Learning technologies and health technologies in complementary medicine clinical work and education: Examination of the perspectives of academics and students in Australia and the United States

Background

The use of technologies continues to grow in healthcare provision, and learning technologies now dominate tertiary education. Meanwhile, complementary medicine (CM) constitutes a substantial component of contemporary healthcare, yet the education of existing and future CM practitioners has received little empirical attention. In direct response, our study examines the perceptions of CM students and faculty related specifically to health and learning technologies in clinical CM work and education.

Methods

A cross-sectional online survey was administered to all current students (n = 4851) and tenured, contracted and adjunct academics (n =530) at two CM education institutions – in the US and in Australia.

Results

Most student respondents (n = 134, 49%) reported that they either felt they were unsure if they would use telehealth in clinical practice or that they would use it (n = 116, 43%). The majority of all academic respondents did not believe it possible to conduct basic clinical processes online such as reading a patient's body language (M3.8, SD 1.0), conducting quality clinical training in CM settings (M3.2, SD 1.3) or learning rapport skills (M3.2, SD 1.2). Of those academics who were also in clinical practice, only a small number reported conducting virtual consultations in their CM work (n = 7,15.9%).

Conclusion

Our findings highlight a potential disparity of perceptions between academics and students in these CM educational settings especially in relation to telehealth. Academics expressed hesitancy to fully rely on technologies to develop practitioners in a field where ‘formation of professional character’ is considered so important.