Complementary and alternative medicine (CAM) teaching is limited in undergraduate medical curricula. Increasingly doctors are asked to advise on suitability of CAM therapies. This study evaluated whether early undergraduate CAM experience affected subsequent recognition and confidence in answering questions. Students with prior experience of CAM topics were more aware of CAM usage in later observed clinical practice. Students recognized the development of skills in critical evaluation but remained reluctant to advise patients about CAM therapies.
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Amanda Howe (2002) studied this question.
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