Integration of Traditional and Complementary Medicine into Medical School Curricula: A Survey Among Medical Students in Makerere University, Uganda

dc.contributor.authorMwaka, Amos Deogratius
dc.contributor.authorTusabe, Gersave
dc.contributor.authorGarimoi, Orach Christopher
dc.contributor.authorVohra, Sunita
dc.contributor.authorIbingira, Charles
dc.date.accessioned2021-04-28T15:17:16Z
dc.date.available2021-04-28T15:17:16Z
dc.date.issued2019-08-14
dc.description.abstractObjective To describe the disposition and sociodemographic characteristics of medical students associated with inclusion of traditional and complementary medicine in medical school curricula in Uganda. Design A cross-sectional study conducted during May 2017. A pretested questionnaire was used to collect data. Disposition to include principles of traditional and complementary medicine into medical school curricula was determined as proportion and associated factors determined through multivariate logistic regression. Participants and setting Medical students in their second to fifth years at the College of Health Sciences, Makerere University, Uganda. Makerere University is the oldest public university in the East African region. Results 393 of 395 participants responded. About 60% (192/325) of participants recommended inclusion of traditional and complementary medicine principles into medical school curricula in Uganda. The disposition to include traditional and complementary medicine into medical school curricula was not associated with sex, age group or region of origin of the students. However, compared with the second year students, the third (OR 0.34; 95% CI 0.17 to 0.66) and fifth (OR 0.39; 95% CI 0.16 to 0.93) year students were significantly less likely to recommend inclusion of traditional and complementary medicine into the medical school curricula. Participants who hold positive attributes and believe in effectiveness of traditional and complementary medicine were statistically significantly more likely to recommend inclusion into the medical school curricula in Uganda. Conclusions Inclusion of principles of traditional and complementary medicine into medical school curricula to increase knowledge, inform practice and research, and moderate attitudes of physicians towards traditional medicine practice is acceptable by medical students at Makerere University. These findings can inform review of medical schools’ curricula in Uganda.en_US
dc.identifier.citationMwaka, A.D., Tusabe, G., Garimoi, C.O., Vohra, S. and Ibingira, C., 2019. Integration of traditional and complementary medicine into medical school curricula: a survey among medical students in Makerere University, Uganda. BMJ open, 9(9), p.e030316.en_US
dc.identifier.issn2044-6055
dc.identifier.issn2044-6055
dc.identifier.urihttp://hdl.handle.net/20.500.12280/2780
dc.language.isoenen_US
dc.publisherBMJ Publishing Group Ltd.en_US
dc.relation.ispartofseriesBMJ open;9(9)
dc.subjectMedical school curriculaen_US
dc.subjectIntegrationen_US
dc.subjectTraditional and complementary medicineen_US
dc.subjectMedical studentsen_US
dc.subjectMakerere Universityen_US
dc.subjectUgandaen_US
dc.titleIntegration of Traditional and Complementary Medicine into Medical School Curricula: A Survey Among Medical Students in Makerere University, Ugandaen_US
dc.typeArticleen_US

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