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	Since this article does not have an abstract, we have provided the first 150 words of the full text and any section headings.

We read with interest the essay by Caspi et al¹ on medical education and complementary-alternative medicine (CAM), in which they decry the communication gap between allopathic and CAM health care providers and suggest that the key to changing this reality lies in moving to a new paradigm of medical education, ie, one that incorporates the elements of common CAM disciplines into the required core medical curriculum.

As physiologists based in a medical school, we have observed the tensions prevalent between conventional and unconventional health care practitioners, and as research scientists we often share the skepticism that many have toward CAM approaches because of a perceived lack of scientific data. However, as medical educators who direct 2 first-year basic science courses (Human Physiology and Human Endocrinology), we fully agree with the premise put forth by Caspi et al¹ that unless the basic "ABC language" of CAM is introduced to . . . [Full Text of this Article]

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ABSTRACT | FULL TEXT