Evidence-Based Complementary and Alternative Medicine [16] K. A. Greiner, J. L. Murray, and K. J. Kallail, “Medical student interest in alternative medicine,” Journal of Alternative and Complementary Medicine, vol. 6, no. 3, pp. 231–234, 2000. [17] R. A. Chez, W. B. Jonas, and C. Crawford, “A survey of medical students’ opinions about complementary and alternative medicine,” American Journal of Obstetrics and Gynecology, vol. 185, no. 3, pp. 754–757, 2001. [18] S. M. Greenﬁeld, M. A. Innes, T. F. Allan, and A. M. Wearn, “First year medical students’ perceptions and use of complementary and alternative medicine,” Complementary Therapies in Medicine, vol. 10, no. 1, pp. 27–32, 2002. [19] M. Oberbaum, N. Notzer, R. Abramowitz, and D. Branski, “Attitude of medical students to the introduction of com- plementary medicine into the medical curriculum in Israel,” Israel Medical Association Journal, vol. 5, no. 2, pp. 139–142, 2003. [20] J. Baugniet, H. Boon, and T. Østbye, “Complementary/ alternative medicine: comparing the views of medical stu- dents with students in other health care professions,” Family Medicine, vol. 32, no. 3, pp. 178–184, 2000. [21] A. R. Nedrow, J. Istvan, M. Haas et al., “Implications for education in complementary and alternative medicine: a survey of entry attitudes in students at ﬁve health professional schools,” Journal of Alternative and Complementary Medicine, vol. 13, no. 3, pp. 381–386, 2007. [22] A. Furnham and C. McGill, “Medical students’ attitudes about complementary and alternative medicine,” Journal of Alternative and Complementary Medicine, vol. 9, no. 2, pp. 275–284, 2003. [23] D. A. Lie and J. Boker, “Comparative survey of Comple- mentary and Alternative Medicine (CAM) attitudes, use, and information-seeking behaviour among medical students, residents & faculty,” BMC Medical Education, vol. 6, article 58, 2006. [24] D. Lie and J. Boker, “Development and validation of the CAM health belief questionnaire (CHBQ) and CAM use and attitudes amongst medical students,” BMC Medical Education, vol. 4, article 1, pp. 1–9, 2004. [25] C. D. Schneider, P. M. Meek, and I. R. Bell, “Development and validation of IMAQ: integrative medicine attitude question- naire,” BMC Medical Education, vol. 3, article 1, pp. 1–7, 2003. [26] S. M. Greenﬁeld, R. Brown, S. L. Dawlatly, J. A. Reynolds, S. Roberts, and R. J. Dawlatly, “Gender diﬀerences among medi- cal students in attitudes to learning about complementary and alternative medicine,” Complementary Therapies in Medicine, vol. 14, no. 3, pp. 207–212, 2006. [27] C. Hassed, S. De Lisle, G. Sullivan, and C. Pier, “Enhancing the health of medical students: outcomes of an integrated mind- fulness and lifestyle program,” Advances in Health Sciences Education, vol. 14, no. 3, pp. 387–398, 2009. [28] P. A. Saunders, R. E. Tractenberg, R. Chaterji et al., “Promoting self-awareness and reﬂection through an experiential Mind- Body Skills course for ﬁrst year medical students,” Medical Teacher, vol. 29, no. 8, pp. 778–784, 2007. [29] W. Elder, D. Rakel, M. Heitkemper et al., “Using complemen- tary and alternative medicine curricular elements to foster medical student self-awareness,” Academic Medicine, vol. 82, no. 10, pp. 951–955, 2007. 5