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Complementary medicine research in higher education
Complementary Theropiesin Medicine(1997)5, 226-227 © HarcourtBrace& Co Ltd 1997
Complementary medicine research in higher education J. A. W i l k i n s o n
Middlesex University, London, UK John Wilkinson is Senior Lecturer in Phytochemistry and Pharmacognosy on the BSc course in Herbal Medicine at the University of Middlesex.
Complementary Therapies in Medicine takes the view that systematic research is not the only way to deepen our understanding of health care. As such, we positively encourage the submission of papers that aim to express personal opinions or which describe personal experiences. SUMMARY. This paper highlights recent developments in the education and training of complementary medicine practitioners within the university system. It focuses particularly on how this will allow much greater opportunities for research to be undertaken in complementary medicine in the future. This is primarily because of the strong research tradition and resources that are available in universities within the UK.
INTRODUCTION
degree in herbal medicine began in September 1994. Several separate colleges of complementary medicine in which the management and staff are external to the university have also achieved degree status. In this case, the university supplies the validation of degree status to the training college. An example is the European School of Osteopathy, which is in association with the University of Cardiff. Since it is the nature of universities to undertake not only teaching, but also research, these pioneering courses will lead to a new era of research in complementary therapies.
In the past few years, complementary medicine in the UK has begun to see an exciting new development in the way practitioners are being trained. Complementary medicine has appeared as a subject of academic study and training in its own fight within the university system. This has important implications for the way that complementary medicine research will develop in the future, where distinct subject areas may be studied as separate and complete entities, but when combined with other subject modules may form the basis of a degree. These developments have occurred in a number of different ways. With the recent arrival of 'modularization' occurring in many universities, this has led to a number of universities offering specific modules in complementary medicine and related subjects. These often form a small part of the overall degree programme. The other main developments have been in the innovative creation of a number of degree programmes in different areas of complementary medicine, for example, in herbal medicine and osteopathy. These degree programmes have achieved validation and accreditation by combination of a university and the relevant professional complementary medicine association providing training and academic study. This has occurred within a university department, where the lecturers are part of the university lecturing staff, as in the case of Middlesex University, where Europe's first BSc
RESEARCH IN COMPLEMENTARY MEDICINE The need for research in complementary medicine has become evident in recent years, with groups such as the Research Council for Complementary Medicine (RCCM) actively encouraging research. The development of successful research programmes in complementary medicine, however, has been progressing slowly for a number of reasons. Until now, most practitioners have been trained by independent colleges linked to specific professional associations. Training colleges in the UK have been aware of the need for research, but have not had the infrastructure for active research programmes, since their main purpose is to train students to become practitioners rather than researchers. The students themselves, many of whom pay for their tuition fees, have found it difficult to take on research projects. There are a number of reasons for this:
Dr John A. Wilkinson, School of Health, Environmental and Biological Scienes, University of Middlesex, Queensway, Enfield, Middlesex EN3 4SF, UK. 226
Complementary medicine research in higher education 1. Motivation: students are interested in becoming practitioners and are mainly concerned with clinical practice rather than research. 2. Time constraints: many students are working outside of college time to pay their college fees. 3. Private practice: after completing their training, students have to establish a new practice in order to treat patients and to earn a living; again, this leaves little time for research. 4. Research skills: many practitioners lack the necessary training in research. Training requires theoretical knowledge of methodologies and learning through experience and guidance, with an experienced researcher as a mentor. Much time and effort is required. Despite these obstacles, some practitioners do undertake some research, often as pilot studies in collaboration with specialist centres, such as the RCCM, the Centre for Complementary Health Studies at the University of Exeter or at Middlesex University. If we are to see complementary medicine become available to more people, for example, by treatment through the National Health Service, then it is essential to establish a strong research foundation. Research carried out in universities will be able to offer great potential for these developments to arise.
UNIVERSITY-BASED RESEARCH Universities have a long tradition of undertaking research, and have developed the necessary infrastructure.
Undergraduate research Most students will have as part of their undergraduate training the opportunity to develop a number of skills: 1. Training in literature searches. The purpose of these is to build up an accurate picture of what research has already been accomplished by previous investigators. This often highlights gaps in knowledge where more research needs to be done. 2. Training in research methods. Students need to select a method that is suitable for a line of research that they would like to pursue. 3. Research experience. Students may undertake a research project in the third or fourth year of study. This may be the first opportunity for a student to actively engage in a small research project. All of these skills will be supported by having convenient access to a well stocked library, searchable computer databases, CD-ROMs and the Internet. At Middlesex, there is the opportunity to carry out research in a clinical setting at a hospital or theoretical complementary medicine centre or research in the herbal medicine laboratories. Most students will be
227
supervised by a lecturer, who will have had many years of experience in research and will help them learn how to do research through a process of 'osmosis'.
Postgraduate research For those students who have upper second class degrees or higher, there is the possibility of pursuing research at the postgraduate level. The university can provide the necessary expertise, space and resources to allow students to do research leading to an MSc, MA or PhD qualification, and there will be access to grants and funds to support students in their research work. These would be provided by government funding bodies or from industry, albeit on a highly competitive basis. Usually, a student will work under a supervisor on a specific topic for 2-3 years full-time, or longer if part-time. This can lead to new discoveries and insights and the development of new theories and paradigms, or it may involve more practical developments, for example, in clinical practice. It also offers the opportunity to publish results in peer-reviewed journals, and may lead to the invitation to speak or present a poster at a conference. Such work often leads to new areas of research that will be undertaken by others. Students will become experts in their areas of research. Apart from improving techniques, formulating new theories or collecting research data, there is also the great satisfaction in the process of research itself, and most students find the experience extremely rewarding and often character building. By obtaining postgraduate qualifications, students will have the possibility of exploring other avenues of career development such as pursuing postdoctoral research work at another university. This may eventually lead to an academic career path or to efficiently combining research with clinical practice, or to carrying out research in industry.
UNIVERSITY COMPLEMENTARY RESEARCH: ACADEMIC VS PRACTICE-BASED? There may be some practitioners who are concerned that complementary medicine research in universities will become too academic and will not be applicable to clinical practice. Other academic disciplines, such as social work, nursing and psychotherapy, share common features with complementary medicine training in that they all involve academic study in a university as well as practice-based training at many different levels, from diplomas to PhD qualifications. In these areas, the marriage of academia in its ivory tower and practice in the outside world has been strengthened by their association with academic institutions. There is no reason to suppose that this will not be the case for the emerging complementary medicine subjects that will be incorporated in to the university system in the next 5-10 years.
Complementary medicine research in higher education J. A. W i l k i n s o n
Middlesex University, London, UK John Wilkinson is Senior Lecturer in Phytochemistry and Pharmacognosy on the BSc course in Herbal Medicine at the University of Middlesex.
Complementary Therapies in Medicine takes the view that systematic research is not the only way to deepen our understanding of health care. As such, we positively encourage the submission of papers that aim to express personal opinions or which describe personal experiences. SUMMARY. This paper highlights recent developments in the education and training of complementary medicine practitioners within the university system. It focuses particularly on how this will allow much greater opportunities for research to be undertaken in complementary medicine in the future. This is primarily because of the strong research tradition and resources that are available in universities within the UK.
INTRODUCTION
degree in herbal medicine began in September 1994. Several separate colleges of complementary medicine in which the management and staff are external to the university have also achieved degree status. In this case, the university supplies the validation of degree status to the training college. An example is the European School of Osteopathy, which is in association with the University of Cardiff. Since it is the nature of universities to undertake not only teaching, but also research, these pioneering courses will lead to a new era of research in complementary therapies.
In the past few years, complementary medicine in the UK has begun to see an exciting new development in the way practitioners are being trained. Complementary medicine has appeared as a subject of academic study and training in its own fight within the university system. This has important implications for the way that complementary medicine research will develop in the future, where distinct subject areas may be studied as separate and complete entities, but when combined with other subject modules may form the basis of a degree. These developments have occurred in a number of different ways. With the recent arrival of 'modularization' occurring in many universities, this has led to a number of universities offering specific modules in complementary medicine and related subjects. These often form a small part of the overall degree programme. The other main developments have been in the innovative creation of a number of degree programmes in different areas of complementary medicine, for example, in herbal medicine and osteopathy. These degree programmes have achieved validation and accreditation by combination of a university and the relevant professional complementary medicine association providing training and academic study. This has occurred within a university department, where the lecturers are part of the university lecturing staff, as in the case of Middlesex University, where Europe's first BSc
RESEARCH IN COMPLEMENTARY MEDICINE The need for research in complementary medicine has become evident in recent years, with groups such as the Research Council for Complementary Medicine (RCCM) actively encouraging research. The development of successful research programmes in complementary medicine, however, has been progressing slowly for a number of reasons. Until now, most practitioners have been trained by independent colleges linked to specific professional associations. Training colleges in the UK have been aware of the need for research, but have not had the infrastructure for active research programmes, since their main purpose is to train students to become practitioners rather than researchers. The students themselves, many of whom pay for their tuition fees, have found it difficult to take on research projects. There are a number of reasons for this:
Dr John A. Wilkinson, School of Health, Environmental and Biological Scienes, University of Middlesex, Queensway, Enfield, Middlesex EN3 4SF, UK. 226
Complementary medicine research in higher education 1. Motivation: students are interested in becoming practitioners and are mainly concerned with clinical practice rather than research. 2. Time constraints: many students are working outside of college time to pay their college fees. 3. Private practice: after completing their training, students have to establish a new practice in order to treat patients and to earn a living; again, this leaves little time for research. 4. Research skills: many practitioners lack the necessary training in research. Training requires theoretical knowledge of methodologies and learning through experience and guidance, with an experienced researcher as a mentor. Much time and effort is required. Despite these obstacles, some practitioners do undertake some research, often as pilot studies in collaboration with specialist centres, such as the RCCM, the Centre for Complementary Health Studies at the University of Exeter or at Middlesex University. If we are to see complementary medicine become available to more people, for example, by treatment through the National Health Service, then it is essential to establish a strong research foundation. Research carried out in universities will be able to offer great potential for these developments to arise.
UNIVERSITY-BASED RESEARCH Universities have a long tradition of undertaking research, and have developed the necessary infrastructure.
Undergraduate research Most students will have as part of their undergraduate training the opportunity to develop a number of skills: 1. Training in literature searches. The purpose of these is to build up an accurate picture of what research has already been accomplished by previous investigators. This often highlights gaps in knowledge where more research needs to be done. 2. Training in research methods. Students need to select a method that is suitable for a line of research that they would like to pursue. 3. Research experience. Students may undertake a research project in the third or fourth year of study. This may be the first opportunity for a student to actively engage in a small research project. All of these skills will be supported by having convenient access to a well stocked library, searchable computer databases, CD-ROMs and the Internet. At Middlesex, there is the opportunity to carry out research in a clinical setting at a hospital or theoretical complementary medicine centre or research in the herbal medicine laboratories. Most students will be
227
supervised by a lecturer, who will have had many years of experience in research and will help them learn how to do research through a process of 'osmosis'.
Postgraduate research For those students who have upper second class degrees or higher, there is the possibility of pursuing research at the postgraduate level. The university can provide the necessary expertise, space and resources to allow students to do research leading to an MSc, MA or PhD qualification, and there will be access to grants and funds to support students in their research work. These would be provided by government funding bodies or from industry, albeit on a highly competitive basis. Usually, a student will work under a supervisor on a specific topic for 2-3 years full-time, or longer if part-time. This can lead to new discoveries and insights and the development of new theories and paradigms, or it may involve more practical developments, for example, in clinical practice. It also offers the opportunity to publish results in peer-reviewed journals, and may lead to the invitation to speak or present a poster at a conference. Such work often leads to new areas of research that will be undertaken by others. Students will become experts in their areas of research. Apart from improving techniques, formulating new theories or collecting research data, there is also the great satisfaction in the process of research itself, and most students find the experience extremely rewarding and often character building. By obtaining postgraduate qualifications, students will have the possibility of exploring other avenues of career development such as pursuing postdoctoral research work at another university. This may eventually lead to an academic career path or to efficiently combining research with clinical practice, or to carrying out research in industry.
UNIVERSITY COMPLEMENTARY RESEARCH: ACADEMIC VS PRACTICE-BASED? There may be some practitioners who are concerned that complementary medicine research in universities will become too academic and will not be applicable to clinical practice. Other academic disciplines, such as social work, nursing and psychotherapy, share common features with complementary medicine training in that they all involve academic study in a university as well as practice-based training at many different levels, from diplomas to PhD qualifications. In these areas, the marriage of academia in its ivory tower and practice in the outside world has been strengthened by their association with academic institutions. There is no reason to suppose that this will not be the case for the emerging complementary medicine subjects that will be incorporated in to the university system in the next 5-10 years.