Information technology creeps into rural general practice

This study looked at the effect of information technology on rural medical practice. Eight GPs in rural medial practice in Victoria were interviewed,and World Wide Web sites were accessed for information relevant to the rural GPs use of information technology. The results indicated that rural GPs are developing their use of information technology according to their needs. The use of information technology is changing the nature of rural medical practice, and bringing more support and information to rural GPs. However, some of the technologies now available are of little perceived use to the GPs,and GPs with good support staff are better able to take advantage of the technology than GPs with little or inadequate support. The findings of this study have implications for policies being implemented to increase the availability of information technology to support rural health care.</jats:p

Beyond a Generic Complementary and Alternative Medicine: The Holistic Health Care- Conventional Medicine Continuum

This article explores whether complementary and alternative medicine (CAM) users view CAM as a unified concept or individualize the modalities. A survey about the beliefs and concerns surrounding the use of 22 CAM modalities was posted to a random sample of 1,308 people in five rural and two metropolitan localities in Victoria, Australia. The response rate was 40% (n = 459). Overall, 91% of respondents were found to either have used one CAM modality (85%, n = 386) or be open to future use (6%, n = 33). Respondents did not view CAM as a unified concept. Each modality was used by people with different characteristics and beliefs about health care. However, it was practical to divide the 22 CAM modalities into four categories that we have named natural remedy, wellness, accepted, and established modalities. The four categories lie along a set of continua extending from natural remedy modalities and ‘‘holistic health care’’ beliefs at one end to established modalities and a belief in the tenets of conventional medicine at the other. We were able to develop a model to show this diagrammatically. </jats:p

Integrating complementary medicine literacy education into Australian medical curricula: Student-identified techniques and strategies for implementation

Formal medical education about complementary medicine (CM) that comprises medicinal products/treatments is required due to possible CM interactions with conventional medicines; however, few guidelines exist on design and implementation of such education. This paper reports findings of a constructivist grounded theory method study that identified key strategies for integrating CM literacy education into medical curricula. Analysis of data from interviews with 30 medical students showed that students supported a longitudinal integrative and pluralistic approach to medicine. Awareness of common patient use, evidence, and information relevant to future clinical practice were identified as focus points needed for CM literacy education. Students advocated for interactive case-based, experiential and dialogical didactic techniques that are multiprofessional and student-centred. Suggested strategies provide key elements of CM literacy within research, field-based practice, and didactic teaching over the entirety of the curriculum. CM educational strategies should address CM knowledge deficits and ultimately respond to patients' needs. (C) 2015 Elsevier Ltd. All rights reserved

Complementary medicine teaching in Australian medical curricula : the student perspective

Background: Use of complementary medicine in Australia is increasing. Despite documented high use, however, perspectives of complementary medicine teaching inclusion within health professions education are poorly documented and understood. Aim: This paper explores medical students' perspectives of complementary medicine teaching from the curriculum of Australian medical programs. Methods: A constructivist grounded theory methodological approach was used to generate, construct, and analyse data. Thirty second-year to final-year medical students from 10 medical school education faculties in Australian universities participated in semi-structured interviews over a five-month period in 2013. Findings: Students from all represented medical schools highlighted perspectives of complementary medicine offerings in both the preclinical and clinical curriculum. Across the curriculum, a wide range of perspectives were related to both complementary medicine teaching and learning aspects incorporating social and ethical issues, evidence of clinical efficacy and safety, and evidence-based principles involving critical application and appraisal. Discussion: The findings demonstrate diverse perspectives of complementary medicine teaching not necessarily synonymous with learning. While all students highlighted some form of complementary medicine teaching and/or learning, perspectives varied between schools and across jurisdictions in terms of context and content. Clinical exposure to informal complementary medicine learning in clerkship was extensive relative to formal didactic teaching in the preclinical curriculum. Educational exposure to complementary medicine was shown to positively affect medical student attitudes towards complementary medicine. Conclusion: A coordinated policy towards integration of complementary medicine teaching in Australian medical curricula is recommended. Impetus for open debate regarding what level of complementary medicine teaching and/or learning is sufficient in medical and other health professions education is required