# Transforming Healthcare: Mozambique’s Pioneering Integrative Medicine Course

## TL;DR

This paper evaluates a new integrative medicine course in Mozambique that improved students' knowledge and skills in holistic healthcare.

## Contribution

The study introduces and assesses a pioneering integrative medicine course in a Mozambican university setting.

## Key findings

- The course had an 82% completion rate with high student satisfaction and significant improvements in knowledge and skills.
- Phytotherapy and traditional medicine were the most relevant topics for students.
- Both in-person and online formats were effective in teaching integrative medicine.

## Abstract

Introduction: This manuscript evaluates the outcomes of a pioneering Integrative Medicine Course implemented at Eduardo Mondlane University, aiming to strengthen medical and health students’ knowledge and skills while fostering a holistic approach to patient care. Delivered in two editions—an intensive in‑person program and an extended online format—the course sought to improve understanding of integrative medicine.

Methods: A mixed‑methods approach was adopted, combining data from participatory observation, pre‑ and post‑course surveys, focus group discussions, and final course evaluations. Self‑assessments of knowledge and skills were collected before and after the course. Final exam results were analyzed to assess knowledge acquisition. The in‑person edition was conducted over 1 week (September 16–20, 2024), and the online edition spanned 8 weeks (January–February 2025). Both formats included weekly lectures, practical sessions, and interactive discussions. The Wilcoxon signed‑rank test was used to evaluate changes in knowledge and skills.

Results and discussion: A total of 164 students enrolled, with 134 completing the course (completion rate of 82%). Most participants were female (81%), with an average age of 23 years (SD ± 3.7); 61% were medical students, and three were postgraduate students. Satisfaction was high, with 66% awarding the highest rating. The most highly rated aspects included instructors (78%), course organization (77%), and resources provided (75%). Phytotherapy emerged as the most relevant topic, followed by traditional medicine, mental well‑being, and nutrition. The participatory teaching approach was preferred, accounting for 63% of mentions. Post‑course evaluations showed significant improvements in knowledge, interest, attitudes, and competencies (p < 0.05). All students passed the final exam, with an average score of 18/20.

Conclusions: The course successfully enhanced students’ understanding and application of integrative medicine. Both delivery formats proved effective in engaging learners and fostering critical skills. This initiative establishes a foundation for advancing integrative medicine education and research in Mozambique.