ATMS UPDATE
ATMS Natural Medicine Educator ’ s Forum 2024
ATMS Academic & Research Committee | ( Peter Berryman , Kathleen Daniel , Cassandra Duffill , Donna Eddy , Airdre Grant , Bradley McEwen , and Louise Rubic ) and Natalie Hume
The annual ATMS Natural Medicine Educator ’ s Forum is a platform designed to bring educators and practitioners together to talk , share ideas , look at innovations , explore challenging issues , and , in so doing , enrich professional development in natural medicine education .
The Forum this year took place online on 6 September . Over 40 natural medicine educators and practitioners gathered together to look at the theme of enacting kindness in teaching , studying , and clinical practice .
The theme of enacting kindness was created in response to changing times , the rapid increase in technology , and the pressures that educators and students feel as they work and study . The world is a challenging place and in this year ’ s forum we asked : What strategies do you employ to help you maintain your passion for complementary medicine and generate enthusiasm and kindness in your teaching / clinic / studies ?
Simply put , kindness matters . In teaching or clinic , it ' s about really ‘ seeing ’ and acknowledging the other person . We looked at how kindness is more than ‘ fairy dust ’ or making everybody ‘ feel good ’. It is strong and is about always acting in the best interests of the student while maintaining the integrity of all aspects of curricula , from design and assessment strategies to effective communications and feedback .
The first session commenced with an introductory presentation by Louise Rubic from Torrens University who explored the pedagogy of kindness ( PoK ) and examined its application in modern educational settings . Teaching is a pragmatic business and Louise acknowledged that maintaining kindness in academic environments can be challenging , especially with pressures like tight schedules , institutional demands , and heavy marking burdens leading to potential burnout . This added strain can make it difficult to sustain kindness . Patience can be tested . Shortcomings in curriculum design and the ever-present transactional nature of education can shift the focus away from student-centred learning .
Louise drew on highlights from the recently published book , Enacting a Pedagogy of Kindness ( Grant & Pittaway , 2024 ).
This narrative-based text offered stories from all aspects of the teaching paradigm . For example , in one chapter contributors sought to address the need for kindness and connection by reimagining kindness at both an organisational and individual level , advocating the need to incorporate kindness into course design and embedding institutional values into every step . This approach emphasised moving away from traditional lecture formats and toward active learning , which accommodates different learning styles and encourages student engagement .
Another example of this was presented in a case study by Kelly Galvin , who showcased how subject development , when approached through deliberate design rooted in kindness , resulted in greater satisfaction and engagement with course writers and ultimately increased student participation in the bespoke learning activities created .
PoK requires a commitment to honest , open conversations , believing in students ' experiences , and empowering them to manage their learning . A paper was highlighted that introduced the Kindness-Oriented Teaching Environment ( KOTE ) model , drawing parallels to authoritative parenting , where warmth , high expectations , and open communication as beneficial qualities in practice .
Teaching can be a tough gig and educators were strongly encouraged to be kind to themselves and to employ good selfcare strategies such as journaling , being transparent about their capacity ( you don ' t always have to say yes !), fostering collegial relationships and good support networks - ones that operate alongside your immediate family circle . Kindness begins with looking after yourself !
The presentation concluded by highlighting that kindness in education is transformative , building trust and making learning meaningful for both students and educators .
Following the presentation , a student panel was facilitated by Airdre Grant . Panellists were invited to share their experiences on the topic by speaking to the following questions :
232 | vol30 | no4 | JATMS