Complementary medicine students’ perceptions, perspectives and experiences of learning technologies. A survey conducted in the US and Australia

Abstract

Introduction: The education of complementary medicine (CM) practitioners has received little research attention even though CM occupies a significant role in the Australian and US healthcare systems and the CM education sector continues to grow and professionalise. The objective of this study was to explore the perceptions of CM students to learning technologies. Methods: A cross sectional survey was administered to students (n=271) at two CM education institutions, in Australia and the US - countries with similar CM provision and education standards. Students were questioned regarding four areas. Contextual questions were asked about demographics; perceptions of technologies in general; perceptions of the andragogical and technology driven transformation taking place in tertiary education; before focussing on questions pertaining to their institution's infrastructure, progress and support regarding learning technologies. Results: Most students reported studying naturopathy (n=126, 46.2%) and nutritional medicine (n=84, 30.8%). No identifiable differences were found between students in Australia and the US, but the majority of students in both countries perceive themselves to be more technology and media literate than previous generations. Using the categories of Rogers’ Diffusion of Innovation theory there were many students who self-declared as ‘early majority’ (34.6%), and substantially fewer ‘laggards’ (3.8%). Many participants viewed their institution as unsupportive and having a responsibility to prepare them with relevant digital skills. Conclusion: There are broad challenges to improving the educational experience for CM students, academics and institutions. Further research is necessary to explore the complexity of digital technology use in CM institutions and the wider social issues they relate to.