Presented By: Anna Horvath, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas
Co-Authors: Sophie Ahmad, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas
Kendall Chaffin, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas
Edward Simanton, Kirk Kerkorian School of Medicine at University of Nevada, Las Vegas

Purpose 
Practitioners commonly encounter patients seeking advice regarding complementary and alternative medicine (CAM); it is vital that medical students build a foundation of knowledge in this field to counsel patients. Kirk Kerkorian School of Medicine (KKSOM) is unique in that CAM has been taught both longitudinally and as a stand-alone three-week course for different class years. We seek to understand whether the scheduling of the curriculum impacts students' attitudes toward CAM.  

Methods 
The externally validated CAM Health Belief Questionnaire (CHBQ) was distributed to students via email at the beginning and end of phase one. Class of 2023/2024 (CO23/24) participated in longitudinal CAM curriculum and Class of 2025 (CO25) participated in a three-week course at the end of phase 1. Half of the CO25 was asked to fill out the end of phase 1 survey before the CAM course and half after. Demographic data was collected for all classes. Data was analyzed via a series of paired sample t-tests.  

Results 
CO25, who had a stand-alone CAM curriculum, had a significant change of attitude towards CAM from the beginning to end of phase 1 (p<0.001). CO23/24, who participated in longitudinal CAM curriculum, did not have a significant difference in attitudes. CO25 that took their survey before the CAM course had an insignificantly greater increase in attitudes than the half that took it after (0.44 vs 0.26). Demographic data showed that CO25 had younger students and a greater number of students with lower socioeconomic status. Qualitative feedback from students showed that the course's fast pace, timing before Step, and lecture-centric learning style were detrimental to student's learning. 

Conclusions 
Stand-alone CAM courses have the ability to positively impact student's attitudes towards CAM, but certain considerations need to be taken into account to improve student's reception to the topic.