ArticleInternational journal of medical education2021
Teaching complementary and alternative medicine in undergraduate medical education: a scoping review.
Article in International journal of medical education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers, 3 of them syntheses that pooled it.
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
14 citing papers in PubMed, 3 syntheses or guidelines pooled it, 24 citations in OpenAlex.
- Improving complementary medicine literacy: a systematic review of educational interventions for consumers and caregivers.BMC complementary medicine and therapies · 2025Pooled it
- Perception, attitudes, knowledge of using complementary and alternative medicine for cancer patients among healthcare professionals: A mixed-methods systematic review.Cancer medicine · 2023Pooled it
- Knowledge about, attitude toward, and practice of complementary and alternative medicine among nursing students: A systematic review of cross-sectional studies.Frontiers in public health · 2022Pooled it
- Changes in knowledge and perceptions following online education in traditional, Complementary, and Integrative medicine.BMC complementary medicine and therapies · 2026Article
- An Empirical Approach to Curriculum Mapping in Traditional Kampo Medicine Education in Japan: Practical Methodological Study.JMIR formative research · 2026Article
- Barriers to communication about complementary and alternative medicine between oncology patients and healthcare professionals in Croatia: a cross-sectional study.Korean journal of medical education · 2025Article
- Innovation in how to present a lesson on traditional persian medicine: explaining the experiences of medical students.BMC medical education · 2025Article
- Integrating Medical Acupuncture Education into the Curriculum for Medical Students at Stanford University.Medical acupuncture · 2025Article
- A pre- and post-course survey of an elective Chinese medicine curriculum among junior Western medical students in Taiwan.BMC complementary medicine and therapies · 2025Article
- Article
- Strengthening the traditional medicine regulation, education and practice in Nigeria.African health sciences · 2024Review
- Views of healthcare professionals on complementary and alternative medicine use by patients with diabetes: a qualitative study.BMC complementary medicine and therapies · 2024Article
- Involving Medical Students in the Curriculum Development of Traditional, Complementary and Integrative Medicine: An Exploratory Qualitative Study.Journal of medical education and curricular developmentArticle
- Exploratory and Pioneering Study on Courses Involving Complementary and Alternative Medicine (CAM) Within an Integrative Approach at University of Messina Medical School.Integrative cancer therapiesArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectivesThis scoping review explores the extent to which undergraduate medical education have incorporated complementary and alternative medicine in their curricula and evaluates the teaching, delivery and assessment approaches used.
methodsERIC, Ovid Medline and Pubmed databases were searched with keywords related to "complementary and alternative medicine" and "undergraduate medical education" for relevant articles published until August 2020. Data extraction included the presence/absence of complementary and alternative medicine integration, program duration, instructor background, and assessment methods.
resultsOf 1146 citations, 26 met the inclusion criteria. Complementary and alternative medicine teaching in undergraduate medical education was widely inconsistent and not well aligned with clearly identified aims and objectives. Various complementary and alternative medicine disciplines were taught, demonstrated or observed, and several programs included teaching on evidence-based medicine. Educational outcomes mainly assessed student satisfaction and learning through self-evaluation and rarely assessed for effectiveness with regards to changing clinical practice or impacts on patient outcomes.
conclusionsInconsistencies in complementary and alternative medicine teaching and assessment in undergraduate medical education reflect the lack of defined graduate competencies. An evidence-based medicine component of an educational program is a potential solution to overcoming breadth and content challenges. Curriculum developers would be better guided with research that determines if complementary and alternative medicine program design, content and assessment influence clinical practice and/or patient outcomes.
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.