Methods of validating research in complementary therapies sex dating in pine island minnesota

20-Oct-2019 21:15

methods of validating research in complementary therapies-82

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(2) To assess osteopathic medical students' attitudes toward CAM using a previously validated instrument.

Methods: A previously validated, 29-item Integrative Medicine Attitude Questionnaire and a 10-item CAM Health Belief Questionnaire were administered to osteopathic medical students.

The National Center for Complementary and Alternative Medicine (NCCAM) defines CAM as “a group of diverse medical and health care systems, practices, and products that are not generally considered part of conventional medicine.” The NCCAM defines conventional medicine as “medicine as practiced by holders of MD (medical doctor) and DO (doctor of osteopathic medicine) degrees and by allied health professionals, such as physical therapists, psychologists, and registered nurses.” Complementary and alternative medicine includes yoga, biofeedback, chiropractic manipulation, use of herbal medications, homeopathy, ayurvedic medicine, spirituality, therapeutic touch, traditional Chinese medicine, hypnosis, relaxation therapy, and self-help groups.

The National Center for Complementary and Alternative Medicine (NCCAM) was established by the federal government in 1998 and resulted in an increase in rigorous scientific investigation to evaluate CAM practices and to build an evidence base establishing the safety and effectiveness of these practices.

The NCCAM has provided funding for research and education regarding CAM practices in various medical schools, including some osteopathic medical schools.

The number of colleges of osteopathic medicine (COMs) in the United States has grown rapidly in recent years.

The most commonly used CAM modalities—meditation/yoga/relaxation/imagery, massage, and spirituality/prayer—were also most likely to be suggested to patients by osteopathic medical students.

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A total of 527 osteopathic medical students (83.0%) self-reported the use of at least 1 CAM modality, whereas 69 students (10.9%) used just 1 CAM modality and 458 (72.1%) used 2 or more modalities.

Given the increase in CAM use and the need for CAM education for health professionals, it is important to understand the baseline attitudes and beliefs of osteopathic medical students regarding CAM, as well as the factors that may have formed them.

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