Medicina China ( No Original )

DIFERENCIAS ENTRE MEDICINA TRADICIONAL CHINA Y LA MEDICINA ALOPÁTICA

|Title: |Western allopathic vs alternative medicine |
|Author: |Hammerly, M ||Citation: |The Journal of family practice, 1998, Vol.47(1), pp.74-5 |
|Title: |Perceptions of philosophic and practice differences between US osteopathic physicians and their allopathiccounterparts |
|Author: |Johnson, Shirley M|
|Add.Author / Editor: |Kurtz, Margot E |
|Citation: |Social science & medicine (1982), 2002, Vol.55(12), pp.2141-8 ||Title: |Collaborations between allopathic and complementary and alternative medicine health professionals: four initiatives |
|Author: |Nedrow, Anne R |
|Add.Author / Editor: |Heitkemper, Margaret |
| |Frenkel, Moshe  |
| |Mann, Douglas |
| |Wayne, Peter  |
| |Hughes, Ellen |
|Citation: |Academic medicine : journal of theAssociation of American Medical Colleges, 2007, Vol.82(10), pp.962-6 |

An effort to increase the understanding of complementary and alternative medicine (CAM) by health care professionals requires an interdisciplinary and collaborative approach. Between 2000 and 2002, National Institutes of Health National Center for Complementary and Alternative Medicine funded 15educational institutions to develop curricular models for educating allopathic medical and nursing learners in CAM literacy. Four of these 15 programs, Tufts University School ofMedicine, University of California at San Francisco School of Medicine, Oregon Health & Sciences University School ofMedicine, and University of Washington School of Nursing, formed collaborative partnerships with nearbyacademic institutions that train CAM practitioners. This article focuses on these four examples of institutional collaboration, summarizing the challenges faced and the positive outcomes achieved for learners, faculty, and institutions. As collaborations between such institutions increase, future potential directions for consideration include credentialing of CAM practitioners teachingwithin allopathic health professional institutions, faculty development within existingallopathic health professional schools on incorporating evidence-based CAM content into their standard allopathiceducation, and viewing CAM as an aspect of cultural sensitivity.

|Autor |Williams, Tom |
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