Positive Health Online

How did it all begin?

Over the past decade approximately ten universities in the UK have become involved in developing degree courses in complementary therapies.

Initially, involvement took the form of the external validation of courses in osteopathy, chiropractic, herbal medicine and homoeopathy.

Over the past five years universities have taken a further step in bringing complementary therapies into the mainstream by creating and providing courses within their own institutions.

What are the essentials for integrating into the mainstream?

Most universities have become involved in complementary therapies provision by building on their health science courses and collaborating with an established institution to provide the therapy-specific content.

Developments have therefore frequently involved establishing courses in a university's school of nursing or health sciences department.

Many of the professional groups which have come forward to work with universities recognise the value of degree validation in providing a means by which the quality of their provision may be recognised.

A vital ingredient, which facilitates the validation of a degree course, is the existence of an independent professional body. Although universities are prepared to approve degrees in specific therapies they do not wish to be seen to be issuing licences to practise. The accreditation of a degree by an independent professional body is seen by most universities to be a vital element in quality control. The relationship with the professional body is not seen purely as a rubber stamping of the provision but an opportunity to ensure that the degree continues to evolve to meet the growing need of the profession.

What are the vital components of a mainstream degree?

In addition to the therapy specific content and health sciences, most providers recognise that courses must contain the other essential components which include practitioner development and research skills. In fact, one of the main attractions for private institutions seeking degree validations is the opportunity of taking advantage of the information technology and research facilities available within universities. The opportunity to become involved in mainstream research is high on the agenda of many providers of complementary therapies as it is seen as the long awaited opportunity to provide the evidence for the effectiveness of therapies and to explore possible mechanisms.

The education and training provided within a degree would not be complete without high quality clinical experience. With many of the professional bodies requiring in the order of 500 hours of experience, it is vital that this component is not seen as merely a hurdle of hours to check off, but is carefully monitored to ensure it provides a breadth of experience. It is not the number of hours which sets the standard, but the management of the experience to ensure a comprehensive range of new and follow-up patients are seen by all students. To ensure an effective integration between education and clinical training, a major strength is having the same tutors lecturing on the course as are providing the supervision within an in-house clinic.

Which therapies should be included in a mainstream course?

The first few degrees in complementary therapies were in the more established therapies, such as osteopathy, chiropractic, acupuncture, herbal medicine and homeopathy.

As the confidence of universities has developed, the range of provision has grown to include modules in such therapies as naturopathy, nutritional therapy, reflexology, aromatherapy, therapeutic massage and yoga. The inclusion of these therapies within a degree course ensures students become aware of the theory, principles and practice of the widest possible range of approaches. In this way it is hoped that on graduation, students will have had the personal experience of a variety of therapies and are therefore able to evaluate for themselves different therapeutic approaches.

Exposure to the less established therapies enables students to be better informed when patients present, having seen other complementary therapists.

Such approaches have led to modules in healing, kinesiology and flower essences finding their way into the curricula of diploma and degree courses.

Integration within the University

Integrating complementary therapies into mainstream provision has occurred over the past decade. Over this period many therapies have rapidly become more accepted by both the public and healthcare professionals. Within universities, especially if the development of complementary therapy provision has occurred at the same time as more established health science provision has shrunk, the development of the new courses have sometimes been viewed with caution or even hostility. However, once the quality of the students on the complementary therapies courses has been recognised by staff servicing course components, the provision tends to become more accepted. The enthusiasm, critical and enquiring approaches of the students frequently wins over all but the most intransigent sceptic.

Many of the students on degrees in complementary therapies are mature, have decided on a career change and in some cases have previously studied at degree or postgraduate level. Students pursuing courses in complementary therapies embark on challenging programmes requiring them to simultaneously study health sciences, sociology, psychology, research techniques as well as a theoretical model for their chosen therapy that may at times conflict with other models they study. It is only with such demanding courses that universities will be able to provide the practitioners that will meet the demands of integrated healthcare for the twenty-first century.