (EBM) becomes a standard in health care, it is essential that practitioners of complementary and alternative medicine (CAM) become experts in searching and evaluating the research literature. In support of this goal, the National Institutes of Health (NIH) National Center for Complementary and Alternative Medicine (NCCAM) provided R25 funding to nine CAM colleges to develop individual programs focused on teaching EBM. An overarching goal of these research education grants has been to provide CAM faculty and students with the skills they need to apply a rigorous evidence-based perspective to their training and practice. METHODS/
resultsThis paper reviews the competencies and teaching strategies developed and implemented to enhance research literacy at all nine R25-funded institutions. While each institution designed approaches suitable for its research culture, the guiding principles were similar: to develop evidence-informed skills and knowledge, thereby helping students and faculty to critically appraise evidence and then use that evidence to guide their clinical practice. Curriculum development and assessment included faculty-driven learning activities and longitudinal curricular initiatives to encourage skill reinforcement and evaluate progress.
conclusionAs the field of integrative medicine matures, the NIH-NCCAM research education grants provide essential training for future clinicians and clinician-researchers. Building this workforce will facilitate multidisciplinary collaborations that address the unique needs for research that informs integrative clinical practice.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.