Complementary and Alternative Medicine Teaching: Evaluation of theTeaching-Learning Process of Integrative Practices in Brazilian Medical Schools
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Revista Brasileira de Educação Médica (Online) |
Texto Completo: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0100-55022019000400109 |
Resumo: | ABSTRACT Context Complementary and Alternative Medicine (CAM) are unconventional care practices that, according to the World Health Organization, should be implemented in the Health System, particularly in poor regions of the country. In Brazil, they have been adopted by Care Programs and introduced into undergraduate medical education. In this study we were interested in evaluating the teaching-learning process of Integrative Practices in Brazilian medical schools. Methodology A cross-sectional study was carried out at Brazilian medical schools with a self-administered questionnaire for teachers and a secondary data survey was obtained from medical school websites and government database institutions. For the presentation of the variables, frequency distribution and the Pearson coefficient (X2) -Chi-square tests were used. The proportions were compared using the Chi-square test or the Fisher’s Exact Test. When the expected value of a contingency table was equal to or greater than 5, the Chi-square test was used; in all other situations, Fisher’s Exact Test was used. The difference between proportions was estimated by the Odds Ratio, calculated through simple logistic regression (95% CI). Results 57 of the 272 medical schools in Brazil address CAM, with it being proportionally higher in the South and Mid-West regions. The medical schools are highly concentrated in state capitals, and the Northeast region presents a significant concentration of medical schools with CAM in the capitals. The number of schools with active and traditional methodologies in CAM is equivalent. Homeopathy, Acupuncture and Integrative Medicine predominate, with a minority using Indigenous Practices, Chronotherapy and Anthroposophic Medicine. The new educational guidelines have not affected the number of schools with CAM. Growth in CAM has been insignificant (p <0.05) in the last ten years. Conclusion There has been no growth in teaching Complementary and Alternative Medicine in undergraduate medical training in Brazil since the introduction of the new curricular guidelines, even in view of the needs of the health system. |
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Complementary and Alternative Medicine Teaching: Evaluation of theTeaching-Learning Process of Integrative Practices in Brazilian Medical SchoolsComplementaryTherapiesHealth ManpowerIntegrative MedicineMedical EducationABSTRACT Context Complementary and Alternative Medicine (CAM) are unconventional care practices that, according to the World Health Organization, should be implemented in the Health System, particularly in poor regions of the country. In Brazil, they have been adopted by Care Programs and introduced into undergraduate medical education. In this study we were interested in evaluating the teaching-learning process of Integrative Practices in Brazilian medical schools. Methodology A cross-sectional study was carried out at Brazilian medical schools with a self-administered questionnaire for teachers and a secondary data survey was obtained from medical school websites and government database institutions. For the presentation of the variables, frequency distribution and the Pearson coefficient (X2) -Chi-square tests were used. The proportions were compared using the Chi-square test or the Fisher’s Exact Test. When the expected value of a contingency table was equal to or greater than 5, the Chi-square test was used; in all other situations, Fisher’s Exact Test was used. The difference between proportions was estimated by the Odds Ratio, calculated through simple logistic regression (95% CI). Results 57 of the 272 medical schools in Brazil address CAM, with it being proportionally higher in the South and Mid-West regions. The medical schools are highly concentrated in state capitals, and the Northeast region presents a significant concentration of medical schools with CAM in the capitals. The number of schools with active and traditional methodologies in CAM is equivalent. Homeopathy, Acupuncture and Integrative Medicine predominate, with a minority using Indigenous Practices, Chronotherapy and Anthroposophic Medicine. The new educational guidelines have not affected the number of schools with CAM. Growth in CAM has been insignificant (p <0.05) in the last ten years. Conclusion There has been no growth in teaching Complementary and Alternative Medicine in undergraduate medical training in Brazil since the introduction of the new curricular guidelines, even in view of the needs of the health system.Associação Brasileira de Educação Médica2019-12-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S0100-55022019000400109Revista Brasileira de Educação Médica v.43 n.4 2019reponame:Revista Brasileira de Educação Médica (Online)instname:Associação Brasileira de Educação Médica (ABEM)instacron:ABEM10.1590/1981-52712015v43n4rb20180259inglesinfo:eu-repo/semantics/openAccessAlbuquerque,Leila Verônica da CostaLima,José Wellington de OliveiraSilva,Ana Beatriz Gois daCorreia,Ingrid Cavalcante MoraisMaia,Ludmila Rios Osterno GomesBessa,Matheus CostaBessa,Olívia Andrea Alencar Costaeng2019-10-09T00:00:00Zoai:scielo:S0100-55022019000400109Revistahttp://www.educacaomedica.org.br/https://old.scielo.br/oai/scielo-oai.phprevista@abem-educmed.org.br||revista@educacaomedica.org.br1981-52710100-5502opendoar:2019-10-09T00:00Revista Brasileira de Educação Médica (Online) - Associação Brasileira de Educação Médica (ABEM)false |
dc.title.none.fl_str_mv |
Complementary and Alternative Medicine Teaching: Evaluation of theTeaching-Learning Process of Integrative Practices in Brazilian Medical Schools |
title |
Complementary and Alternative Medicine Teaching: Evaluation of theTeaching-Learning Process of Integrative Practices in Brazilian Medical Schools |
spellingShingle |
Complementary and Alternative Medicine Teaching: Evaluation of theTeaching-Learning Process of Integrative Practices in Brazilian Medical Schools Albuquerque,Leila Verônica da Costa ComplementaryTherapies Health Manpower Integrative Medicine Medical Education |
title_short |
Complementary and Alternative Medicine Teaching: Evaluation of theTeaching-Learning Process of Integrative Practices in Brazilian Medical Schools |
title_full |
Complementary and Alternative Medicine Teaching: Evaluation of theTeaching-Learning Process of Integrative Practices in Brazilian Medical Schools |
title_fullStr |
Complementary and Alternative Medicine Teaching: Evaluation of theTeaching-Learning Process of Integrative Practices in Brazilian Medical Schools |
title_full_unstemmed |
Complementary and Alternative Medicine Teaching: Evaluation of theTeaching-Learning Process of Integrative Practices in Brazilian Medical Schools |
title_sort |
Complementary and Alternative Medicine Teaching: Evaluation of theTeaching-Learning Process of Integrative Practices in Brazilian Medical Schools |
author |
Albuquerque,Leila Verônica da Costa |
author_facet |
Albuquerque,Leila Verônica da Costa Lima,José Wellington de Oliveira Silva,Ana Beatriz Gois da Correia,Ingrid Cavalcante Morais Maia,Ludmila Rios Osterno Gomes Bessa,Matheus Costa Bessa,Olívia Andrea Alencar Costa |
author_role |
author |
author2 |
Lima,José Wellington de Oliveira Silva,Ana Beatriz Gois da Correia,Ingrid Cavalcante Morais Maia,Ludmila Rios Osterno Gomes Bessa,Matheus Costa Bessa,Olívia Andrea Alencar Costa |
author2_role |
author author author author author author |
dc.contributor.author.fl_str_mv |
Albuquerque,Leila Verônica da Costa Lima,José Wellington de Oliveira Silva,Ana Beatriz Gois da Correia,Ingrid Cavalcante Morais Maia,Ludmila Rios Osterno Gomes Bessa,Matheus Costa Bessa,Olívia Andrea Alencar Costa |
dc.subject.por.fl_str_mv |
ComplementaryTherapies Health Manpower Integrative Medicine Medical Education |
topic |
ComplementaryTherapies Health Manpower Integrative Medicine Medical Education |
description |
ABSTRACT Context Complementary and Alternative Medicine (CAM) are unconventional care practices that, according to the World Health Organization, should be implemented in the Health System, particularly in poor regions of the country. In Brazil, they have been adopted by Care Programs and introduced into undergraduate medical education. In this study we were interested in evaluating the teaching-learning process of Integrative Practices in Brazilian medical schools. Methodology A cross-sectional study was carried out at Brazilian medical schools with a self-administered questionnaire for teachers and a secondary data survey was obtained from medical school websites and government database institutions. For the presentation of the variables, frequency distribution and the Pearson coefficient (X2) -Chi-square tests were used. The proportions were compared using the Chi-square test or the Fisher’s Exact Test. When the expected value of a contingency table was equal to or greater than 5, the Chi-square test was used; in all other situations, Fisher’s Exact Test was used. The difference between proportions was estimated by the Odds Ratio, calculated through simple logistic regression (95% CI). Results 57 of the 272 medical schools in Brazil address CAM, with it being proportionally higher in the South and Mid-West regions. The medical schools are highly concentrated in state capitals, and the Northeast region presents a significant concentration of medical schools with CAM in the capitals. The number of schools with active and traditional methodologies in CAM is equivalent. Homeopathy, Acupuncture and Integrative Medicine predominate, with a minority using Indigenous Practices, Chronotherapy and Anthroposophic Medicine. The new educational guidelines have not affected the number of schools with CAM. Growth in CAM has been insignificant (p <0.05) in the last ten years. Conclusion There has been no growth in teaching Complementary and Alternative Medicine in undergraduate medical training in Brazil since the introduction of the new curricular guidelines, even in view of the needs of the health system. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-12-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0100-55022019000400109 |
url |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0100-55022019000400109 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.1590/1981-52712015v43n4rb20180259ingles |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/html |
dc.publisher.none.fl_str_mv |
Associação Brasileira de Educação Médica |
publisher.none.fl_str_mv |
Associação Brasileira de Educação Médica |
dc.source.none.fl_str_mv |
Revista Brasileira de Educação Médica v.43 n.4 2019 reponame:Revista Brasileira de Educação Médica (Online) instname:Associação Brasileira de Educação Médica (ABEM) instacron:ABEM |
instname_str |
Associação Brasileira de Educação Médica (ABEM) |
instacron_str |
ABEM |
institution |
ABEM |
reponame_str |
Revista Brasileira de Educação Médica (Online) |
collection |
Revista Brasileira de Educação Médica (Online) |
repository.name.fl_str_mv |
Revista Brasileira de Educação Médica (Online) - Associação Brasileira de Educação Médica (ABEM) |
repository.mail.fl_str_mv |
revista@abem-educmed.org.br||revista@educacaomedica.org.br |
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1754303007449677824 |