A review of the integration of traditional, complementary and alternative medicine into the curriculum of South African medical schools

BMC Medical Education

Jeff Gow¹  Gavin George²  Ethel Chitindingu² 

[1] School of Commerce, University of Southern Queensland, Toowoomba, Australia;Health Economics and HIV and AIDS Research Division (HEARD), University of KwaZulu-Natal, Durban, South Africa

关键词: South Africa;    Medical schools;    Complementary and alternative medicine;    Traditional;   

Others  :  1118290
DOI  :  10.1186/1472-6920-14-40

 received in 2013-07-22, accepted in 2014-02-17,  发布年份 2014

【 摘 要 】

Background

Traditional, complementary and alternative (TCAM) medicine is consumed by a large majority of the South African population. In the context of increasing overall demand for healthcare this paper investigates the extent to which South African medical schools have incorporated TCAM into their curriculum because of the increased legislative and policy interest in formally incorporating TCAM into the health care system since democracy in 1994.

Methods

Heads of School from seven South African medical schools were surveyed telephonically.

Results

One school was teaching both Traditional African Medicine (TM) and CAM, five were teaching either TM or CAM and another was not teaching any aspect of TCAM.

Conclusions

In conclusion, there is a paucity of curricula which incorporate TCAM. Medical schools have not responded to government policies or the contextual realities by incorporating TCAM into the curriculum for their students. South African medical schools need to review their curricula to increase their students’ knowledge of TCAM given the demands of the population and the legislative realities.

【 授权许可】

   
2014 Chitindingu et al.; licensee BioMed Central Ltd.

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