Traditional alternative and complementary medicine: a review of undergraduate courses and curricula in Peru

Huaccho-Rojas J.; Uribe-Cavero L.J.; Diaz-Mejía A.; Challapa-Mamani M.R.; Chumán-Sánchez M.; Vite-Gutierrez O.N.; Yauri-Mamani J.; Bellota-Segovia O.C.; Durand-Anahua P.R.; Mamani-Ticona Y.M.; Mamani-Condori Z.; Alarcon-Ore K.; Martínez-Solís K.A.; Navarro-Cahuaza J.N.; Quiñones-Laveriano D.M.; Villar-López M. · Journal of Complementary and Integrative Medicine (2025) · DOI: 10.1515/jcim-2024-0416

Resumen

Objectives: Traditional, Alternative, and Complementary Medicine (T&CM) encompasses a variety of health practices that differ from the conventional medical system, including the use of medicinal herbs and complementary therapies. In Peru, these practices, particularly the use of therapeutic plants, are legally protected and commonly used for treating certain conditions. However, the lack of inclusion of T&CM in medical education puts these practices at risk of disappearing. To analyze the inclusion of T&CM courses in the curricula of medical schools in Peru to identify gaps and opportunities for improving medical education and ensuring comprehensive training for future healthcare professionals. Methods: A cross-sectional study was conducted by reviewing the curricula of 47 Peruvian medical schools. Data on the presence, structure, and content of T&CM courses were extracted and analyzed descriptively. Results: In 2024, 15 out of 47 Peruvian universities offering Human Medicine programs (31.9 %) included T&CM courses. Among them, 73 % were public institutions, and 53 % were located in coastal regions. The most common topics were Traditional Chinese Medicine (93.3 %), Traditional Peruvian Medicine (87 %), phytotherapy (93 %), and acupuncture (80 %). Course structure varied: 60 % of courses were elective, while 40 % were mandatory. Most universities (93 %) allocated 2–3 academic credits, and 80 % incorporated practical training, though structured field visits were rare (6.7 %). Additionally, 53 % of universities included research activities. The lack of standardized curricular guidelines led to variability in course content and depth across institutions. Conclusions: Few universities in Peru teach T&CM, highlighting a need to enhance medical education. Increasing T&CM topics in curricula and addressing information access disparities are crucial.

Instituciones: Universidad Nacional Mayor de San Marcos; Universidad Nacional San Luis Gonzaga; Universidad Científica del Sur; Universidad Ricardo Palma; Universidad de San Martín de Porres; Universidad Nacional de San Agustín de Arequipa; Universidad Nacional del Altiplano; Universidad Privada de Tacna; Universidad Nacional de Ucayali; Universidad Nacional de San Cristóbal de Huamanga; Universidad Católica de Santa María