Student attitudes towards clinical teaching resources in complementary medicine: A focus group examination of Australian naturopathic medicine students

Wardle, JL; Sarris, J

Student attitudes towards clinical teaching resources in complementary medicine: A focus group examination of Australian naturopathic medicine students

Wardle, JL

Sarris, J

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Publication Type:: Journal Article
Citation:: Health Information and Libraries Journal, 2014, 31 (2), pp. 123 - 132
Issue Date:: 2014-01-01

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Field	Value	Language
dc.contributor.author	Wardle, JL https://orcid.org/0000-0001-8813-3542	en_US
dc.contributor.author	Sarris, J	en_US
dc.date.available	2014-02-19	en_US
dc.date.issued	2014-01-01	en_US
dc.identifier.citation	Health Information and Libraries Journal, 2014, 31 (2), pp. 123 - 132	en_US
dc.identifier.issn	1471-1834	en_US
dc.identifier.uri	http://hdl.handle.net/10453/34295
dc.description.abstract	Background: Complementary medicine is forming an increasingly large part of health care in developed countries and is increasingly being formally taught in tertiary academic settings. Objectives: An exploratory study of naturopathic student perceptions of, use of and attitudes towards teaching resources in naturopathic clinical training and education. Methods: Focus groups were conducted with current and recent students of 4-year naturopathic degree programmes in Brisbane and Sydney to ascertain how they interact with clinical teaching materials, and their perceptions and attitudes towards teaching materials in naturopathic education. Results: Naturopathic students have a complex and critical relationship with their learning materials. Although naturopathic practice is often defined by traditional evidence, students want information that both supports and is critical of traditional naturopathic practices, and focuses heavily on evidence-based medicine. Students remain largely ambivalent about new teaching technologies and would prefer that these develop organically as an evolution from printed materials, rather than depart from dramatically and radically from these previously established materials. Conclusions: Findings from this study will assist publishers, librarians and academics develop clinical information sources that appropriately meet student expectations and support their learning requirements. © 2014 Health Libraries Group.	en_US
dc.relation.ispartof	Health Information and Libraries Journal	en_US
dc.relation.isbasedon	10.1111/hir.12060	en_US
dc.subject.classification	Information & Library Sciences	en_US
dc.subject.mesh	Humans	en_US
dc.subject.mesh	Medicine, Traditional	en_US
dc.subject.mesh	Naturopathy	en_US
dc.subject.mesh	Attitude of Health Personnel	en_US
dc.subject.mesh	Evidence-Based Medicine	en_US
dc.subject.mesh	Qualitative Research	en_US
dc.subject.mesh	Education	en_US
dc.subject.mesh	Curriculum	en_US
dc.subject.mesh	Students	en_US
dc.subject.mesh	Australia	en_US
dc.title	Student attitudes towards clinical teaching resources in complementary medicine: A focus group examination of Australian naturopathic medicine students	en_US
dc.type	Journal Article
utslib.citation.volume	2	en_US
utslib.citation.volume	31	en_US
utslib.for	1104 Complementary and Alternative Medicine	en_US
utslib.for	0807 Library and Information Studies	en_US
utslib.for	1110 Nursing	en_US
utslib.for	1117 Public Health and Health Services	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Strength - CHSP - Health Services and Practice
utslib.copyright.status	closed_access
pubs.issue	2	en_US
pubs.publication-status	Published	en_US
pubs.volume	31	en_US

Abstract:

Background: Complementary medicine is forming an increasingly large part of health care in developed countries and is increasingly being formally taught in tertiary academic settings. Objectives: An exploratory study of naturopathic student perceptions of, use of and attitudes towards teaching resources in naturopathic clinical training and education. Methods: Focus groups were conducted with current and recent students of 4-year naturopathic degree programmes in Brisbane and Sydney to ascertain how they interact with clinical teaching materials, and their perceptions and attitudes towards teaching materials in naturopathic education. Results: Naturopathic students have a complex and critical relationship with their learning materials. Although naturopathic practice is often defined by traditional evidence, students want information that both supports and is critical of traditional naturopathic practices, and focuses heavily on evidence-based medicine. Students remain largely ambivalent about new teaching technologies and would prefer that these develop organically as an evolution from printed materials, rather than depart from dramatically and radically from these previously established materials. Conclusions: Findings from this study will assist publishers, librarians and academics develop clinical information sources that appropriately meet student expectations and support their learning requirements. © 2014 Health Libraries Group.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/34295