Ayurvedic college education, reifying biomedicine and the need for reflexivity

Blended course designs have been increasingly adopted in medical education. However, research on the relations between the key aspects of students' learning experience and their learning outcomes often only measure students' self-reported experience, neglecting what they actually do in learning. This study combined both self-reported and observational measures of students' learning experiences and examined the relations between the two sets of measures and their contributions to learning outcomes. Australian medical students were asked to report their approaches to, and perceptions of, learning. Their frequency and duration of their interactions with both online formative and summative tasks were observed and recorded. Correlation analyses showed that the learning outcomes was positively related to deep approaches to using online technologies and duration of interactions with online summative tasks. The hierarchical multiple regression analysis found that the self-reported approaches and duration of interactions jointed explained the learning outcomes, accounting for 6% of the variance. The study demonstrated the complementary nature of using both self-reported and observational measures of students' learning experiences to explain the learning outcomes in blended course designs.

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Indian Medical Traditions Between State and Village

Bode

2018

Asian Med.

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Apart from an introduction to the eight essays that make up this special issue of Asian Medicine this opening piece discusses India’s hierarchical medical landscape and the politics of value involved. Inspired by recent scholarship, I argue on the one hand that state-sanctioned medicine—formal biomedicine and formal Indian medicine—and, on the other hand, subaltern medicine practiced by informal practitioners—both folk and biomedical—typify the Indian medical landscape. Forms of Indian medicine are not bounded by themselves. Their demarcation is a political act. These politics of signification beg to be deconstructed when we want policies concerning Indian medicine to be realistic and successful. After all, the assumption of this introduction and the special issue as a whole is that Indian medicine deserves a place next to biomedicine.

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Ayurvedic college education, reifying biomedicine and the need for reflexivity

Abstract: The paper analyses the experiences with government sanctioned

Cited by 8 publications

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Medical Pluralism

Medical Pluralism

Explaining medical students’ learning outcomes in blended course designs: combining self-reported and observational learning experiences

Indian Medical Traditions Between State and Village

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