PRACTITIONER PROFILE
• asking AI to recommend a treatment approach ( e . g ., a particular herb or nutrient ) and using this as a prompt for the learner to research further and consider treatments that they might not have thought about otherwise ;
• asking AI to provide the list of resources that it used for its answer , and then analysing those resources for their credibility .
Suggestion for assessing students ’ learning in the age of AI included :
• checking to see if the school or education institution has developed an assessment policy about students ’ use of AI in assessments ;
• favouring , where possible , practical over written assessments ;
• including assessments based in clinic placements and case work ;
• using oral assessments where possible ;
• acknowledging that unlike invigilated written exams and class quizzes , online tests can be compromised ;
• designing assessments which encourage critical thinking , interaction and reflection ;
• acknowledging that students are using AI and talking about using it effectively as a resource , not a replacement , for learning through assessment ;
• being aware of the pressures on students and the contexts in which they approach their learning . If students are provided adequate support and resources they may not need to look for support using AI ;
• asking librarians , if available , to help students learn how to research and source quality information ;
• discussing the boundaries between fair and reasonable use of AI and what constitutes plagiarism ;
• thinking about the assessment structure . Rather than asking students to conduct a critical review , students could be asked to use AI to conduct the critical review and then critically appraise that review .
There was a bounty of information and much valuable discussion about AI as the latest , disruptive technology . The discussions were fruitful , and it was agreed that there is much to consider when integrating this new technology into our teaching , ensuring open discussions about AI with students and revisiting assessment design . For those who missed the Forum , the link to the recording is available at : https :// events . humanitix . com / recording-of-naturalmedicine-educator-s-forum-2023
Sandy Thomas
What has kept you practising for 30 + years ? At age 15 , after overcoming a health issue , a spiritual feeling come over me that “ all disease and illness could be cured ”. This experience set me on a course of lifelong study and practice in massage , herbs , nutrition , personal development , social ecology , mental health , counselling and life transformation coaching . I especially love research and applying a multifaceted approach to help clients resolve complex issues .
What have been the most important changes to natural medicine you have seen during your career ? An explosion of fabulous scientific research to help guide and validate herbal medicine and naturopathic practice . Today we have better understanding of disease - the mind-body connection between gut health , brain chemistry , hormones , diet , social connection and stress . Also greater awareness of how environmental toxins disrupt hormone function and bring on epigenetic changes and disease . The internet has increased natural health awareness .
What changes in natural medicine would you most like to see ? I would like to see natural medicine become more equitable and available , including for those on low income and Centrelink benefits . It would be exciting to see natural medicine practitioners working alongside medical practitioners to help fill the existing gap in the current medical crisis and help reduce future government costs .
What advice do you have for today ’ s emerging practitioners ? My advice is to keep learning and to cross-train in several different modalities to better understand your clients ’ needs . Dorothy Hall says it well in her book What ’ s wrong with you : ‘ Ancient Egyptian physicians trained in biology , physics and chemistry , a type of psychology , agriculture and astronomy to better treat their patients .’ I think we need to do something similar .
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