Evidence-based medicine (EBM) has been advocated as a new paradigm in orthodox medicine and as a methodology for natural medicines, which are often accused of lacking an adequate scientific basis. This paper presents the voices of tradition-sensitive naturopathic practitioners in response to what they perceive as an ideologic assault by EBM advocates on the validity and integrity of natural medicine practice. Those natural medicine practices, which have tradition-based paradigms articulating vitalistic and holistic principles, may have significant problems in relating to the idea of EBM as developed in biomedical contexts. The paper questions the appropriateness of imposing a methodology that appears to minimize or bypass the philosophic and methodological foundations of natural medicine, and that itself seems primarily driven by political considerations.
This paper discusses the impact and value of feedback that was personable and individually tailored in a postgraduate staff development program that taught supervision skills at an Australian university. The modelling of this feedback style resulted in high student satisfaction. The students were all academic staff who reported transferring that style of feedback into their own teaching practices. They also indicated a desire to bring that feedback style into their supervisory practices as a strategy to promote engagement, retention and more rewarding supervisor-student relationships. The feedback style was seen as precursor to a more effective and rewarding academic relationship that would have ongoing impact on future collegial research and teaching connections.
This paper investigates the integration of virtues into teaching programs for allied health students. It explores the notion that practitioners' effectiveness is enhanced when they practice virtues along with their technical expertise. These virtues include wisdom and love and they imbue the practitioner's role with a meaning that extends beyond efficient diagnosis and competent case management. Practicing virtues can deepen the clinical relationship. Allied health students may feel cautious and uncertain about what it actually means to be a virtuous practitioner. Reflexive practice and dialogic encounters are presented as teaching activities that can cultivate virtuous practice.
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