Alternative Medicine College of Canada logo

Alternative Medicine College of Canada

204-1408 Jean Talon East , Montreal- H2E 1S2
Quebec , Canada  Canada
+1-5142705318 Fax : 5142703933 Toll Free : 1-800 663-8380


Mon - Fri 9:00 AM-5:00 PM

No doctors to show

Alternative Medicine College of Canada - Montreal

Since 1989, the Collège des médecines douces du Québec (CMDQ), a Francophone distance learning organisation has been proposing correspondence programs and courses, with the possibility for workshops and internships, in various fields associated with alternative medicines: naturopathy, nutrition, phytotherapy, vital hygiene, homeopathy, energetics, Chinese medicine, etc. Legally constituted and recognized in Canada and Europe, its courses are available on line or by postal delivery, in French and in English, and include the support of a tutor.

Will you become health practitioner and be part of the future of alternative medicine,Education, consultations, sales, events... are no longer uncertain adventures nowadays. Increasing public demand is very real. Depending on the program chosen and the certification obtained, there are numerous ways to promote your knowledge and to multiply the professional opportunities to fulfill your passion!

Photo of Alternative Medicine College of Canada

Additional Information

The idea of an educational structure came to life in the consulting practice of two doctors (one of which was an homeopath), a naturopath and the actual College director, David Bentata, an acupuncturist and acknowledged member of the Collège des médecins du Québec in 1988 (then known as the Corporation professionnelle des médecins du Québec). At the time, the consulting practice was host to trainees from other schools. Demand was great, in a context of developping different but complementary approaches.

The Government of Quebec and the Office des professions du Québec had passed a bill (#25) making acupuncture fall under the control of the Corporation professionnelle des médecins du Québec. This happened in the 1980s, after which the acupuncturists of the time underwent exams. In that same period, Dolisos and Boiron installed laboratories in Montreal. It lead to the unprecedented development of homeopathic medicine, practiced by practitioners not medical doctors. These practitioners followed courses in diverses schools and laboratories in Quebec with passion. The founder and director of the College was a pioneer in promoting acupunture as early as 1979 and homeopathy as early as 1984.

In the 1980s, naturopathy existed, but much more inconspicuously; the laboratories Robert et Fils were the first to provide quality natural products. However, it wasn't until the end of the 1990s that a real interest for this type of practice manifested.

At its beginings, in 1988, the College offered a multipurpose training in its consulting rooms, one weekend a month for three years. The teachers kept in mind their desire to pass on quality scientific knowledge enabling a true communication and collaboration with medical doctors. This was a legitime pursuit since three of the four teachers were involved or members of the Collège des médecins du Québec.

stylo-cahierThe idea of distance education came a year later, when teachers recognized the problems in maintaining a quality program, with courses given one weekend per month, especially when taking into account vacation time, missed courses due to transportation or weather issues. They chose to add textbooks to the courses as well as practical workshops at the College. With time, these textbooks were improved to the point of constituting a solid knowledge base and represented, as early as 1993, a bona fide reference library for students and teachers alike.

Quickly, this method of teaching proved to be efficient and adapted, offering numerous advantages. Success ensued: students could manage their time independently, schedule more time to study during the week, at home or at work, taking advantage of free time, and without pressure nor travelling worries. Workshops completed the training.

Starting then, the College could accept students coming from various Francophone countries and even opened a branch in Switzerland. It grew successfully for many years.In 1994, the College had to adapt to international teaching practices. Each program, course and module underwent harmonization, on the basis of textbooks requiring 45- or 90-hour of study, plus a course in anatomy-physiology, that became a prerequisite to the training.

clavierAware of the performance possibilities brought about by the new means of communication, the College was among the first interested in information technologies with the creation, in 1997, of the first version of its website and the introduction of electronic exchanges. Unmistakably, from that time, the educational relationship of students was improved: communication with the tutor was quicker, more fluid and therefore more spontaneous.

In 2000-2001, courses were completely updated and translated to English, attracting a great number of Anglophone students from all five continents.Nowadays, the College has as many Francophone as Anglophone students, supervised by a team of teachers, tutors and collaborators that are always available, motivated, passionate about alternative medicine and driven by the desire to have their graduate students acknowledged.


Judging by the increasing interest of the public for what is called "Complementary and Alternative Medicine", it is clear that conventional medicine no longer fulfills the needs of people. Several factors contribute to our paying a heavy price for our modern hectic lifestyle, which is based on consumerism, stress, pollution, intoxication, poisons... In a context viewed as increasingly oppressive, punctuated with health scandals, the need to feel listened to and to be paid proper attention have come to light. There is also a need to inform and educate ourselves, either for personal benefit or to make a practitioner calling become a reality.

Great viral outbreaks seem to be a thing of the past. They have been replaced with chronic illnesses that take lives slowly and insiduously, rather than suddenly. This slow death goes relatively unnoticed, its symptoms (or dis-ease) being judged too insignificant or too ordinary to be taken into account by the medical world. We however prescribe medication, that successfully silence, for a time, the "functional" symptoms. But without tackling the underlying causes, unbalance persists and ends up manifesting as well catalogued organic illnesses.

Progressively, as people become aware of this escapist logic, and demand a more thoughtful approach, they turn to alternative medicine and health practitioners. People want to understand what is happening to them, want to participate in the treatment, want to feel fully engaged in the therapeutic solution, not just be "irresponsible" pill-poppers.

In several countries, natural practices are no longer marginal, but rather, are asserting themselves more and more as an essential alternatives, complementary to conventional methods, were it merely for the liberty of choice in therapy they provide for an increasing number of persons.

pestle with herbsBut, without any true recognition of alternative medicines, the public voices its need to receive flawless professional services, in order to get meaningful guidance and to have a clear understanding of the over-abundant, and often dubious, natural information. The same goes for schools.

"We have a moral obligation to our students, because they represent the future practitioners on whom rest not only the credibility and success of alternative medicine, but also and most importantly, the health of our citizens." - David Bentata, AMCC Director

At the Alternative Medicine College of Canada, the vast majority of admission requests come from individuals having already experimented satisfactorily with one or more alternative therapies They want to learn more in order to better themselves and be of greater service to their families. Some want to start a new career. It often comes from a passion, a need to give, to heal others and to be of service to the community. There are also students from medical and paramedical fields, disillusioned at their practices, coming to learn a new approach.

These people seek, in good faith, quality education. They are looking for a complete education, a global approach, and not some "guru" to control or skew knowledge before transmitting it. The education must remain scientific (in the sense that it is explainable and logical) and opened to various care techniques. Too many "masters" of past have vowed to know THE truth, ignoring (almost) everything else of what was done in the school next door. Only their method was the right one! Students and practitioners had to apply THE method taught by THE master.

Just as people are suspicious of conventional medicine, future practitioners are suspicious of schools. They know that a good school must be opened to the world and not tethered to a master's quest for notoriety and power. Our students must gain not only knowledge in various fields, but also nourish a passion for learning, in order to continuously better themselves during their studies and afterwards, during their entire lives.

Languages Spoken

  • English

Payment Options

  • Visa
  • Master Card
  • Cash
  • Check

Consultation Type: Direct ConsultationAll patients have to come to the practitioner's location.

Review Alternative Medicine College of Canada
Rating :

* Title

* Comments