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CAM Competencies for the Health Professions

Center for Spirituality and Healing, University of Minnesota, Minneapolis, Minnesota, kreit003{at}umn.edu

Doug Mann, MD

Department of Neurology, School of Medicine, University of North Carolina, Chapel Hill, North Carolina

Michael Lumpkin, PhD

Department of Physiology and Biophysics, Georgetown University School of Medicine, Washington, DC

As consumer demand for complementary therapies has increased, so too has the public's expectation that health care professionals be knowledgeable about complementary and alternative medicine (CAM) and prepared to advise patients. In 2000, the National Institutes of Health National Center for Complementary and Alternative Medicine (NCCAM) began awarding competitive, 5-year educational grants to academic institutions committed to teaching CAM content to health professional students. Fifteen awards were made under this program. Five somewhat overlapping domains of competency have emerged: awareness of CAM therapies and practices, evidence base underlying CAM therapies, CAM skill development, self-awareness and self-care, and CAM models and systems. The NCCAM R-25 projects have demonstrated the value of defining competencies in a variety of ways that can usefully guide the allopathic learner toward the broader goals of informed integrative, patient-centered practice and enhanced self-care.

Key Words: CAM education • CAM competencies • CAM education grants

Complementary Health Practice Review, Vol. 13, No. 1, 63-72 (2008)
DOI: 10.1177/1533210107310165


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