4 As has been found among medical students in the United Kingdom, female students were more likely to be positive about the use of CAM approaches [26]. This is not consistent with the ﬁndings of a study of third year medical students in Florida reported in 2001 [17], and is thus worthy of further investigation. In this cross-sectional study, the likelihood of using CAM modalities suggesting CAM to others, and positive attitudes towards CAM were all signiﬁcantly lower in third year medical students than in ﬁrst year medical students. This may reﬂect the major curricular change at the David Geﬀen School of Medicine which began in 2003, and aﬀected the classes of 2007 and 2008 but not the class of 2006. This new curriculum integrated basic and clinical science teaching, changing the way in which integrative medicine was taught, although this was not a speciﬁc focus of the change. The new curriculum also added an additional emphasis on clinical reasoning and evidence-based medicine. The results of the survey have helped to shape the speciﬁc goals of the proposed curriculum reform. Although knowledge can clearly be improved, there were some very encouraging ﬁndings. Most of the students in all years endorsed an understanding of the importance of patients’ spiritual beliefs in healing, and a belief that a strong rela- tionship between patient and physician can be as important as other therapeutic interventions. Students also appeared to believe that a physician who is healthy and balanced is more eﬀective in aiding in the health and balance of another. This belief was mirrored by a majority of the students reporting that they take good care of themselves by exercising and have good eating habits. Unfortunately, medical students often encounter many pressures and models which are not supportive of the importance of self-care, relationships, or outside interests, particularly during the clinical (patient contact) years of training [27] which was seen in the decreased report of self care in third year students. Additional curriculum on CAM alone will not address this issue. However, CAM teaching has been used at some schools to enhance medical students’ well-being as well as patient- centered care [28, 29]. This suggests that there are ways to change the context in which medicine is taught as well as the content so that it is compassionate and “student-centered”. This will provide nurture for students to retain and carry these qualities into their interactions with patients. It appears that teaching integrative medicine should be integrated with the ongoing eﬀorts in teaching humanistic care and self care and with faculty development. This will be the goal of the proposed new curriculum. 3.1. Limitations. There are several signiﬁcant limitations to this study. We used a convenience sample of medical students at one institution, and thus the results may not be generalizable to other schools. Although the response rate was relatively good for a survey instrument, it was suﬃciently small that there is undoubtedly a self-selection bias, which possibly skews the ﬁndings. Since the data are cross-sectional rather than longitudinal we do not have information on the actual change in knowledge and attitudes of any speciﬁc cohort of students over time. Evidence-Based Complementary and Alternative Medicine References [1] B. Kligler, V. Maizes, S. Schachter et al., “Core competencies in integrative medicine for medical school curricula: a proposal,” Academic Medicine, vol. 79, no. 6, pp. 521–531, 2004. [2] E. I. Rosenberg, I. Genao, I. 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