ArticleBMC medical education2023
The effectiveness of teaching complementary and alternative medicine based on the components of theory of planned behavior on nutrition students: multicenter research study.
Article in BMC medical education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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6 citing papers in PubMed, 7 citations in OpenAlex.
- Achieving Universal Health Coverage and Health-Related Sustainable Developmental Goals in Nepal through Traditional, Complementary and Integrative Medicine.JNMA; journal of the Nepal Medical Association · 2025Article
- Integrating Complementary and Alternative Medicine into General Practice Training: A Regional Survey in South Tyrol.Healthcare (Basel, Switzerland) · 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
- Factors associated with the use of combined nutritional complementary and alternative medicine among southern US older adults: results from the study of aging II.Frontiers in nutrition · 2025Article
- Predicting willingness to consume healthy brand foods using the theory of planned behavior: the role of nutritional literacy.Frontiers in nutrition · 2024Article
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Authors and funding
3 authors at 1 institution in 1 country.
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Abstract
objectiveSafe and beneficial use of complementary and alternative medicine (CAM) modalities results from integrating CAM education into curricula and increasing CAM knowledge. We sought how much teaching CAM procedures in a virtual environment can influence the components of the theory of planned behavior (TPB), including knowledge, attitude, behavioral intention, and behavior of nutrition students.
methodsThis cross-sectional descriptive-analytic study was conducted on 162 undergraduate nutrition students were selected through convenience sampling based on inclusion criteria in 2021-2022. Data were collected through a validated researcher-made CAM questionnaire that was designed based on TPB questionnaire that consisted of four constructs (knowledge, attitude, behavioral intention, and behavior). The content validity index and content validity ratio of the questionnaire were evaluated.
resultsOur results revealed that students who significantly scored the highest scores in attitude, behavioral intention, and behavior constructs were the students who claimed that "teaching two credits of CAM for nutrition students is not enough" (p. value = < 0.001, < 0.001, and 0.005, respectively). In addition, these students used treatment methods of CAM for themselves, suggested treatment methods of CAM to others, and followed the recommendations of the CAM specialists (for three pairwise comparisons: p. value = < 0.001, < 0.001, and < 0.001, respectively). The attitude could predict 70% of behavioral intention. However, attitude and behavioral intention could predict 90% of behavior.
conclusionAttitude was the most critical determinant influencing behavioral intention and behavior. CAM teaching using evidence-based CAM-ITM principles with a succinct, concerted, and collaborative curriculum, integration of CAM into continuing education, and integration of educational CAM programs continuously for several years into the academic curriculum in the actual setting influence the success of the educational CAM program.
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