The Apprenticeship is a practical, experiential course that focuses on working with plants as traditional medicine within the community. It also serves as the first stage of training for those wishing to advance to the practitioner training programme. This is a two-year programme designed for individuals who aspire to empower themselves to work with plant medicines for their own benefit, their community, and their environment.

The programme combines the art and science of herbalism, reviving traditional healing methods and bringing them into the 21^st century as valuable healthcare.

The need to move toward a more balanced relationship with the rest of nature and more sustainable ways of being is evident. The Apprenticeship focuses on local indigenous and naturalised plants, those that grow around us. Some more exotic species are also studied since people and plants have been travelling the world for thousands of years. We will examine our own traditional healing systems while also examining energetic systems from other regions.

We incorporate numerous aspects of plant medicine—herbalism, aromatherapy, working with plants as sentient healers, flower essences, and more. We also examine the relationship between humans and plants, including the use of wild food and herbs in the diet, as well as the use of plants for fibre, dyes, cosmetics, shelter, fuel, and other applications. We are committed to developing sustainable herbal medicine, promoting biodiversity and protecting our ecosystem, while helping us remember our place in the web of nature and fostering a healthy relationship with the Earth.

We include lifestyle, hydration, relaxation, and breathing techniques, the language we use, and much more (the naturopathic principles and techniques). The emphasis is on practical, experiential knowledge that students can apply in their own lives. This will be supported by the theoretical knowledge necessary to provide an in-depth understanding of plant medicine and its safe, respectful application.

Year 1 - Starting on The Plant Medicine Path

The first year allows you to learn about the plants, their healing properties, how to cultivate them, harvest them sustainably, and create medicine from them; using direct observation to understand our plant allies is a central theme of the course.

· History and philosophy: the roots of healing; the history of medicine and herbal medicine; reductionism and the place of science; different approaches to science and consilience; traditional uses of plants by our ancestors; comparison of core techniques and wisdom from different cultures; the sacred ordinary and plants as spiritual beings and healers.

· Ethics - the healer’s way: Rigorous self-examination; the ego and holism.

· How plants work: Botany, ecology, habitats, habitat restoration, sustainable use, the web of nature, chemistry, how plants make medicine, cultivation, and sustainable wild crafting.

· Herbal pharmacy: constituents of plants, processing, and the creation of therapeutic preparations.

· Materia medica: the holistic therapies of medicinal plants and their various forms (including infusions, tinctures, essential oils, aromatic waters, macerated oils, talc, salts, smudge, incense, syrups, and vinegars).

· Working with plants to heal spiritually, mentally, emotionally, and physically through energetics.

Year 2 - Deepening the Medicine

During the second year, we concentrate on therapeutics, connecting herbal medicine with human wellness.

It includes the following areas:

· The miracle of the human being and helping people re-balance their health on all levels

· How humans function in health and illness – a holistic view of anatomy, physiology, and pathology; we explore cultural aspects of disease and attitudes toward various health issues, as well as the symbolism and metaphysics of wellness and illness.

· Systems therapeutics and Materia medica, including herbs, aromatic waters, essential oils, nutrition, and lifestyle

· Traditional energetic approaches and cutting-edge scientific discoveries

· Ancillary techniques such as breath work, body unwinding, visualisation and much more

No one enjoys dry and stuffy study. Although this course covers some intensely complex material (we are, after all, discussing some of the most intricate beings on the face of the planet), it is hoped that it will be fun, amusing, demanding, and enjoyable. Learning conducted this way sticks and embeds more effectively! The study will be a journey and an adventure that may change your life and will certainly alter some of your perceptions and perspectives. You will learn more about clarity and perception, experience how to bridge the scientific and spiritual approaches, and meet yourself through working with the plants. The study of the art and science of herbal medicine is a tradition that spans thousands of years, continues to evolve, and can be guaranteed to provide stimulation for at least one lifetime; the more you learn, the more you discover there is to learn and enjoy…

Please note that this course does not qualify you to practice in public as a medical herbalist who diagnoses and dispenses extemporaneous prescriptions.

For those wishing to pursue further studies, progression onto the Practitioner Training programme depends on successfully completing the Apprenticeship, which involves ongoing assessment of abilities and skills.

Course Leader and Founder

Nikki Darrell is a medical herbalist, botanist, and aromatherapist. She is also a practitioner, educationalist, writer, campaigner, and grower. She has been working with plants for over 45 years.

Sister Schools Leaders and Course Mentors and Fees: See Local Schools

The fees cover access to online materials, including videos, lectures, and notes; mentoring sessions; Meetn class tutorials; immersion, face-to-face classes; herb samples and supplies used in class; and plants for students to work with at home (the plants are distributed at the workshops). They also include a vegan lunch and refreshments for each study day.

Payment plans are available for individuals who wish to pay their fees in instalments.

The Autumn and Summer face-to-face immersions

There are two 3-day in-person immersion classes: one in October/November and the second in May/June.

There are six Meetn class tutorial sessions each year, which enable students to engage with the tutors and their peers. These sessions offer an opportunity for cohort learning and community building, as students share experiences, ask questions, and discuss selected topics.

Students receive support from a mentor who provides at least 10 hours of mentoring annually to assist with assignments and studies. Mentoring involves at least two one-on-one sessions via Meetn, where questions are answered and support is offered in self-directed learning, including identifying learning styles and intelligences.

The online apprenticeship programme includes filmed lectures, practical sessions, and course notes to ensure all the material covered in the videos is included.

The student undertakes formative assignments, which their mentor assesses. In addition, the student can discuss any areas where they need extra assistance with their mentor. All mentors have completed the Apprenticeship and have plenty of experience in herbal practice.

Certification

Only students who have completed the two years, attended the immersions (or provided documented evidence of having obtained similar training locally), submitted their assignments, and passed all aspects of the continuous assessment will receive a certificate of completion.

Students aspiring to become fully qualified clinical practitioners can then apply to undertake an additional three years of clinical training and study to achieve the Herbal Practitioner Diploma.

Completing the Apprenticeship and Clinical Training Programme, fulfilling all course assignments and requirements, and passing the final clinical exam provides a sufficient level of training (in accordance with the IRH and AMH core curricula) to enable graduates to apply for full membership of the IRH, the AMH, or the CPP.

Course Ethos and Objective

Our objective is to provide engaging, experiential training in an apprenticeship model. Our teachers and tutors are highly experienced in their fields. We take pride in offering a blend of scientific and traditional training, with an emphasis on the sustainable use of local plant medicines. Our training equips students with knowledge of the plant from field to pharmacy, integrating both clinical and energetic approaches to the people and the medicines derived from these plants. We are firmly committed to community, sustainability, and traditional knowledge and wisdom, which are intricately woven into the course material and teaching methods.

We are a nature-centred enterprise and educational establishment focusing on environmentally and ecologically sustainable medicines and practices.

We prioritise participatory education practices that help students develop into self-directed practitioners in their respective fields, whether as growers, medicine makers and formulators, educationalists who teach workshops, creative artists, or clinical practitioners.

We are dedicated to helping individuals become fully realised members of the community. We recognise that community is vital for success; therefore, promoting egalitarian and peaceful communication and collaboration is core to our training.

Students are not permitted to use class time (whether face-to-face or on Meetn) or discussion forums to promote their own businesses, workshops, or products without first gaining permission from their school principal.

Promoting illegal activities in any of these settings is prohibited. Regardless of students' or staff members' personal views on which plants or mushrooms are legal or illegal, the school cannot permit the discussion or promotion of illegal activities.

What are the course requirements? Who can sign up for the course?

The course is open to anyone with basic English reading, writing, and speaking skills, as all course materials are in English. As a blended course with online content, students need a computer, tablet, or smartphone to access the material; however, it is preferable to use a laptop or tablet rather than a phone for this work. Basic skills in navigating the internet, bookmarking, downloading, editing, and printing documents are required. Computer skills courses are available at adult education centres; contact your library or a Citizens Advice Bureau for local information.

Course dates

The Apprenticeship courses run from October to June each year, with breaks for Christmas and Easter. A complete schedule of dates is available on the main website.

The clinical training programme starts in September, with some clinics organised during the summer to ensure students complete the necessary 500 hours of supervised clinical training. Additionally, some training clinics are conducted virtually on Meetn, allowing students to participate in a wide range of sessions.

Course Structure

The initial stage is a two-year foundational apprenticeship culminating in a certificate in community herbal medicine. The first year features 10 modules along with the study of approximately 80 plants. The second year includes 11 modules, with a further 80+ plants introduced.

For those aspiring to become clinical practitioners, there is an additional three-year Practitioner Training programme that includes self-directed study, lectures, and supervised clinical training. Advancement to the Practitioner training relies on demonstrating the capability for this level through continuous assessment during the Apprenticeship; hence, a second enrolment process is required at this stage.

Only those who complete the two tiers meet the core curriculum requirements for admission to the Irish Register of Herbalists (IRH) or the Association of Master Herbalists, the professional bodies that approve the training. Graduates can also apply to the CPP.

The School also offers CPD courses open to graduates of its Diploma and other training programs. Some lectures and seminars are available for individuals seeking bridging training to enable them to be grand parented into the IRH.

The training is designed to be experiential, combining extensive hands-on learning with lectures, classes, demonstrations, and self-directed study. The course focuses on a deep understanding of plants and their importance to health, food, and medicine, as well as solid knowledge of the human condition, both energetically and clinically. Fieldwork, pharmacy practice, and clinical work make up a significant part of the training. The ethos of the practice taught is sustainable, holistic, and community-based herbal practice.

Schedules of Study

Year 1 Starting on The Plant Medicine Path

Access to online materials is organised across six units to support gradual learning at a steady pace. Students retain online access for the entire course duration after graduation, allowing them to study at their convenience without being restricted to specific viewing times.

About 10 days after access is granted, there will be a Meetn tutorial to encourage discussions and facilitate cohort learning exercises; attendance at these tutorials (held from 7:00 to 8:30pm) is crucial for learning. The times listed below give a general idea of the access dates, but a detailed schedule will be provided when you apply for the course.

Access to Unit 1 in October

We introduce the fundamental forms of herbal medicines, including teas, infusions, decoctions, syrups, tinctures, infused oils, vinegars, creams, and ointments, among others. We begin to explore nonlinear approaches to science and to understanding our plant allies. We will examine the history of herbal medicine and science and start to delve into the healer’s pathway. We also introduce Nature Resonance as a means of achieving direct perception from the plants. Herb profiles.

Access to Unit 2 in November

Plants: how they work; botany, or the anatomy and physiology of plants; taxonomy, or the naming of plants and their families; the place of plants in the ecosystem; their role in creating, feeding, and sustaining life; plants and people; organoleptics, or identifying constituents by taste and smell; and sprouting seeds for nutritional benefits.

Access to Unit 3 in January

Herbal pharmacy, making medicines and understanding plant constituents; Hygiene and Good Manufacturing Practice, including the place of intention. Macerated oils, cold and hot methods; Creams and ointments, plaisters, talcs and salts, vinegars, syrups, oxymels, electuaries, pills, tinctures, capsules, and powders. Blending creams and essential oils; the concepts of blending herbs, carrier oils, and aromatic waters. Understanding atoms (basic chemistry), capturing sunlight (photosynthesis), making molecules, and how plants make their therapeutic compounds.

Access to Unit 4 in February

Energetics and philosophy, plant spirit medicine, Galen’s four temperaments and four qualities, TCM energetics and the five elements, the three cauldrons, comparisons of the systems of energetics, similarities and differences. Developing a new energetic paradigm and making flower essences, smoke cleansing and fumigation, and aromatic waters.

Access to Unit 5 in March

Cultivation and plant identification (reviewing some botany); field cultivation, growing under cover, and wild harvesting. Sowing seeds, selecting suitable soil types and habitats, cuttings, and other propagation methods. Trees and tree extracts. Revisiting the healing journey.

Access to Unit 6 in April

Harvesting, drying, and processing. Gathering herbs sustainably—seed saving and responsible wild crafting. Processing; revising some of the preparations from weekend 3 and producing therapeutic foods—devising recipes for optimal nutrition.

Content of Immersions

October

This immersion includes plant identification walks, experiential organoleptics, medicine making such as tinctures, aceta, macerated oils, salves, creams, herbal powder blends, electuaries and herb pills, herbal honeys, oxymels, herbal salts, and an introduction to blending essential oils. We also explore lacto-fermentation, seed sprouting, and microgreens for healthy eating. It also features an introduction to Nature Resonance Medicine and a series of exercises to help people ground, centre, and listen to the natural world.

May

This immersion includes making flower essences, aromatic waters, incense, and smoke cleansing bundles. It also covers experiential plant propagation, from seed sowing to plant division and taking cuttings, as well as how to pot on and transplant young plants. Harvesting techniques are examined, and there is a detailed exploration of making nourishing food from plants. We also delve further into the Nature Resonance Medicine sequence as a healing modality in its own right, and as a means to help people deepen their relationship with the plants around them.

Materia medica

Herbs studied in first year:

Achillea millefolium, Aesculus hippocastanum, Ajuga reptans, Alchemilla vulgaris, Allium sativum, Angelica archangelica, Arctium lappa, Artemisia sp, Avena sativa, Betula sp, Calendula officinalis, Chamaenerion angustifolium, Cinnamomum verum, Citrus species, Corylus avellana, Crataegus laevatiga, Dianthus caryophyllus, Eucalyptus species, Eugenia caryophyllum, Euphrasia officinalis, Fagus sylvatica, Filipendula ulmaria, Foeniculum vulgare, Galium aperine/odoratum, Geranium robertianum, Glycyrrhiza glabra, Hamamelis virginiana, Inula helenium, Juniperus communis, Kalanchoe pinnata, Lavandula officinalis, Linum usitassimum, Levisticum officinale, Malus domestica, Matricaria recutita, Medicago sativa, Melissa officinalis, Mentha sp., Origanum vulgare, Pelargonium species, Pinus sylvestris, Plantago lanceolata/major/psyllium, Primulas, Quercus robur, Ribes nigrum, Rosa damascena, Rosmarinus officinalis, Rubus idaeus, Rumex crispus/ obtusifolius, Salvia officinalis, Salix sp., Sambucus nigra, Stachys betonica, Stellaria media, Symphytum officinale, Taraxacum officinale, Thymus vulgaris, Tilia sp., Trifolium pratense, Urtica dioica, Vaccinium myrtillus, Valeriana officinalis, Verbena officinalis, Viola sp, Zingiber officinale

The materia medica study will be distributed throughout the year, and there may be some variations and additions to the plants listed above. We will examine the physical, mental, emotional, and holistic properties of the plants. The focus is on local, indigenous, and naturalised plants, as well as those that can be easily cultivated in Ireland, the UK, and Europe. Some more exotic species will be included where relevant.

We are constantly evolving the course and adding more plants to the mix, so the herbs studied may vary from those listed above.

Year Two: Deepening the Medicine

In each workshop, new herbs relevant to the system being studied will be introduced, along with a review of pertinent herbs from the first year. Formulations and prescriptions related to the system will be developed. Participants will have opportunities to practise consultation skills, pulse and tongue diagnosis, and work with the ancillary techniques introduced each weekend. In addition to exploring disease processes, the analysis will examine disease symbolism, cultural aspects of disease, energetic approaches, and the development of new energetic paradigms.

Access to Unit 1 in October

· Introducing the Miracle of the Human Body: Our Community of Cells.

· Introducing Disease Processes and the Symbolism of Disease

· Herbs for the Whole Body, including adaptogens, nutritive tonics, and alteratives. Introduction of new herbs and revision of herbs from Year 1. Making preparations for whole body treatments – massage blends, bath blends, and herb balls for hot herb massage.

· Consultation Skills; Questioning; Incorporating Energetic Principles; Sensory Acuity as a Means of Enhancing Consultation and Understanding the Therapeutics of Our Plant Allies

Access to Unit 2 in November

The Heart of the matter and circulation; the heart as an endocrine organ; the heart as a brain; the heart as an organ of perception; heart entrainment; circulation as a communication system within the body.

Lymphatic/immune system – defence and waste disposal - visualisations

Access to Unit 3 in January

The Skin or Integumentary System: Our largest organ, serving as the boundary between the external and internal environments; dry skin brushing.

The neuroendocrine system and special senses include the RAS, the triune brain, and the peripheral nervous system; our six brains, along with the possibility of others; sensory acuity during the consultation process and when accessing information about herbs; olfaction; visualisation and relaxation techniques; and stress management.

Access to Unit 4 in February

Muscles and bones, the Musculoskeletal Systems: Stretching, yawning, and reaching out; Psychological and physical holding patterns; Myofascial unwinding techniques; The ancestors and our bones

The Respiratory System: Oxygen, the primary nutrient; the lungs and grief; learned breathing habits and breathing exercises to establish healthy breathing patterns.

Access to Unit 5 in March

Digestion and the Digestive System: The Gut Brain, Wild Food, Healthy Gut Flora, Fasting, and Much More Besides

The Urinary System: The kidneys as an endocrine organ; The culture of fear (the primary emotion linked to the kidneys); Hydration

Access to Unit 6 in April

· The neuroendocrine system as an additional mode of internal and external communication, as well as a broader hormonal system.

· Reproduction, pregnancy, and the cycles of birth, life, death, and rebirth.

Content of Immersions

November

During this immersion, we begin to develop speaking and listening skills and explore their significance both as community herbalists and clinical practitioners. We cover the fundamentals of tongue and pulse diagnosis and start practising formulating remedies for individuals, as well as dispensing skills and appropriate dosages. We continue with plant identification walks, work on organoleptics and medicine-making, and practice the Nature Resonance Medicine sequence, exploring how it helps us to connect with the people we are working with.

June

During this immersion, we continue developing speaking and listening skills, as well as tongue and pulse diagnosis. We introduce breathing and movement exercises and further focus on gut health. We also persist with plant identification walks and practice the Nature Resonance Medicine sequence.

Herbs Studied in Year 2:

Aloe vera, Aloysia triphylla, Anethum graveolens, Armoracia rusticana, Asclepias tuberosa, Asparagus officinalis, Astragalus membranaceus/mongholicus, Azadirachta indica, Beta vulgaris, Berberis Sp., Brassica sp., Borago officinalis, Camellia sinensis, Capsicum mimimum, Carum carvi, Centella asiatica, Cetraria islandica, Chondrus crispus, Cimicifuga racemosa, Codonopsis pilosa, Coffea arabica, Coriandrum sativum, Curcuma longa, Cyanara scolymus, Echinacea Sp., Elettaria cardamomum, Eleuthroccocus senticosus, Erythrea centaurea, Fagopyrum esculentum, Fucus vesiculosis, Fumaria Officinalis, Gentiana lutea, Glechoma hederacea, Hedera helix, Humulus lupulus, Hypericum perforatum, Hyssopus officinalis, Lactuca virosa, Leonorus cardiaca, Lycopus sps, Marrubium vulgare, Menyanthes trifoliata, Ocimum basilicum, Ocimum sanctum, Olea europea, Parietaria diffusa, Passiflora incarnata, Pimpinella anisum, Piper nigrum, Prunella vulgaris, Prunus serotina, Pulmonaria officinalis, Rhodiola, Schisandra, Scutellaria lateriflora, Tanacetum parthenium, Theobroma cacao, Tropaeolum majus, Tussilago farfara, Verbascum thapsus, Viburnum opulus, Vitex agnus castus, Withania somniferum

Upon completion of the two-year foundation apprenticeship, students can apply to progress to the Clinical Practitioner Training Programme.

The Practitioner Training Programme (established 2010)

The programme aims to train students to become practitioners of Vocational Western Herbal Medicine and to join a professional organisation such as the Irish Register of Herbalists or the Association of Master Herbalists. It is designed to be completed in 3 years, although some students finish it in 2 years, and others take 4 years. There is no extra cost for taking 4 years unless additional attendance at lectures or tutor support is required. If students extend their studies over a longer period, there is an additional charge due to the expenses incurred by the school.

Course structure and layout

The training programme comprises three elements:

Seminar blocks and lectures

There are two five-day face-to-face seminar blocks in the third year, one four-day block in the fourth year, and a four-day block in the fifth year. Additionally, there are video lectures in specific therapeutic areas, 20 hour and a half tutorials on Meetn covering systems therapeutics and specialities, as well as extra pop-up lectures and tutorials held face-to-face.

Self-directed study

This element follows a carefully structured study plan to guide students through the topics. Students will be assessed through continuous assessment, which includes a study portfolio and several long essays. These assessments are designed to enable students to demonstrate their ability to integrate different aspects of their learning to develop a diagnosis and treatment plan. Students are expected to include relevant elements of their prior learning alongside the information provided in lecture blocks, tutorials, course notes, and teaching days.

Clinical observation and practice

A total of 500 hours of clinical training will be required. Sixty hours are obtained during the Apprenticeship. One hundred hours of clinical observation must be completed before conducting patient consultations in the training clinic. The remaining 340 hours can be divided between the training clinics established in various locations across Ireland and the UK; some clinic hours may be completed with individual herbal practitioners not listed, provided this has been discussed with the course coordinator. Various practitioners are offering supervised hours, and enrolled students will be connected with these practitioners. Students may also negotiate to complete hours with other practitioners, subject to the agreement of the course coordinator (however, practitioners must have five years of clinical experience and recognised training).

Once these three elements of training are completed, students will be eligible to sit for their final assessments. Completing this will enable them to become practitioners. It must be emphasised that, while all possible assistance will be provided to help students finish the training, they will need to adopt a disciplined approach to the self-directed part of the course and ensure they complete the required clinical hours to sit for the final assessment. Some tutorial support for self-directed learning should be available. If a student fails the final assessment, they may retake it; however, the cost of reassessment is not included in the course fee.

Expected cost of training

View the fee details on the main website.

Lecturers:

The core team of lecturers includes Nikki Darrell, Marie Reilly, Andrew Chevallier, Jane Wallwork, and Christine Herbert, with other lecturers providing occasional teaching.

The school strives to offer a diverse and comprehensive training experience. Emphasis is placed on blending traditional approaches with modern practices while recognising the importance of clinical medicine and incorporating research evidence. Science, intuition, tradition, food medicine, and patient education are all integrated into the practitioner model. Students are encouraged to cultivate and prepare their own medicines, as well as learn how to source high-quality remedies from ethical suppliers. They are motivated to improve their plant identification skills through regular walks in the gardens and gain practical experience in medicine-making within the clinic.

Assessment is based on the completion of:

15 case studies

10 written assignments on clinical medicine

10 written assignments on therapeutics

Completion of reflective journal

25 plant profiles, building on the ones completed in the Apprenticeship

Nutrition assignments building on those completed in the Apprenticeship

A research project

A business plan

Continuous assessment of progress in consultations with student progress forms, giving feedback from the clinic supervisors

The final assessment is conducted after the work portfolio has been completed and presented.

Programme Schedule

Practitioner Program Induction Session - September

The induction session aims to orient students in their studies and explain how to pursue the three strands of learning to maximise their experience in the course.

Year 3

Required Equipment: Stethoscope (the Litmann Classic III is the only one worth acquiring), patella hammer, tuning fork, blood pressure monitor or sphygmomanometer (manual, not electronic), neurological pin

· Clinical Examination Seminar 1 (five days) is scheduled for September/October and comprises three days focused on physical examination skills of the abdomen, cardiovascular system, and respiratory system, and two days dedicated to pulse and tongue diagnosis.

· Clinical Examination Seminar 2 (five days): Three days dedicated to the physical examination of the musculoskeletal and neurological systems, along with a review of other systems. Additionally, two days will focus on aromatic medicine techniques and formulation.

· October -July Systems therapeutics Meetn tutorials held once a month, for a total of 11 sessions.

· Clinical hours – a minimum of 150 is recommended.

Year 4

· Continuation of journals and plant profiles.

· Continuation of case studies

· 150 hours of supervised clinics

· Starting research project and business plan

· 3 or 4-day face-to-face immersion, dates vary from location to location

· 5 online tutorials

September: Inclusivity, Sustainability, and Decolonisation

Attend the Year 4 induction Meetn

Watch:

https://theplantmedicineschool.com/community/articles-and-interviews/decolonising-plant-medicine

Inclusivity, accessibility, and diversity: decolonising our approaches and cultural studies.

November: Psycho-emotional Health

Watch the recorded lectures

Meetn tutorial on Mental health

December Therapeutics for Elders

Watch the recorded lectures

January Acute medicine and paediatrics

Watch the recorded lectures

Meetn tutorial on Acute medicine and paediatrics

February: Reproductive health, pregnancy, and childbirth

Watch the recorded lectures

Meetn tutorial

April Chronic Inflammatory Disease

Watch the recorded lectures

Meetn tutorial

Practice management and ethics

Meetn tutorial

July and August

Revision of each system with additional information gleaned in training clinics and in studying the specialities.

Year 5

· Continuation of journals and plant profiles

· Completion of case studies

· Completion of Research project

· Business set up project

· 150 hours supervised clinics

· 3 or 4-day immersion, dates vary from location to location

Meetn tutorials and lectures

There will be recorded lectures to watch and Meetn tutorials on various topics such as diabetes, menopause, setting up in practice, business planning, skin care, thyroid health, the holistic approach, and the role of psycho-emotional aspects in healthcare. There are three Meetn tutorials available, with opportunities to join those from Year 4 again for revision. Additionally, there is a two-day intensive, although most of the face-to-face contact this year is expected to take place in wellness clinics.

The final assessment takes place in March or December after the completion of the fifth year and is conducted on Meetn:

You need a volunteer to demonstrate taking pulses and blood pressure, as well as performing another physical examination—either respiratory or musculoskeletal, since these are clearer to observe on Meetn than the others. Alternatively, you can conduct a tongue and pulse diagnosis. This part of the assessment should last about 10 minutes. There will then be 30 minutes of Q&A discussing your case studies, plant profiles, and research project, along with topics like red flags, ethics, and safety of practice. The format is an open-book viva voce, more akin to a Master’s assessment.

Core Curriculum fulfilment

Core Curriculum: Required Areas of Study

Human Sciences - 250 hours

Year 2, 24 hours of lectures and 100 hours of home study with mandatory texts

Year 3, 20 hours of lectures (1-hour review at each therapeutics system lecture day, 10 hours during clinic examinations lecture days) and 90 hours’ home study with mandatory texts.

Assessment is done by completing the Anatomy and Physiology colouring book and also integrated into written clinical medicine and therapeutics assignments. Also, by class discussion.

Nutrition - 80 hours

Years 1-4, Class practical’s 53 hours, Years 1-3, 50 hours home study

Clinical Sciences - 350 hours

Year 2, 24 hours lectures

Year 3, 80 hours (two 40 hours lecture blocks on Clinical Sciences and additional 40 hours in the therapeutics by system tutorials)

Year 4, 80 hours’ tutorial sessions incorporated into clinical training

Home study Years 2-4, 200 hours

Structured home study of mandatory texts

Plant Chemistry and Pharmacology - 80 hours

Lectures and class practical Year 1 - 8 hours, Year 2 - 12 hours

Home study Years 1-4, 20 hours per year (80)

Assessment by class discussion groups and pharmacy/pharmacology journal

Pharmacognosy and dispensing 80 hours

Lectures and practical sessions

Year 1 - 8 hours

Year 2 - 20 hours

Year 3 - 20 hours

Home study Years 2 to 4 - 30 hours per year, 120.

Assessment by students being able to demonstrate the ability to dispense correctly and by class discussion regarding areas such as sourcing, labelling, stock taking and so on

Practitioner development and ethics 40 hours

Year 1, 8 hours lectures

Year 2, 8 hours lectures

Year 3, 8 hours lectures

Assessment Years 1-5 reflective journal and case study completion 200 hours

Practitioner research - 80 hours

Years 1-4 Lectures 12 hours each year

Home study - 50 hours per year, 250 hours

Assessment Research project 100+ hours

The specific herbal tradition 1150 hours

Year 1 - 64 hours lectures

Year 2 - 96 hours lectures

Year 3+4 - 200 hours lectures

Home study - 600 hours

Field work 50 hours

Year 1 - 12 hours practical sessions

Year 2 - 20 hours practical sessions

Year 3 - 20 hours practical sessions

Year 4 - 20 hours practical sessions

Home study - 150 hours

Clinical practice 500

Year 2 - 24 hours supervised clinic and practical

80 hours home study (writing up case studies, formulating cases and possible treatment strategies for discussion in class)

Year 3 -5 - 500 hours Supervised clinics and 300 hours home study (writing up case, reflective journaling)

Clinical observation and practice 500 hours of clinical training are required. 100 hours of this will be clinical observation. The remaining 400 hours can be split between the training clinics set up in various locations; of the 400 hours 150 may be completed with individual herbal practitioners once this has been discussed with the course co-ordinator. Various practitioners of sufficient experience and training are offering supervised hours and enrolled students will be put in touch with these. Students may also negotiate to undertake hours with other practitioners with the agreement of the course coordinator.

Total Hours

Class hours 890, home study, 2140, exceeding required study hours 2560

Core curriculum subjects covered in Year 1

Core curriculum subjects covered in Year 1 (Assignments listed separately)

Plant chemistry and Pharmacology

Pharmacognosy and dispensing

Practitioner development and Ethics

The Specific Herbal Tradition

Workshop 1: History, Materia Medicia, Practitioner Development, Botany, Chemistry, Materia Medica, Organolpetics

Workshop 2: Pharmacy, Medicine Making, Materia Medica, The Herbal Tradition (energetics), Materia Medica, Pharmacy and Dispensing

Workshop 3: Botany, Materia Medica, Field Work, Practitioner Development, Pharmacy, pharmacognosy, Herbal Tradition, Field Work

Assessment of the first year is by continuous assessment of formative assignments listed below. Students are encouraged to develop their own learning intelligences as a way of working with the plants and medicines. Journals can include writing, photographs, own formulae and recipes, researching formulae and recipes online, records of growing and plant identification with photographs or drawings or other methods discussed with the tutors and mentors.

Between weekends students are expected to work on their journals and work with the herb samples they receive, as well as studying the course notes (sometimes specific exercises are recommended, sometimes the students help design these exercises and primarily the students are encouraged to explore how to use their own skills and intelligences to deepen their knowledge and skills with the plants).

Core Curriculum subjects studied in Year 2

Human sciences (Anatomy physiology and pathophysiology)

Nutrition

Plant chemistry and pharmacology; plant herb interactions

Pharmacognosy and dispensing

The Specific Herbal Tradition

Clinical Practice observation 30 hours and home journaling

Practitioner research

Each weekend covers the 7 areas above in relation to specific body systems

Assessment includes home study of Ross and Wilson and completion of the accompanying colouring book for self-assessment. Nutrition study includes study of course nutrition notes, recommended texts and articles.

In addition, students continue their journals and bring case studies to class to discuss and draw up treatment plans. Students also start their own consultation practice under supervision in class, with an emphasis on using herbs and lifestyle advice to improve their own health and they continue this as part of their home study.

Core curriculum subjects covered in years 3-5

The remainder of the core curriculum subjects plus additional areas are covered in years 3-5

Module 1

Clinical Medicine, Clinical Examination and Differential Diagnosis Skills

Description: The main aims of this module are to teach the practical skills of clinical examination and case history taking; to provide learners with the theory and practical skills which enable them to perform differential diagnosis of signs and symptoms of the major body systems, including a thorough knowledge of clinical medicine and appropriate medical laboratory science.

Learning Outcomes: On successful completion of this module the learner will be able to:

Describe clinical examination diagnostic techniques and their clinical applications in orthodox medical practice

Demonstrate effective case history taking

Perform a clinical examination of the major body systems using palpation, auscultation, observation and other relevant techniques.

Recognise red flags (potentially serious signs and symptoms) and recognise when to refer patients to orthodox medical practitioners.

Describe diseases leading to the differential diagnosis of common symptoms and signs affecting the covering and support systems of the body (skin, joints and bones), control systems (nervous and endocrine), and maintenance systems (cardiovascular, respiratory, gastrointestinal and urinary systems)

Discuss the distribution of disease in the community and the approach to prevention from the orthodox and holistic points of view.

Interpret basic pathology laboratory data and results of orthodox investigative procedures.

Understand how to incorporate all the theory and skills learned in this module into an effective system of differential diagnosis.

Indicative Content:

The orthodox medical model; causes and mechanisms of disease, describing diseases, the principles of differential diagnosis.

Disorders of cells; local response to tissue injury; general response to tissue injury; disturbance of body response; infectious diseases.

Symptoms and signs related to diseases of the body systems (Skin, Musculoskeletal, Nervous, Special senses, Endocrine; Cardiovascular; Lymphatic and immune; Respiratory; Gastrointestinal; Genito-urinary; Reproductive)

Tests in clinical sciences – pathology tests on body fluids; blood, urine, cerebrospinal fluid, faeces. Investigative tests X-ray, CT, ultrasound, MRI

Physical examination; cardiovascular, respiratory, abdominal, neurological, musculoskeletal

Module 2

Integration of Traditional Specific Materia Medica, Nutrition and Other Approaches to Treatment Strategies in General Herbal Practice and Specialised Areas

Description: This module aims to integrate and build on the material medica, herbal therapeutics, nutrition and other therapeutic approaches studied prior to this to enable the learner to develop a rational and effective therapeutic strategy for their individual patients. The importance of understanding herb-herb interactions and herb-drug interactions, the suitability of nutritional approaches and other therapeutic factors for the individual patient’s condition will also be emphasised.

Learning outcomes: On successful completion of this module the learner will be able to:

Assess individual patient case histories and devise a suitable treatment strategy, including nutritional and lifestyle advice and suitable herbal prescription.

Ensure that the treatment strategy is suitable for the patient as regards their physiology, age, other special requirements and considering orthodox and other complementary treatments that are being followed concomitantly.

Conduct follow-up consultations with patients and adjust their treatment strategy as necessary through a course of treatment.

Display an understanding of applying herbal therapeutics in the following areas: gynaecology/obstetrics/reproductive health, paediatrics, psychoemotional health, dermatology, geriatrics, acute medicine, and in general practice.

Indicative content:

The botanical, pharmacognostic, pharmacological and therapeutic aspects of a minimum of 150 therapeutic plant species. For each remedy it’s indications for treatment. Contraindications, incompatibilities, interactions with other herbs and pharmaceutical drugs, posology for all groups will be covered. Plants will be discussed from a traditional therapeutic aspect, considering their traditional energetics; they will also be discussed from a modern scientific research perspective. Specific indications of plants will be discussed, as well as herb combinations and synergies. Plant remedies will be discussed from the perspective of conservation and sustainable production; there will be an emphasis on native species. The skills of building a synthesis of clinical diagnostic skills, energetic diagnostic skills, herbal prescription, nutritional and lifestyle advice for general practice and the specialities (paediatrics, dermatology, psycho-emotional health, gynaecology/obstetrics/reproductive health and geriatrics) will be developed through lectures, tutorials and practical exercises.

Module 3

Clinical Practice

Description: To promote the learner’s development of the full range of herbalist skills under the careful supervision of experienced herbal practitioners, including developing a herbal medicine treatment strategy, dispensing herbal medicines, dispensary management, health and safety aspects and practitioner development issues.

Learning outcomes: On successful completion of this module the learner will be able to demonstrate the following skills;

Herbal Medicine practical skills; dispensary administration, including ordering and stock rotation; herbal quality assessment and safe storage; weighing, packaging, labelling and safe dispensing of herbs in their various forms.

Practise and extend the theories of herbal medicine and develop diagnostic skills including: taking the case history (building rapport, clear questioning, good record keeping); making the diagnosis (including pathology and aetiology) according to the theories of herbal medicine; sensitivity to the patient and responsiveness to physical clues; appropriateness of the patient’s condition for treatment with herbal medicine; analysis of the patient’s condition from a herbal medicine perspective and the selection of the most appropriate formulae and herbs; modification of the herbal strategies used as the patient’s condition changes.

Patient-practitioner relationship skills; establishing good contact and building confidence and trust; providing information in everyday language/ language that the patient understands; time management.

Patient management skills; lifestyle monitoring and advice; limits to competence; referrals and recommendations; drug monitoring and management; response of the patient to herbal treatment; ethical considerations

Reflective practice; understanding the importance of reflection as a tool for learning and developing; reflective and self-directed learning and practice as a way to reach their full potential as a practitioner as regards effectiveness and satisfaction in their professional life.

Ethical practice; the student will develop a further understanding of the place of ethics and codes of practice and how to implement these ethics within clinical practice.

Indicative content: During clinical practice students will begin to practice the skills outlined above under learning outcomes. At first these skills will be practised with close supervision and support, but increasingly the students will be encouraged to formulate their own decisions regarding the diagnosis and treatment and the progress of the patient’s healing and recovery. Their judgements must then be checked with the clinical supervisor before action is taken. Students will also be expected to contribute to discussions on case histories.

Documents to download

Access to Unit 1 in October

Module 1

Module 2

Module 3

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