title: The Impact of a Mandatory Immersion Curriculum in Integrative Medicine for Graduating Medical Students.
abstract: BACKGROUND
  Although many Americans utilize complementary and alternative medicine (CAM) services and products, few medical school curricula consistently provide instruction in counseling patients on the use of CAM or strategies for identifying credible evidence on the safety and effectiveness of CAM therapies.
  
  
  METHODS
  This is a mixed methods study. A sustainable, mandatory, half-day CAM immersion curriculum for graduating medical students is described. Student comfort talking with patients about CAM, their willingness to refer patients to a CAM provider, and adequacy of the CAM curriculum was assessed.
  
  
  RESULTS
  Students who participated in this mandatory curriculum, rated the medical school curriculum in CAM as more adequate than students at other medical schools without a mandatory curriculum. Students' narrative comments indicate the curriculum impacts students knowledge about CAM, patient use of CAM, and personal practice with CAM in the future.
  
  
  CONCLUSIONS
  The timing of the CAM curriculum near to graduation, students' personal exploration of several CAM modalities through immersion, and student interaction with community CAM providers are aspects of the curriculum that make the curriculum successful and memorable.
authors.affiliation: Department of Pediatrics, Duke University School of Medicine, Durham, NC.
authors.forename: Michelle L
authors.initials: ML
authors.lastname: Bailey
authors.affiliation: Department of Medicine, Duke University School of Medicine, Durham, NC.
authors.forename: Saumil M
authors.initials: SM
authors.lastname: Chudgar
authors.affiliation: Duke University School of Medicine, Durham, NC.
authors.forename: Deborah L
authors.initials: DL
authors.lastname: Engle
authors.affiliation: Department of Community and Family Medicine, Duke University, Durham, NC.
authors.forename: Sam D
authors.initials: SD
authors.lastname: Moon
authors.affiliation: Curricular Affairs, Duke University School of Medicine, Durham, NC.
authors.forename: Colleen O'Connor
authors.initials: CO
authors.lastname: Grochowski
authors.affiliation: Department of Surgery, Duke University School of Medicine, HAFS Building, 2301 Erwin Rd., Durham, NC 27710. Electronic address: alison.clay@duke.edu.
authors.forename: Alison S
authors.initials: AS
authors.lastname: Clay
mesh_terms: D002983:Clinical Competence; D000529:Complementary Therapies / Q000706:statistics & numerical data; D003479:Curriculum / Q000592:standards; D004504:Education, Medical, Undergraduate; D006801:Humans; D055048:Integrative Medicine / Q000193:education*; D037141:Mandatory Programs; D010817:Physician-Patient Relations; D012577:Schools, Medical; D013337:Students, Medical; D011795:Surveys and Questionnaires
keywords: Complementary medicine; alternative medicine; integrative medicine; medical education; undergraduate