Asmita Patel, Wayne Hill, Karen Wesseling, Karen Mees, Robyn Carruthers, Clive Standen
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引用次数: 3
Abstract
Objectives
The educational role of elementary/primary school gardens for school-aged children has been well-researched and documented. Within tertiary education, limited published research exists regarding the role that on-campus gardens have as a practical teaching resource for the learning of degree curriculum. Therefore, the aim of the present study was to ascertain the role that an extensive on-campus herb garden had in facilitating teaching and learning for students enroled in a naturopathic and herbal medicine degree.
Methods
Twenty-one students enroled in a naturopathy and herbal medicine degree at a naturopathic college in Auckland, New Zealand were individually interviewed. Data was analysed using an inductive thematic approach.
Results
A number of themes and subthemes were identified. The on-campus herb garden provided students with ongoing access to a wide range of herbs and plants that are not readily accessible in the wider community. The herb garden acted as a practical resource for teaching and learning, as it aided coursework by providing students with salient opportunities for practical learning, which included the manufacturing of products for assessments. The direct physical interaction that the herb garden provided, was perceived by students as taking their learning of course material to a level beyond what a textbook could provide. The herb garden provided sensory/kinaesthetic learning opportunities, which were perceived to aid student learning. Students also utilised the herb garden for the acquisition of herbs for food and tea consumption, including the preparation of tea to provide to clients in the student clinic.
Conclusions
The present study provided qualitative insights from students regarding the salient role and multiple ways in which an extensive on-campus herb garden supported and aided their learning within a naturopathic and herbal medicine degree curriculum.
期刊介绍：
Advances in Integrative Medicine (AIMED) is an international peer-reviewed, evidence-based research and review journal that is multi-disciplinary within the fields of Integrative and Complementary Medicine. The journal focuses on rigorous quantitative and qualitative research including systematic reviews, clinical trials and surveys, whilst also welcoming medical hypotheses and clinically-relevant articles and case studies disclosing practical learning tools for the consulting practitioner. By promoting research and practice excellence in the field, and cross collaboration between relevant practitioner groups and associations, the journal aims to advance the practice of IM, identify areas for future research, and improve patient health outcomes. International networking is encouraged through clinical innovation, the establishment of best practice and by providing opportunities for cooperation between organisations and communities.
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