Is Problem-Based Learning a Suitable Curriculum Model for Training Complementary and Alternative Medicine Practitioners?

Abstract

Problem-based learning (PBL) is a curriculum model that has been adopted by educators in a number of medical and allied health disciplines, including medicine, nursing, and dentistry, with the most data on implementation and outcomes derived from experiences within medical schools. Problem-based learning has become a popular curriculum model that is seen as the answer to contemporary educators’ desire for students and graduates to be able to problem solve, be self-directed in their learning, and be all around better health professionals. The benefits of PBL are thought to be particularly beneficial to training of health professionals, as their clients will have complex health and other issues that are poorly dealt with by textbook or lecture/tutorial examples. These benefits would be expected to be of value in training of complementary and alternative medicine (CAM) practitioners. In this context, the term CAM practitioner referstothosewhohavereceivedspecifictrainingandpracticein one or more CAM modalities (eg, naturopathy, homeopathy, herbal medicine). Further, it might be suggested that PBL would provide a more appropriate learning environment for CAM practitioners, as it presents clinical problems in context and promotes higher levels of integration of knowledge than traditional curriculum based on discipline-specific subjects. A search of the major bibliographic databases (eg, MEDLINE, PubMed, ERIC) and Google Scholar found only one discussion of use of PBL for training of CAM practitioners (osteopaths) 1 ; however, systematic evaluation of the outcomes of this program have yet to be reported. In fact, there is a paucity of literature on research in educational issues and curriculum for training of CAM practitioners; this is in contrast to the large body of literature covering these topics from the perspective of training of conventional healthcare professionals. In lieu of research data on curriculum research in training of CAM practitioners, the Internet-based course information for diplomas and advanced diploma offered by Australian private colleges, universities, and technical and further education organizations. No organization stated using PBL within their program, and curricula were based on completion of a number of discipline-specific subjects, units, or modules (eg, anatomy and physiology, professional ethics, western herbal medicine, iridology) taught primarily by traditional means (eg, lectures, tutorials) in which the theory of each area is presented. Integration of core areas then occurred in later clinical subjects where case studies are incorporated into the curriculum of individual subjects; however, these were still separated from subjects in professional practice or other areas. Based on this information, it would seem that CAM practitioner training follows a primarily traditional theoretical knowledgefocused model. As PBL was introduced to address the shortcomings in this model, it would seem that there is an opportunity within CAM practitioner training to also move to a more PBL style of instruction. This review will explore PBL as a curriculum model from the perspectiveofthehealthandmedicalsciences—thepotentialand actual benefits as well as the costs and challenges inherent in this model. This is then viewed as a possible model for training of CAM practitioners.