BMJ 2014;348:g3218 doi: 10.1136/bmj.g3218 (Published 19 May 2014)
Page 1 of 1
Letters
LETTERS TEACH CAM IN MEDICAL SCHOOL?
Teach evidence based, not alternative, medicine Roger A Fisken retired consultant physician Bedale DL8 2JE, UK
We don’t predict the outcome of battles by studying the entrails of chickens, or choose the best route for a new railway line by asking a witch doctor to go into a trance, so why should we behave this way when it comes to healthcare?1
The problem with complementary and alternative medicine (CAM) is not simply that it doesn’t work (which it mostly doesn’t), but that its underlying logic is magical, childish, or downright absurd. If we are to imbue medical students with a fundamental understanding of, and respect for, evidence based medicine, we cannot simultaneously expect them to respect systems of treatments based on superstition, out of date pseudo-physiology, and falsehood.1 Of course they should know what CAM treatments patients may be using and how to discuss such use sympathetically with patients. But, at the same time, their duty of care includes warning patients of the risks of not taking conventional treatments of known efficacy, such as
malaria prophylaxis, and of the futility of paying large sums of money for other treatments that are ineffective or even harmful. And can we please have an end to this nonsensical claim that CAM practitioners are the only people who approach patients in a caring and holistic way: good doctors have been doing precisely this for generations.
Finally, Catto should remember the old adage that it is important to keep an open mind, but not so open that your brains fall out. Competing interests: None declared. 1
Catto G, Cork N, Williams G. Should medical students be taught alternative medicine? BMJ 2014;348:g2417. (28 March.)
Cite this as: BMJ 2014;348:g3218 © BMJ Publishing Group Ltd 2014
[email protected] For personal use only: See rights and reprints http://www.bmj.com/permissions
Subscribe: http://www.bmj.com/subscribe
Page 1 of 1
Letters
LETTERS TEACH CAM IN MEDICAL SCHOOL?
Teach evidence based, not alternative, medicine Roger A Fisken retired consultant physician Bedale DL8 2JE, UK
We don’t predict the outcome of battles by studying the entrails of chickens, or choose the best route for a new railway line by asking a witch doctor to go into a trance, so why should we behave this way when it comes to healthcare?1
The problem with complementary and alternative medicine (CAM) is not simply that it doesn’t work (which it mostly doesn’t), but that its underlying logic is magical, childish, or downright absurd. If we are to imbue medical students with a fundamental understanding of, and respect for, evidence based medicine, we cannot simultaneously expect them to respect systems of treatments based on superstition, out of date pseudo-physiology, and falsehood.1 Of course they should know what CAM treatments patients may be using and how to discuss such use sympathetically with patients. But, at the same time, their duty of care includes warning patients of the risks of not taking conventional treatments of known efficacy, such as
malaria prophylaxis, and of the futility of paying large sums of money for other treatments that are ineffective or even harmful. And can we please have an end to this nonsensical claim that CAM practitioners are the only people who approach patients in a caring and holistic way: good doctors have been doing precisely this for generations.
Finally, Catto should remember the old adage that it is important to keep an open mind, but not so open that your brains fall out. Competing interests: None declared. 1
Catto G, Cork N, Williams G. Should medical students be taught alternative medicine? BMJ 2014;348:g2417. (28 March.)
Cite this as: BMJ 2014;348:g3218 © BMJ Publishing Group Ltd 2014
[email protected] For personal use only: See rights and reprints http://www.bmj.com/permissions
Subscribe: http://www.bmj.com/subscribe
