The effectiveness of teaching complementary and alternative medicine based on the components of theory of planned behavior on nutrition students: multicenter research study

Table 1 Frequencies^a of the pairwise comparisons^b of the attitude^c based on two genders.

Genders	Adequacy of CAM¹
Genders	YES ( n = 61)	NO ( n = 101)	Pearson Chi-Square	*Sig. (2sided)*
Male	25(45.5)	30(54.5)	2.158	0.171
Female	36(33.6)	71(66.4)
	Use of therapeutic methods of CAM ²
	YES ( n = 86)	NO ( n = 76)	Pearson Chi-Square	*Sig. (2sided)*
Male	29(52.7)	26(47.3)	0.004	1
Female	57(53.3)	50(46.7)
	Suggest of therapeutic methods of CAM ³
	YES ( n = 64)	NO ( n = 98)	Pearson Chi-Square	*Sig. (2sided)*
Male	20(36.4)	35(63.6)	0.344	0.613
Female	44(41.1)	63(58.9)
	Recommend of therapeutic methods of CAM ⁴
	YES ( n = 110)	NO ( n = 51)	Pearson Chi-Square	*Sig. (2sided)*
Male	35(63.6)	20(36.4)	0.848	0.376
Female	75(70.8)	31(29.2)

^aChi-Square test analyzed the differences between the pairwise comparisons of the attitude construct based on two genders
^bPairwise comparisons generally are methods for comparing entities in pairs to judge which of each entity is preferred or has a greater amount of some quantitative property, or whether or not the two entities are identical
^c Two-level queries of attitude such as 1) Are two credits of the CAM course adequate for teaching students? 2) Have you ever used CAM modalities for yourself? 3) Have you ever recommended CAM modalities to others? 4) If a CAM specialist recommends one of the modalities, would you use it?

ISSN: 1472-6920