Abstract | Mentoring and modeling to teach Evidence Based Clinical Practice

· Abstract, Inaugural Issue

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Developing and evidence-based clinical approach to complementary and alternative medicine (CAM) is seen by many as an essential step to the further development of the discipline.  To develop such an approach will require effective integration of evidence-based complementary and alternative medicine (EBCAM) teaching into current academic programs.  Present research suggests that introducing evidence-based approaches later in CAM curricula may not be successful.  This paper describes an alternative approach in which CAM instructors model the use of evidence-based CAM to their students, beginning at an early stage in their education, thereby more effectively communicating its importance and value.  For such mentoring and modelling approaches to work will also require that the instructors maintain an open dialogue with their students and are responsive to their concerns and feedback.

Edward Mills DPH, MSc, PhD Cand. (1) Kumanan Wilson MD, MSc, FRCP(C) (2) Cory Ross DPH, DC, MSc, FRSH (1) Nick DeGroot ND (1)

(1)Canadian College of Naturopathic Medicine
(2)Department of Medicine, University of Toronto

Correspondence: Edward Mills, Department of Research, Canadian College of Naturopathic Medicine, 1255 Sheppard Ave. East, North York, Ontario, Canada, M2K 1E2