Abstract

Bioscience subjects are a core component of all health practitioner degrees. While negative attitudes towards biosciences have been explored among nursing and allied health students, little is known about how traditional, complementary and integrative medicine (TCIM) students perceive these subjects. This study employed an explanatory mixed-methods design to investigate the attitudes of first-year TCIM students—within their first or second week of study—towards biosciences in an Australian curriculum. The primary aim was to assess whether attitudes were positive or negative; the secondary aim was to examine the influence of demographic factors.

A 41-item Likert scale survey, incorporating affective, cognitive, and perceived control domains, was completed by 586 students between February and December. One-way ANOVA and Tukey-Kramer post hoc tests identified statistically significant differences across demographic variables. While overall attitudes were positive, students aged 35 and older reported higher anxiety (p = 0.003), perceived difficulty (p < 0.001), and self-efficacy (p = 0.035) than younger students. Those who had studied only biology at school reported greater enjoyment (p < 0.001), self-efficacy (p = 0.001), and anxiety (p < 0.001) compared to those with no prior science background.

To further explore these results, four open-ended survey questions were analysed thematically (n = 161). Responses revealed both increased confidence and ongoing concerns, particularly around subject relevance and difficulty.

These findings suggest that while TCIM students value biosciences, tailored educational strategies are needed to support mature-age learners and those with limited prior science education.

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