Well-articulated, properly conducted, and need-oriented qualification programs tend to create extremely efficient and competent healthcare programs. This manuscript aimed at increasing awareness, improving knowledge, and acquiring skills for cupping therapy for health practitioners. The health practitioners’ qualification program was planned, organized, and implemented in five days eight hours daily. It includes both theoretical and practical sessions using different methods of teaching. The methods of teaching and learning include interactive lectures, role play, practical sessions, assignments, simulation, learning by doing, case studies, problem-based learning, and self-directed learning. Topics covered include; introduction and comparison between CAM and Conventional Medicine, history of cupping, Hadiths on cupping, types of cupping, tools, and equipment used for cupping, theories that could explain the mechanism of action of cupping, cupping session, side effects and complications of cupping, precautions, absolute and relative contraindications, infection control in cupping clinics, wrong beliefs associated with cupping, points of cupping and different systems for choosing points, research models used in cupping, evidence-based cupping, Medical ethics and research ethics of cupping therapy. The program used different types of assessments; They are mostly based on assignments (20%), oral exams (30%), practical exams (30%), and Objective Structured Clinical Examinations (OSCE) (20%). A practitioner who scores 60% or more will be considered eligible to attend the written exam. The program feedback received was most supportive of the qualification program and appreciative of the facilitators, the knowledge and skills gained, and the way it was delivered.
Key words: Cupping, Hijama, Teaching; health practitioners, Qualification program, KSA
|
