Knowledge, attitudes, and use of traditional, complementary and alternative medicine among psychology students in Canada: a national survey
Bibliographic record
Abstract
This study examined knowledge, attitudes, and use of traditional, complementary, and alternative medicine (TCAM) among psychology students in Canada. A total of 208 participants were recruited from a purposive, cross-sectional sample of approximately 1200 student members of the Canadian Psychological Association. An online survey was administered to gather data regarding students' awareness and use of 15 TCAM modalities, their attitudes toward TCAM use in psychology, previous training in TCAM, perceived training needs for TCAM in psychology, as well as demographic characteristics. Descriptive statistics, Pearson's correlations, and t-tests were conducted to summarize responses and provide insight into potential relationships between variables. Results depict students' awareness and attitudes about the use of TCAM in psychology. This will inform the development of curriculum and resources for training programs offered in psychology departments across Canada. Further, this research can stimulate discussion around ethical and professional guidelines for incorporating TCAM in psychological research and practice.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".