Naturopathic Education Research Articles

Naturopathic education in Ghana; Commentary on progress made towards curriculum development

The quest to improve the modern study of Naturopathy in Ghana started in 2016 with professional certifications introduced by the then Nyarkotey College of Holistic Medicine. The college received accreditation from the Traditional Medicine Practice Council (TMPC) of the Ministry of Health. Between 2020 and 2021, the college found the need to take the study of African naturopathy to the tertiary level. The college started its national accreditation arrangement under the Commission for Technical and Vocational Education and Training (CTVET) at the Higher National Diploma and Bachelor of Technology in Naturopathy and Holistic Medicine. The curriculum for Naturopathy was based on Ghana’s harmonized Competency Based Training (CBT). This paper presents a commentary on the progress made toward curriculum development and accreditation for Ghana’s first Naturopathy program at the tertiary level.

African naturopathic education: Ghana’s model using competency-based curriculum

Despite the over 62 years of Naturopathy’s existence in the Ghanaian jurisdiction, no single tertiary program in Naturopathy or Complementary and Alternative Medicine is taught. The practice has not been streamlined and properly structured. Those who engage in the Naturopathic trade mostly receive their education through correspondence from unrecognized and unaccredited foreign schools that teach a limited aspect of naturopathy. : Following the development and approval of two Naturopathic programs; The Higher National Diploma (HND) for training Naturopaths and Bachelor of Technology in Naturopathy and Holistic Medicine, a 5-year program for Naturopathic Physicians, this paper provides a critical evaluation of the curricula approved by the Commission for Technical and Vocational Education and Training (CTVET) in Ghana. This paper employs a sequential two-stage qualitative process. In phase one, the two curricula were submitted to the World Naturopathic Federation (WNF) Canada, for evaluation. Phase two involved a document analysis using the curriculum recommended by the World Health Organization (WHO), the World Naturopathic Federation (WNF), and the South African Naturopathic curriculum. An in-depth evaluation and comparison with the Ghanaian program were conducted, together with abstracted WNF responses which were then analyzed thematically. After the necessary recommendations by WNF were adopted. The two Ghanaian curricula met the international standard. The recommendations also strengthened the mandatory general area of competence in Naturopathic training. The Ghanaian Bachelor’s in Naturopathy has total clock hours of 5,979, which surpasses the South African degree in Naturopathy(5,950) clock hours. The Ghanaian naturopathic mandatory and elective subjects in the curricula meet the international standards. Issues raised by World Naturopathic Federations (WNF) were all addressed to strengthen the program.

From Roots to Research: A Research Strategy for the Naturopathic Profession in Europe

Naturopathy is a traditional medicine system originating in Europe and is practiced in 108 countries worldwide, representing the most geographically diverse traditional medicine in the modern era. However, the European roots of the naturopathic profession are still prevalent, with just over half of the international population of naturopathic practitioners in European countries. Despite the history and size of the naturopathic profession in Europe, only 8.8% of the more than 2000 peerreviewed research publications produced by naturopathic researchers in the last 30 years are based on studies conducted by researchers in Europe. In 2019, representatives from the World Naturopathic Federation (WNF) European Regional Group met in Lyon, France, to develop a strategy for naturopathy research in Europe. Attendees represented naturopathic organizations in France, Belgium, Spain, Ireland, and the Czech Republic. The outcome was a co-designed strategy based on shared ideas and goals, linked to implementation activities. The goals for the first four years were: (1) Establish research capacity through research training and infrastructure; (2) Strengthen research training and infrastructure; (3) Secure continued research capacity through formalized research training in naturopathic courses; (4) Establish research-sustainability through university-level naturopathic education. While the COVD-19 pandemic has delayed the timeline of initiating this strategy, the priorities, goals, and planned activities remain the same for the WNF European Regional Group. The strategy not only reflects a vision for the future of the profession in Europe, it also reflects an acknowledgement that the European naturopathic community is not only the custodian of the historical roots of the global naturopathic profession but also has an important role to play in its future.

Benchmarking Naturopathy Education; Comparing the Indian and Ghanaian Curricula

Background: Ghana has developed two significant programs for modern naturopathic education in Africa. This success story makes Ghana one of the first countries in the West African sub-region to promote and advocate for the standardized structured naturopathic practice. This also makes Ghana join the likes of countries with a well-defined Naturopathic education such as South Africa, India, North America, and the like. In the case of South Africa, the Naturopathic program is offered at the School of Natural Medicine at the University of the Western Cape, a public institution. However, in the case of Ghana, there is a dedicated university for the promotion of naturopathy and Holistic Health programs. This, therefore, makes Ghana the first on the African continent to have a dedicated university to teach Naturopathy and Holistic Medicine. With a team of Naturopathic and Biomedical Science professionals in both clinical and academic practice, the Nyarkotey University College of Holistic Medicine & Technology (NUCHMT) provided a roadmap in this area. National Occupational Standard was further developed at the Higher National Diploma (HND) and Bachelor in Naturopathy and Holistic Medicine approved by the Commission for Technical and Vocational Education and Training (CTVET) for training two different cadres of Naturopathic Professionals. The HND aims to train Naturopaths and Bachelors to train Naturopathic Physicians. As part of training professionals to meet international standards, the curricula were benchmarked as part of approval requirements. This research paper examines the Ghanaian naturopathic curriculum to assess if it meets the Indian model for training Naturopathic Physicians.
 Objective: To critically review the Ghanaian naturopathy curriculum approved by the Commission for Technical and Vocational Education and Training (CTVET).
 Methods: This is qualitative research that used a document analysis. In this stage, we undertook an in-depth curricula evaluation and comparison with the Ghanaian Bachelor of Naturopathy and Holistic Medicine and the Indian Bachelor of Naturopathy and Yogic Sciences (BNYS).
 Results: We found that the Ghanaian and Indian Naturopathy curricula have some similarities and differences. The difference between the Indian and Ghanaian programs is that the first year is extended in the Indian BYNS for additional 6 months.
 Conclusion. The subjects offered in the Ghanaian naturopathic curriculum are on the same level as the Indian standards. However, the Indian curriculum has yogic sciences as an important aspect of naturopathic education which cannot be said in the Ghanaian curriculum.

Milestone in Australian naturopathic education: Southern School of Natural Therapies celebrates 60 years

Milestone in Australian naturopathic education: Southern School of Natural Therapies celebrates 60 years

Development and validation of the ADVANCER framework for naturopathic education and practice: A delphi study

BackgroundThere has been little attempt to date to narrow the education-practice gap in naturopathic medicine. A framework that brings naturopathic medicine education and practice closer together could help codify the knowledge of naturopathic medicine by providing simultaneous guidance on curriculum development and clinical decision-making in the discipline. ObjectiveTo develop, refine and validate the Advancing Naturopathic Education and Practice (ADVANCER) framework. MethodsPublished literature and pertinent government, professional association and institutional websites were scoped to identify key constructs for the ADVANCER framework. The constructs were grouped into ten domains, with each domain defined and translated into teaching and clinical practice outcomes. A two-round e-Delphi method, comprising international experts in naturopathic medicine education, was used to refine and validate the framework definitions and outcomes. ResultsSixteen academics, from five different countries, participated in the Delphi study. In round one, nine of the ten domains of the ADVANCER framework were rated as either very important or extremely important by 81.2% of participants. Only 68.8% of participants rated the tenth domain as either very important or extremely important. Participant feedback on each domain were pooled and reviewed, and where suggested changes were recommended by more than one participant, respective definitions and outcomes of each domain were amended. In round two, at least 90% of participants rated each domain of the amended ADVANCER framework as either very important or extremely important, meaning consensus to retain these domains, definitions and outcomes had been reached. ConclusionsThe study findings indicate that the ADVANCER framework is conceptually sound and potentially applicable to diverse institutions and countries. An important next step of this research is to establish whether implementation of the ADVANCER framework within naturopathic medicine education and practice is feasible, effective and sustainable.

Characteristics of global naturopathic education, regulation, and practice frameworks: results from an international survey

BackgroundThis descriptive study provides the first examination of global naturopathic education, regulation and practice frameworks that have potential to constrain or assist professional formation and integration in global health systems. Despite increasing public use, a significant workforce, and World Health Organization calls for national policy development to support integration of services, existent frameworks as potential barriers to integration have not been examined.MethodsThis cross-sectional survey utilized purposive sampling of 65 naturopathic organisations (educational institutions, professional associations, and regulatory bodies) from 29 countries. Organizational representatives completed an on-line survey, conducted between Nov 2016 – Aug 2019. Frequencies and cross-tabulation statistics were analyzed using SPSSv.25. Qualitative responses were hand-coded and thematically analysed where appropriate.ResultsSixty-five of 228 naturopathic organizations completed the survey (29% response rate) from 29 of 46 countries (63% country response rate). Most education programs (68%) were delivered via a national framework. Higher education qualifications (60%) predominated. Organizations influential in education were professional associations (75.4%), particularly where naturopathy was unregulated, and accreditation bodies (41.5%) and regulatory boards (33.8%) where regulated. Full access to controlled acts, and to health insurance rebates were more commonly reported where regulated. Attitude of decision-makers, opinions of other health professions and existing legislation were perceived to most impact regulation, which was globally heterogeneous.ConclusionEducation and regulation of the naturopathic profession has significant heterogeneity, even in the face of global calls for consistent regulation that recognizes naturopathy as a medical system. Standards are highest and consistency more apparent in countries with regulatory frameworks.

Group-Based Naturopathic Education for Primary Prevention of Noncommunicable Disease in Families and Children: A Feasibility Study.

Objectives: Naturopathic medicine has demonstrated efficacy at reducing risk factors for chronic disease. Targeting health behaviors of parents and caregivers in a group-based setting may improve the behaviors of children in their care. This study sought to assess the feasibility of such a program. Design: Participants of a six-session health education series were invited to respond to surveys and participate in a focus group about their health behaviors and their experience in the program. Subjects: Caregivers of children aged 0-6 attending publicly funded community centers in Ontario, Canada. Interventions: A 6-week group-based naturopathic education program to promote healthy lifestyle behaviors among caregivers. Outcome measures: Satisfaction with content and delivery, and frequency of healthy behaviors. Results: The majority of responses indicated satisfaction with the program, and an ongoing benefit 6 weeks and more after completion. There was a clear correlation between healthy behaviors of parents and children. Conclusions: A group-based naturopathic education program may be a feasible method of delivering primary-prevention education to caregivers, particularly in the domains of practicality and acceptability.

The Role and Influence of Traditional and Scientific Knowledge in Naturopathic Education: A Qualitative Study

To explore the perceptions, experiences, and attitudes toward scientific and traditional knowledge within contemporary naturopathic education. A qualitative focus group and semistructured individual interview study. Naturopathic educational organizations and institutions in North America (United States/Canada) and Australia. Seven focus groups (three in Australia and four in the United States/Canada) involving a total of 29 students, and one-on-one interviews with 28 faculty and professional leaders of the naturopathic profession from Australia, Canada, and the United States. Four themes have been identified in this study, including finding the balance between traditional and scientific knowledge; supporting the balance through critical appraisal in the curriculum; the exception of traditional knowledge in the critical gaze; and focusing on critical thinking in the naturopathic curriculum. Both naturopathic students and leaders highlight the significance of balancing tradition and science in the naturopathic educational context, although they hold diverse differing viewpoints. The importance of critical appraisal skills as well as the differentiation between critical thinking and critical appraisal have also been emphasized by participants with regard to the future development of naturopathic curriculum. This is the first study focusing on the interface between traditional and scientific knowledge within the naturopathic education setting. The development of a framework for the critical appraisal of traditional naturopathic knowledge is required to help navigate the variety of knowledge sources available to naturopathic students and to help deliver the best outcomes for their future clinical practice.

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

Complementary medicine is forming an increasingly large part of health care in developed countries and is increasingly being formally taught in tertiary academic settings. An exploratory study of naturopathic student perceptions of, use of and attitudes towards teaching resources in naturopathic clinical training and education. 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. 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. Findings from this study will assist publishers, librarians and academics develop clinical information sources that appropriately meet student expectations and support their learning requirements.

Tensions in Naturopathic Education

Tensions in Naturopathic Education

A Review of Tensions and Risks in Naturopathic Education and Training in Australia: A Need for Regulation

In line with increasing complementary medicine (CAM) use, the Australian government has committed considerable resources to the training of CAM practitioners. However, it has generally failed to complement this support with regulation or accountability measures. This is particularly true in Australia's largest CAM profession (naturopaths), which remains entirely unregulated but attracts approximately AUD$40 million each year in government funding for its education sector. This article explores the consequences of such unfettered support on professional outcomes. Data on Australian government funding for naturopathic student places were collated and compared with various outcome measures including research and professional outcomes. Lack of accountability measures attached to government support has enabled the proliferation of commercial education providers in the sector. This is often at the expense of the university sector, which is financially disadvantaged in naturopathic education delivery through extra academic and research obligations not shared by private for-profit providers. The major beneficiaries of government funding have facilitated few formal contributions to naturopathic research or professional development, whereas those with the highest research, professional, and academic output attracted the least government funding. Course content has declined in the previous 5 years, and government funding is still directed to courses that do not meet the minimum education levels for the prescribed government definition of naturopath. Unfettered support has also resulted in a significant increase in student numbers growth, which significantly outstrips growth in utilization, potentially affecting the profession's sustainability. Lack of regulation in naturopathic education has resulted in significant risks to patients (through reduced standards) as well as the naturopathic profession itself. Although CAM advocates often focus on pushing for government support for the development CAM, support without the development of appropriate regulatory and accountability measures can ultimately be detrimental to the development of CAM.

The story of naturopathic education in Australia

Early naturopaths in Australia learned their skills via a loose combination of self-education and an apprenticeship-style system. Naturopathic education developed gradually and outside mainstream education until the last decade. Now it has formalized to include university training. These changes in education are paralleled by dramatic increases in popularity in the practice of natural medicine. Legislative changes regarding the provision of higher education by private institutions, plus the popular acceptance of natural medicine in the last decade, have led to the current situation where degrees are available to naturopath via a number of different pathways.