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Journal of Integrative Medicine ›› 2017, Vol. 15 ›› Issue (6): 442-449.doi: 10.1016/S2095-4964(17)60367-4
• Research Article • Previous Articles Next Articles
Saswati Mahapatraa, Anjali Bhagraa, Bisrat Fekadub, Zhuo Lic, Brent A. Bauera, Dietlind L. Wahner-Roedlera
| 1 Eisenberg DM, Kaptchuk TJ, Post DE, Hrbek AL, O’Connor BB, Osypiuk K, Wayne PM, Buring JE, Levy DB. Establishing an integrative medicine program within an academic health center: essential considerations.
2 Kligler B, Maizes V, Schachter S, Park CM, Gaudet T, Benn R, Lee R, Remen RN; Education Working Group,Consortium of Academic Health Centers for Integrative Medicine. Core competencies in integrative medicine for medical school curricula: a proposal.
3 Alwhaibi M, Bhattacharya R, Sambamoorthi U.Type of multimorbidity and complementary and alternative medicine use among adults.
4 Clarke TC, Black LI, Stussman BJ, Barnes PM, Nahin RL.Trends in the use of complementary health approaches among adults: United States, 2002-2012.
5 Elewonibi BR, BeLue R. Prevalence of complementary and alternative medicine in immigrants.
6 Burke A, Nahin RL, Stussman BJ.Limited health knowledge as a reason for non-use of four common complementary health practices.
7 Astin JA.Why patients use alternative medicine: results of a national study.
8 Nahin RL, Stussman BJ, Herman PM.Out-of-pocket expenditures on complementary health approaches associated with painful health conditions in a nationally representative adult sample.
9 Giordano J, Boatwright D, Stapleton S, Huff L.Blending the boundaries: steps toward an integration of complementary and alternative medicine into mainstream practice.
10 Flaherty G, Fitzgibbon J, Cantillon P.Attitudes of medical students toward the practice and teaching of integrative medicine.
11 Pearson NJ, Chesney MA.The CAM education program of the National Center for Complementary and Alternative Medicine: an overview.
12 Marcus DM.How should alternative medicine be taught to medical students and physicians?
13 Cook DA, Gelula MH, Lee MC, Bauer BA, Dupras DM, Schwartz A.A web-based course on complementary medicine for medical students and residents improves knowledge and changes attitudes.
14 Chez RA, Jonas WB, Crawford C.A survey of medical students’ opinions about complementary and alternative medicine.
15 Xu S, Levine M.Medical residents’ and students’ attitudes towards herbal medicines: a pilot study.
16 Templeman K, Robinson A, McKenna L. Student identification of the need for complementary medicine education in Australian medical curricula: a constructivist grounded theory approach.
17 Teixeira MZ, Lin CA, Martins Mde A.Homeopathy and acupuncture teaching at Faculdade de Medicina da Universidade de São Paulo: the undergraduates’ attitudes.
18 Rampes H, Sharples F, Maragh S, Fisher P.Introducing complementary medicine into the medical curriculum.
19 Frye AW, Sierpina VS, Boisaubin EV, Bulik RJ.Measuring what medical students think about complementary and alternative medicine (CAM): a pilot study of the complementary and alternative medicine survey.
20 Forjuoh SN, Rascoe TG, Symm B, Edwards JC.Teaching medical students complementary and alternative medicine using evidence-based principles.
21 Lie DA, Boker J.Comparative survey of complementary and alternative medicine (CAM) attitudes, use, and information-seeking behaviour among medical students, residents & faculty.
22 Lie D, Rucker L, Cohn F.Using literature as the framework for a new course.
23 Karpa K.Development and implementation of an herbal and natural product elective in undergraduate medical education.
24 Hoellein AR, Lineberry MJ, Kifer E.A needs assessment of complementary and alternative medicine education at the University of Kentucky College of Medicine.
25 Nicolao M, Täuber MG, Heusser P.How should complementary and alternative medicine be taught to medical students in Switzerland? A survey of medical experts and students.
26 Chaterji R, Tractenberg RE, Amri H, Lumpkin M, Amorosi SB, Haramati A.A large-sample survey of first- and secondyear medical student attitudes toward complementary and alternative medicine in the curriculum and in practice.
27 Brinkhaus B, Joos S, Lindner M, Kohnen R, Witt C, Willich SN, Hahn EG.Integration of complementary and alternative medicine into German medical school curricula—contradictions between the opinions of decision makers and the status quo.
28 Dogas Z, Kardum G, Mirić L, Sevo V, Tolić T, Ursić A, Vasiljević P, Zekić S.Attitudes towards science and alternative medicine of medical, economics and business, and electrical engineering students in Split, Croatia.
29 Kanadiya MK, Klein G, Shubrook JH Jr.Use of and attitudes toward complementary and alternative medicine among osteopathic medical students.
30 Längler A, Boeker R, Kameda G, Seifert G, Edelhäuser F, Ostermann T.Attitudes and beliefs of paediatric oncologists regarding complementary and alternative therapies.
31 Loh KP, Ghorab H, Clarke E, Conroy R, Barlow J.Medical students’ knowledge, perceptions, and interest in complementary and alternative medicine.
32 Greiner KA, Murray JL, Kallail KJ.Medical student interest in alternative medicine.
33 Oberbaum M, Notzer N, Abramowitz R, Branski D.Attitude of medical students to the introduction of complementary medicine into the medical curriculum in Israel.
34 Silverstein DD, Spiegel AD.Are physicians aware of the risks of alternative medicine?
35 Rees CE, Wearn AM, Dennis I, Amri H, Greenfield SM.Medical students’ attitudes to complementary and alternative medicine: further validation of the IMAQ and findings from an international longitudinal study.
36 Wahner-Roedler DL, Lee MC, Chon TY, Cha SS, Loehrer LL, Bauer BA.Physicians’ attitudes toward complementary and alternative medicine and their knowledge of specific therapies: 8-year follow-up at an academic medical center.
37 Wahner-Roedler DL, Vincent A, Elkin PL, Loehrer LL, Cha SS, Bauer BA.Physicians’ attitudes toward complementary and alternative medicine and their knowledge of specific therapies: a survey at an academic medical center.
38 Harris PA, Taylor R, Thielke R, Payne J, Gonzalez N, Conde JG.Research electronic data capture (REDCap): a metadata-driven methodology and workflow process for providing translational research informatics support.
39 Cowen VS, Cyr V.Complementary and alternative medicine in US medical schools.
40 Zakrzewska JM, Fry H, Larkin KE.A case study of methods used to tackle a common pedagogic problem in medical and dental education: time pressure.
41 Peluso M, Takizawa P.Student involvement in the development of integrated curricula.
42 Lehrer MD, Murray S, Benzar R, Stormont R, Lightfoot M, Hafertepe M, Welch G, Peters N, Maio A.Peer-led problem-based learning in interprofessional education of health professions students.
43 Bulte C, Betts A, Garner K, Durning S.Student teaching: views of student near-peer teachers and learners.
44 Lin JA, Farrow N, Lindeman BM, Lidor AO.Impact of near-peer teaching rounds on student satisfaction in the basic surgical clerkship.
45 Raty SR, Teal CR, Nelson EA, Gill AC.Near-peers improve patient safety training in the preclinical curriculum.
46 Bond AR, Mason HF, Lemaster CM, Shaw SE, Mullin CS, Holick EA, Saper RB.Embodied health: the effects of a mind-body course for medical students.
47 Greeson JM, Toohey MJ, Pearce MJ.An adapted, fourweek mind-body skills group for medical students: reducing stress, increasing mindfulness, and enhancing self-care.
48 Kraemer KM, Luberto CM, O’Bryan EM, Mysinger E, Cotton S. Mind-body skills training to improve distress tolerance in medical students: a pilot study.
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|||Brody Slostad, Tejinder Khalsa, Kathleen Young, Hildalicia Guerra, Anjali Bhagra. A case-based approach to integrative medicine for cardiovascular disease prevention. Journal of Integrative Medicine, 2020, 18(2): 159-162.|
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|||Mikhail Teppone. Medicine has always been “Modern” and “Scientific” from ancient times to the present day. Journal of Integrative Medicine, 2019, 17(4): 229-237.|
|||Mohammad Hossein Ayati, Ata Pourabbasi, Nazli Namazi, Arman Zargaran, Zahra Kheiry, Amir Hooman Kazemi, Bagher Larijani. The necessity for integrating traditional, complementary, and alternative medicine into medical education curricula in Iran. Journal of Integrative Medicine, 2019, 17(4): 296-301.|
|||Tamer Aboushanab, Mohamed Khalil, YaserAl Ahmari. The present state of complementary medicine regulation in Saudi Arabia. Journal of Integrative Medicine, 2019, 17(3): 147-149.|
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