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Open Access Research article

Changes in use of herbs and dietary supplements (HDS) among clinicians enrolled in an online curriculum

Kathi J Kemper1*, Paula Gardiner2 and Charles Woods3

Author Affiliations

1 Department of Pediatrics, Wake Forest University School of Medicine, USA

2 Division for Research and Education in Complementary and Integrative Medical Therapies, Harvard Medical School, Boston, Massachusetts; Division of General Medicine and Primary Care, Beth Israel Deaconess Medical Center, Boston, MA, USA

3 Department of Pediatrics, University of Louisville School of Medicine, Louisville, KY, USA

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BMC Complementary and Alternative Medicine 2007, 7:21  doi:10.1186/1472-6882-7-21

Published: 12 June 2007

Abstract

Background

Little is known about clinicians' use of herbs and dietary supplements (HDS), how their personal HDS use changes with time and training, and how changes in their personal use affect their confidence or communication with patients about HDS.

Methods

We conducted a prospective cohort study of clinicians before and after an on-line curriculum about HDS in winter-spring, 2005.

Results

Of the 569 clinicians who completed surveys both at baseline and after the course, 25% were male and the average age was 42 years old; 88% used HDS before and after the course. The average number of supplements used fell slightly from 6.2 at baseline to 5.8 after the course (P < 0.01). The most commonly used supplements at baseline were: multivitamins (65%), calcium (42%), B vitamins (34%), vitamin C (34%), green tea (27%), fish oil (27%) and vitamin E (25%). Use of fish oil increased to 30% after the course (P = 0.01). Use of supplements traditionally used to treat colds decreased: vitamin C (34% to 27%), zinc (13% to 10%), and echinacea (7% to 5%, P < 0.05 for all three). Changes in personal HDS use were not associated with significant changes in confidence or communication with patients.

Conclusion

Many clinicians use HDS personally; use changes seasonally and to a small extent with professional education. Professional use of HDS is dynamic and seasonal. Additional research is needed to understand the impact of personal use on professional attitudes and behavior in populations with lower baseline uses of HDS.