The Apprenticeship in Community Herbal/Botanical Medicine
(established 2008)
“Sustainable medicine for the future, respecting and reconnecting with the natural world”
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 weaves together the art and science of herbalism, reclaiming old ways of healing and bringing these into the 21st century as valuable healthcare.
The need to move into a more balanced relationship with the rest of nature and more sustainable ways of being is very apparent. 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 systems of healing while examining some 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 wild food and herbs in the diet, as well as using plants for fibre, dyes, cosmetics, shelter, fuel, and other applications. We are passionate about 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 their studies further, progression onto the Practitioner Training programme is dependent upon successful completion of the Apprenticeship, which includes continuous assessment of capacities and aptitudes.
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.
Sibling Schools Leaders and Course Mentors and Fees:
Locations, Schedules and Fees.
The fees cover access to online material, including videos, lectures, and notes; mentoring sessions; Zoom class tutorials; immersion face-to-face classes; herb samples and herb supplies used in class, and plants for students to work with at home (the plants are given out at the workshops). They also include a vegan lunch and refreshments for each study day.
There are payment plans available for individuals who wish to pay their fees in instalments.
Location and accommodation: Contact local schools
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 Zoom class tutorial sessions each year, which allow students to interact with the tutors and each other. These sessions provide an opportunity for cohort learning and community building, as students share experiences, ask questions, and address selected topics.
Students receive support from a mentor who provides a minimum of 10 hours of mentoring per year to assist them in completing assignments and engaging with their studies. Mentoring encompasses at least two one-on-one sessions via Zoom or phone, addressing questions and offering support in self-directed study while identifying learning styles and intelligences.
The online apprenticeship studies consist of filmed lectures and practical sessions, plus course notes, to ensure that all the materials presented in the videos are covered.
The student undertakes formative assignments, which are assessed by their mentor. 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 acquired similar training in their locality), submitted their assignments, and passed all aspects of the continuous assessment will receive a certificate of completion.
Students wishing to become full clinical practitioners can then apply to complete an additional three years of clinical training and study to obtain 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 strongly 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 focus on participatory education practices that enable students to mature into self-directed practitioners in their area of work, whether as growers, medicine makers and formulators, educationalists teaching workshops, creative artists, or clinical practitioners.
We are passionate about nurturing the individual to become a fully realised member of the community. We recognise that community is essential for success, and therefore, fostering 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 Zoom) or discussion forums to promote their own businesses, workshops, or products without first gaining permission from their school principal.
The promotion of illegal activities in any of these settings is not permitted. Regardless of the personal views of students or staff on which plants or mushrooms are legal or illegal, the school cannot allow 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 skills in reading, writing, and speaking English since all the course material is in this language. As a blended course with online content, students need a computer, tablet, or smartphone to access this material; however, it is preferable to use a computer or tablet rather than a phone for this work. Basic skills in internet navigation, bookmarking, document downloading, editing, and printing are all required. Computer skill courses are available at adult education centres, so contact your library or citizens’ advice bureau for local information.
Course dates
The Apprenticeship courses run from October to June each year, with gaps for Christmas and Easter. A full schedule of dates is on the main website.
The clinical training programme begins in September, with some training clinics taking place during the summer to ensure students complete the required 500 hours of supervised clinical training. Additionally, some training clinics are held virtually on Zoom, enabling students to participate in a wide variety of them.
Course Structure
The first stage is structured as a two-year foundational apprenticeship leading to a certificate in community herbal medicine. The first year includes 10 modules along with the study of approximately 80 plants. The second year comprises 11 modules, and an additional 80+ plants are introduced.
For those who wish to become clinical practitioners, there is a further three-year Practitioner Training programme, incorporating self-directed study, lectures, and supervised clinic training. Progression to the Practitioner training is dependent upon displaying the capacity for this level of training during the continuous assessment carried out during the Apprenticeship training, and therefore, there is a second enrolment process at this point.
Only those who complete the two tiers fulfill the core curriculum requirements for entry to the Irish Register of Herbalists (IRH) or the Association of Master Herbalists, the professional organisations that accredit the training. Graduates can also apply to the CPP.
Students who demonstrate sufficient prior experiential learning may be accepted onto the Clinical Training Programme through routes other than the Plant Medicine School Apprenticeship.
The School also runs CPD courses that are 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 grandparented into the IRH.
The training is designed to be experiential, incorporating extensive hands-on learning in conjunction with lectures, classes, demonstrations, and self-directed study. The core emphasis of the course is an in-depth knowledge of plants and their value for health, food, and medicine, along with a good knowledge of the human condition both energetically and clinically. Field work, pharmacy practice, and clinical work form a large part of the training. The ethos of the practice taught is sustainable, holistic, community-based herbal practice.
Schedules of Study
Year 1 Starting on The Plant Medicine Path
Access to online materials is spread over six units to facilitate progressive studies at a manageable pace. Students continue to have online access for the course duration after graduation, which means they can study at their own convenience and are not tied to specific viewing times.
About 10 days after access is granted, there will be a Zoom tutorial to facilitate discussions and conduct some cohort learning exercises; attendance at these tutorials (held from 7:00 to 8:30pm) is essential for learning. The times listed below provide a general idea of the access dates, but a detailed schedule will be given when you apply for the course.
Access to Unit 1 in October
We introduce the basic forms of herbal medicines (teas, infusions, decoctions, syrups, tinctures, infused oils, vinegars, creams, and ointments, etc.). We begin to examine nonlinear approaches to science and to learning about our plant allies. We will explore the history of herbal medicine and science, and start to delve into the healer’s path. We also introduce Nature Resonance as a means of attaining 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 name 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, 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. Making flower essences, smoke cleansing and fumigation, and aromatic waters.
Access to Unit 5 in March
Cultivation and plant recognition (revising some botany); field growing, growing under cover, and wildcrafting. Sowing seeds, suitable soil types and habitats, cuttings, and other methods of propagation. Trees and tree essences. Revisiting the healing path.
Access to Unit 6 in April
Harvesting, drying, and processing. Gathering herbs sustainably—seed saving, responsible wild crafting. Processing; revising some of the preparations from weekend 3. Producing therapeutic foods—devising recipes for optimum nutrition.
Materia medica
Herbs studied in the 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 over the year, and there may be some variation 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 and those that can be easily grown 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
Every workshop, new herbs will be introduced for the system being studied, and relevant herbs from the first year will also be reviewed. Formulations and prescriptions related to the system under discussion will be developed. There will be opportunities to practice consultation skills, pulse and tongue diagnosis, and work with the ancillary techniques introduced each weekend. In addition to exploring disease processes, there will also be an examination of 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.
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's objective is to train students to become practitioners of Vocational Western Herbal Medicine and to join a professional organisation such as the Irish Register of Herbalists. The programme is designed to be completed in 3 years, although some students choose to complete it in 2 years and others take 4 years. There is no extra cost to taking 4 years to complete it unless additional attendance at lectures or tutor support is required.
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 first year and one four-day one in the second year. There are also video lectures in specific therapeutic areas, twenty two-hour tutorials on Zoom on systems therapeutics and specialities, and additional pop-up lectures and tutorials held face-to-face.
Self-directed study
This element follows a carefully designed study plan to guide students through the topics. Students will be assessed through continuous assessment, consisting of a study portfolio and some long essays. Assessments are designed to allow students to demonstrate their ability to weave together the different strands of their learning to formulate a diagnosis and treatment plan. Students will be expected to include relevant elements of their prior learning with the information delivered in the 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 prior to conducting consultations with patients 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 training elements are completed, students will be eligible to sit for their final assessments. Successfully completing this will enable them to become practitioners. It must be emphasised that while every assistance will be offered to students to complete the training, they will need to adopt a disciplined approach to the self-directed element of the course and ensure they accumulate full clinical hours to sit for the final assessment. Some tutorial assistance with self-directed learning should be possible. If a student fails the final assessment, they will be able to re-sit; however, the cost of re-assessment is not included in the course fee.
Expected cost of training
See the fee details on the main website
Lecturers:
The core team of lecturers is Nikki Darrell, Marie Reilly, Andrew Chevallier, Jane Wallwork, and Christine Herbert, with other lecturers offering occasional teaching.
The college aims to provide a diverse and comprehensive training experience. Emphasis is placed on integrating and reclaiming traditional approaches while recognizing the importance of clinical medicine and the inclusion of research evidence. Science, intuition, tradition, food medicine, and patient education are all woven into the practitioner paradigm. Students are encouraged to cultivate and prepare their own medicines, as well as learn about sourcing high-quality remedies from ethical suppliers. They are motivated to refine their plant identification skills through regular walks in the gardens and benefit from numerous practical sessions on medicine-making in 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
Research project
Business plan
Continuous assessment of progress in consultations with student progress forms giving feedback from clinic supervisor
The final assessment is held after the work portfolio is completed and presented.
Programme Schedule
Practitioner Program Induction Session - September
The aim of the induction session is to orient students in their studies and explain how to pursue the three strands of learning to maximize 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) scheduled for September/October, comprising three days focused on physical examination skills for the abdomen, cardiovascular system, and respiratory system, along with two days dedicated to pulse and tongue diagnosis.
Clinical Examination Seminar 2 (five days): Three days focused on the physical examination of the musculoskeletal and neurological systems, along with a revision of other systems. Additionally, two days will cover aromatic medicine techniques and formulation.
October -July Systems therapeutics Zoom 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
September: Inclusivity, Sustainability, and Decolonisation
Read - Decolonising Herbal Medicine
Inclusivity, accessibility, and diversity: decolonising our approaches and cultural studies. Jane/Nikki
November: Psycho-emotional Health
Watch the recorded lectures
Zoom tutorial on Mental health
December Therapeutics for Elders
Watch the recorded lectures
January Acute medicine and paediatrics
Watch the recorded lectures
Zoom tutorial on Acute medicine and paediatrics
February: Reproductive health, pregnancy, and childbirth
Watch the recorded lectures
Zoom tutorial
April Chronic Inflammatory Disease
Zoom tutorial
Practice management and ethics
Zoom 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
Zoom tutorials and lectures
There will be recorded lectures to watch and Zoom tutorials on various topics such as diabetes, menopause, setting up in practice and business planning, skin care, thyroid health, the holistic approach, and the role of psycho-emotional aspects in healthcare. There are three Zoom tutorials and the opportunity to join those from Year 4 again to revise. There is also 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 Zoom:
You need a volunteer to demonstrate taking pulses and BP and performing another physical examination—either respiratory or musculoskeletal since these are more easily visible on Zoom than the others. This part of the assessment should take about 10 minutes. There will then be 30 minutes of Q&A on topics like red flags, ethics and safety of practice, favourite herbs for XYZ, contraindications or cautions (e.g., herbs for pregnancy), and discussing some of your coursework.
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 of home study with mandatory texts.
Assessment is done by completing the Anatomy and Physiology colouring book and integrating it into written clinical medicine and therapeutics assignments, as well as 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
Fieldwork 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.