This study explores the opinion on legislative and regulatory effects on the practice of Naturopathy from the perspectives of Naturopathic Medical Students in Training. A qualitative research approach using a Case Study design was employed. An unstructured questionnaire was sent to 50 Naturopathic Medical Students in Ghana’s first Naturopathic Medical School. A question-by-question analysis was then carried out. We found unanimous agreement among respondents in support of legislation to regulate Naturopathic Practitioners in Ghana. We found that regulation, legislation, or standardization affects every profession globally.: We advocate for strict legislation and regulation to streamline Naturopathy in Ghana.
Background: Ghana has developed two significant programs for modern naturopathic education in Africa. This success story makes Ghana one of the first countries in the West African sub-region to promote and advocate for the standardized structured naturopathic practice. This also makes Ghana join the likes of countries with a well-defined Naturopathic education such as South Africa, India, North America, and the like. In the case of South Africa, the Naturopathic program is offered at the School of Natural Medicine at the University of the Western Cape, a public institution. However, in the case of Ghana, there is a dedicated university for the promotion of naturopathy and Holistic Health programs. This, therefore, makes Ghana the first on the African continent to have a dedicated university to teach Naturopathy and Holistic Medicine. With a team of Naturopathic and Biomedical Science professionals in both clinical and academic practice, the Nyarkotey University College of Holistic Medicine & Technology (NUCHMT) provided a roadmap in this area. National Occupational Standard was further developed at the Higher National Diploma (HND) and Bachelor in Naturopathy and Holistic Medicine approved by the Commission for Technical and Vocational Education and Training (CTVET) for training two different cadres of Naturopathic Professionals. The HND aims to train Naturopaths and Bachelors to train Naturopathic Physicians. As part of training professionals to meet international standards, the curricula were benchmarked as part of approval requirements. This research paper examines the Ghanaian naturopathic curriculum to assess if it meets the Indian model for training Naturopathic Physicians. Objective: To critically review the Ghanaian naturopathy curriculum approved by the Commission for Technical and Vocational Education and Training (CTVET). Methods: This is qualitative research that used a document analysis. In this stage, we undertook an in-depth curricula evaluation and comparison with the Ghanaian Bachelor of Naturopathy and Holistic Medicine and the Indian Bachelor of Naturopathy and Yogic Sciences (BNYS). Results: We found that the Ghanaian and Indian Naturopathy curricula have some similarities and differences. The difference between the Indian and Ghanaian programs is that the first year is extended in the Indian BYNS for additional 6 months. Conclusion. The subjects offered in the Ghanaian naturopathic curriculum are on the same level as the Indian standards. However, the Indian curriculum has yogic sciences as an important aspect of naturopathic education which cannot be said in the Ghanaian curriculum.
One significant aspect of the Traditional Medicine Practice Act (2000) Act 575 is to ensure the registration of Traditional Medicine Practitioners in the Ghanaian jurisdiction that comes within its ambit. This is made clear by the preamble to the law, which states in part, that the law is to establish a Council to regulate the practice of traditional medicine, to register practitioners and license practices, to regulate the preparation and sale of herbal medicine and to provide for related matters. Thus the letter and spirit of the law are clear without ambiguity. The Traditional Medicine Practice Council established by Act 575 now regulates Complementary and Alternative Medicine Practices in Ghana. This commentary provides or the capacity of Act 575 and the practice of CAM in Ghana.
Despite immense progress made in the area of Complementary and Alternative Medicine in the Ghanaian healthcare system, the Traditional Medicine Practice Council still seeks to regulate CAM practitioners as Traditional Medicine Practitioners under Act 575, despite the clear differences between both professions. This situation has led to numerous conflicts and agitations between practitioners of both forms of medical practice. This paper presents a commentary on the evolution of CAM legislation and regulation in Ghana.
Health rights are important fundamental human rights. But unfortunately missing in the Gambian 1997 Constitution. Besides, the right to health does not only pertain to the mainstream sector but extends to the practice of medical pluralism. In promoting medical pluralism in a country such as the Gambia, rights to health should also extend to access to traditional and alternative remedies. The provision of the attainable highest standard in the profession should be the hallmark of the Nation. Article 24 of the UN Declaration on the Rights of Indigenous Peoples states: Indigenous peoples have the right to their traditional medicines and to maintain their health practices, including the conservation of their vital medicinal plants, animals, and minerals. The question is what is being done for the Indigenous Peoples in the Gambia to have access to their traditional and alternative medicines without any hindrances? In this legal commentary, I explore the constitutional provisions of the right to health in the Gambia and access to traditional, complementary, and alternative medicines.
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