“In at the deep end”: an intensive foundation training in homeopathy for medical students

Abstract

UK medical students spend 25% of their curricular time on elective "Student Selected Components" (SSCs). We report one in homeopathic medicine run jointly by the University of Bristol and the Bristol Homeopathic Hospital. The SSC was an intensive four week course using a variety of learning methods, grounded in the Faculty of Homeopathy's Primary Health Care Examination (PHCE) Certificate syllabus. Students were exposed to specialist clinics and the prescribing methods used in them. They received tuition from a veterinarian, a psychiatrist, a medical historian, a professional homeopath and an expert in the evidence base of complementary medicine. Educational methods included interactive lectures, out-patient clinics, recorded video cases, live cases via video link, a "dream proving" and a reflective diary. At the end of the course students sat and passed the Faculty's PHC examination. Assessment also included an in-depth case report in which most students revealed understanding of the course. Though students were uncertain about the nature of the healing stimulus, many were affected by the healing responses they witnessed and the intellectual challenge of remedy selection. Some professed interest in further training and all wished to see the Bristol Homeopathic Hospital (BHH) develop as a centre for holistic care. For some the experience was "transformative learning". We conclude that this approach to a foundation training in homeopathy is feasible and effective.

Transformative learning as pedagogy for the health professions: a scoping review

“…As a theory of learning, TL is characterised by change: change in one's beliefs about oneself, about others, about practices, etc. Conceptualisations draw on constructivist principles in that learning occurs through critically engaging with what one believes and knows in light of what one experiences, going beyond and building on prior learning .…”

“…As they developed more discriminating perspectives, their worldviews shifted . Accordingly, TL influenced their values, attitudes and behaviours, and how they saw and understood themselves . Students developed new interpretations of how things were, including conditions within the realm of health care .…”

“…47,53,58,66,[96][97][98] Accordingly, TL influenced their values, attitudes and behaviours, 30,37,57,61,72,99 and how they saw and understood themselves. 14,33,69,80 Students developed new interpretations of how things were, including conditions within the realm of health care. 22,93 There was a heightened awareness of others, 17,28,64 regardless of culture and socio-economic standing, 69 and of differing opinions and perspectives 23 as they progressed towards 'multiplicity' considering multiple viewpoints.…”

A survey on perception of homoeopathic undergraduate students towards learning environment in an Indian scenario

“…The safety of patients consulting with unregulated homeopaths and the quality of homeopathic treatment largely depends on the quality of undergraduate education. But there are few peer-reviewed papers describing educational initiatives in homeopathy and none describing whole programs [12][13][14][15]. Little pressure has been put on practitioners to harmonize education standards [16], but there are demands from both consumers and authorities to ensure high quality harmonized training standards [17].…”