Traditional & Alternative Medicine

Background: Traditional Japanese Kampo medicine has been recently introduced into Japanese medical schools. In 2003, our university incorporated Kampo medicine in clinical education, moving from didactic lectures to hands-on training, including Kampo physical examinations and prescriptions in 2012.

Aims & Objectives: To analyze medical students’ perceptions of Kampo medicine, and compare before and aft er curriculum reformation. Methods: Fift h-year students completed questionnaires about Kampo clinical education from 2009 to 2012 on the following: Q1 clear statement of training plan, Q2 opportunities to learn clinical cases, Q3 acquisition of medical knowledge, Q4 learning professionalism from physicians, Q5 understanding the Kampo specialty, Q6 opportunities to practice involvement, Q7 opportunities for patient contact, Q8 acquisition of physical examination skills, and Q9 overall satisfaction. Average Kampo training course and average clinical specialty course scores were compared. Evaluations of program strengths and weaknesses were analyzed to identify themes. Results: Overall, 389 students participated in Kampo clinical practice (response rate of 100%). In 2009, Kampo medicine scores for questions 1–9 were lower than for all other clinical specialties. Aft er curriculum reformation in 2012, all scores except Q2 and Q6

became higher than average. Students better understood Kampo medicine by practicing Kampo procedures. Conclusion: Hands-on experience in Kampo clinical education improved understanding and evaluation of Kampo medicine.