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eCAM Advance Access published online on May 19, 2006
eCAM, doi:10.1093/ecam/nel027
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© The Author (2006). Published by Oxford University Press. All rights reserved.
Received April 6, 2006
Accepted April 29, 2006

Original Article

Bilateral Integrative Medicine, Obviously

Steven H. Stumpf 1 * and Simon J. Shapiro 2

1 Doctorate in Acupuncture and Oriental Medicine Program, Emperor's College of Traditional Oriental Medicine, 1807 Wilshire Boulevard, Santa Monica, CA 90403, USA
2 Academic Fellow, Emperor's College of Traditional Oriental Medicine, 1807 Wilshire Boulevard, Santa Monica, CA 90403, USA

* To whom correspondence should be addressed.
Steven H. Stumpf, E-mail: provost{at}emperors.edu


  Abstract

Unstated and unacknowledged bias has a profound impact on the nature and implementation of integrative education models. Integrative education is the process of training conventional biomedical and traditional Chinese medicine practitioners in each tradition such that patient care may be effectively 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 educational model that can result in a new generation of integrative medicine teachers.

Keywords: acculturation; bilateral education; integrative medicine; TCM.
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