The role of an on-campus herb garden in facilitating teaching and learning for students enroled in a naturopathic and herbal medicine degree. Issue 3 (September 2022)

• Record Type: Journal Article
• Authors: Patel, Asmita; Hill, Wayne; Wesseling, Karen; Mees, Karen; Carruthers, Robyn; Standen, Clive
• Is Part Of: Advances in integrative medicine. Volume 9:Issue 3(2022)
• Page Start: 191
• Page End: 196
• Publication Date: 2022-09
• Subjects: Herbal medicine -- Naturopathic degree curriculum -- Naturopathy -- On-campus herb garden -- Outdoor classroom -- Qualitative -- Sensory learning -- Student naturopaths -- Teaching garden -- Teaching resource; Integrative medicine -- Periodicals; Alternative medicine -- Periodicals; Integrative Medicine -- Periodicals; Alternative medicine; Integrative medicine; Periodicals; 615.505
• DOI: 10.1016/j.aimed.2022.06.003
• Languages: English
• ISSNs: 2212-9588

Abstract

Abstract: Objectives: The educational role of elementary/primary school gardens for school-aged children has been well-researched and documented. Within tertiary education, limited published research exists regarding the role that on-campus gardens have as a practical teaching resource for the learning of degree curriculum. Therefore, the aim of the present study was to ascertain the role that an extensive on-campus herb garden had in facilitating teaching and learning for students enroled in a naturopathic and herbal medicine degree. Methods: Twenty-one students enroled in a naturopathy and herbal medicine degree at a naturopathic college in Auckland, New Zealand were individually interviewed. Data was analysed using an inductive thematic approach. Results: A number of themes and subthemes were identified. The on-campus herb garden provided students with ongoing access to a wide range of herbs and plants that are not readily accessible in the wider community. The herb garden acted as a practical resource for teaching and learning, as it aided coursework by providing students with salient opportunities for practical learning, which included the manufacturing of products for assessments. The direct physical interaction that the herb garden provided, was perceived by students as taking their learning of course material to a level beyond what a textbook could provide. The herb garden provided sensory/kinaesthetic learning opportunities, which were perceived to aid student learning. Students also utilised the herb garden for the acquisition of herbs for food and tea consumption, including the preparation of tea to provide to clients in the student clinic. Conclusions: The present study provided qualitative insights from students regarding the salient role and multiple ways in which an extensive on-campus herb garden supported and aided their learning within a naturopathic and herbal medicine degree curriculum.