THE JOURNAL OF ALTERNATIVE AND COMPLEMENTARY MEDICINE Volume 13, Number 10, 2007, pp. 1151–1155 © Mary Ann Liebert, Inc. DOI: 10.1089/acm.2007.0512 Teaching and Learning Evidence-Based Medicine in Complementary, Allied, and Alternative Health Care: An Integrated Tailor-Made Course JULIE A. HADLEY, B.Sc.(Hons.), Dip. Midwifery Studies, R.M., 1 JAMES DAVIS, M.B.Ch.B., B.Med.Sci., 1 and KHALID S. KHAN, M.B.B.S., F.C.P.S., M.Sc., M.R.C.O.G., M.M.Ed. 1,2 ABSTRACT Background: Current provision for teaching evidence-based medicine (EBM) to allied, alternative and com- plementary practitioners is limited. Using sound educational principles, an integrated EBM course was devel- oped with an introductory 1-day workshop and a web-based module. This paper describes the development of the educational curriculum, evaluates its success, and appraises its methods critically. Methods: The course introduced participants to the basic principles of EBM and showed how EBM could be integrated in their clinical practices. The curriculum focused on aims and objectives devised to meet the par- ticipants’ learning needs. Course content organization, and teaching methods were developed using proven ed- ucational strategies. Results: The course evaluation, based on completed responses to a questionnaire survey, showed that 140/187 (74.9%) of the participants felt that EBM was essential in their practices, following attendance at the 1-day workshops. Almost all participants who took the web-based modules (100%, 33/33) felt that the course gave them skills that were useful in clinical practice and gained the confidence to find and appraise literature. Conclusions: It is important to provide a tailor-made learning experience suitable for the target audience when delivering EBM teaching. By using the educational strategies described in this paper, EBM teaching can provide an adaptable learning experience that is suitable for different target audiences. EDUCATION, INITIATIVES, AND INFORMATION RESOURCES 1151 INTRODUCTION T he role of evidence-based medicine (EBM) in enhancing complementary and alternative medicine (CAM) is well- recognized. 1–3 However, opportunities for learning EBM are limited.* An integrative EBM course was developed, using sound educational principles 4 including a 1-day introductory workshop and a web-based module. Integrative teaching has been shown to be better for improving knowledge, attitudes, and skills in EBM compared with stand alone teaching. 5,6 1 The Education Resource Centre, The Birmingham Women’s Health Care NHS Trust, Edgbaston, Birmingham, United Kingdom. 2 Department of Reproductive and Child Health, The University of Birmingham, Edgbaston, Birmingham, United Kingdom. *Visit: British Osteopathic Association (www.osteopathy.org/); The Alliance of Private Sector Chiropody and Podiatry Practitioners (www.thealliancepsp.com); The Chartered Society of Physiotherapy (http://www.csp.org.uk/); International Federation of Professional Aromatherapists (www.ifparoma.org/); The Association of Reflexologists (www.aor.org.uk/); and British Chiropractic Association (www.chiropractic-uk.co.uk/).