CAM competencies for the health professions

Mary Jo Kreitzer, Doug Mann, Michael Lumpkin

Research output: Contribution to journalArticlepeer-review

17 Scopus citations


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.

Original languageEnglish (US)
Pages (from-to)63-72
Number of pages10
JournalComplementary Health Practice Review
Issue number1
StatePublished - Jan 2008


  • CAM competencies
  • CAM education
  • CAM education grants


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