Bilateral Integrative Medicine, Obviously英文文献资料.docVIP

AdvanceAccessPublication19May2006 eCAM2006;3(2)279–282 doi:10.1093/ecam/nel027 OriginalArticle BilateralIntegrativeMedicine,Obviously StevenH.Stumpf1andSimonJ.Shapiro2 1DoctorateinAcupunctureandOrientalMedicineProgramand 2AcademicFellow, Emperor’sCollegeofTraditionalOrientalMedicine,1807WilshireBoulevard,SantaMonica,CA90403,USA Unstated and unacknowledged bias has a profound impact on the nature and implementation of integrativeeducationmodels.Integrativeeducationistheprocessoftrainingconventionalbiomedical andtraditionalChinesemedicinepractitionersineachtraditionsuchthatpatientcaremaybeeffectively coordinated. A bilateral education model ensures that students in each tradition are cross-taught by experts from the ‘other’ tradition, imparting knowledge and values in unison. Acculturation is foundational to bilateral integrative medical education and practice. Principles are discussed for an open-minded bilateral educationalmodel that can result ina newgeneration of integrative medicine teachers. Keywords:acculturation–bilateraleducation–integrativemedicine–TCM Introduction A bilateral educational model ensures that students in each traditionaretaughtbyexpertsfromeachtradition. The widespread use of complementary and alternative medicines(CAM)amongpatientsofbiomedicalpractitioners has been widely documented (1–3). It might be implicitly accepted (which may explain why it is less commonly acknowledged)thatpatientsofCAMpractitionersarealmost alwayspatientsofconventionalphysicians,aswell(4).Patient care should be coordinated when multiple providers are involved. However, coordination of care rarely occurs when theprovidersarefromtwodistincttraditions,i.e.conventional biomedicine and traditional Chinese medicine (TCM). Nomenclatureforreferringtomedicaldisciplinesisasubject initsownright(5). FindingBalancebyAddressingBias Itshouldbeobviousthattheprocessofintegrativeeducation, e.g.placingpractitionersfromeachtraditionintheclinicsand theclassrooms,isnotbalanced.T