WHO BENCHMARKS FOR
TRAINING

IN ANTHROPOSOPHIC
MEDICINE

WHO BENCHMARKS FOR
TRAINING

IN ANTHROPOSOPHIC
MEDICINE

WHO benchmarks for training in anthroposophic medicine
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Contents
Foreword

iv

Preface		v

Acknowledgements

vi

Glossary		

vii

Introductionix

1. Background1

2. Training in anthroposophic medicine

52.1 Overview of training in anthroposophic medicine

5

2.2 Physician with specialised training in anthroposophic medicine

6

2.3 Training of other anthroposophic medicine practitioners

8

2.4 Training of anthroposophic therapists

16

3. Safety issues

23

3.1 General precautions and contraindications to the use of anthroposophic
medicinal products

23

3.2 Patient safety, general precautions and contraindications to anthroposophic
therapeutic practice24

References

25

Bibliography

27

Annex 1. Sample curricula and distribution of training hours

28

Annex 2. Participants in the working group meeting36

Annex 3. Participants in the online consultation

38

iii

Foreword
The World Health Organization (WHO) is currently implementing its Thirteenth General Programmeof Work 2019–2023 to support countries in reaching all the health-related Sustainable Development
Goals. The Programme is structured around three interconnected strategic priorities: achieving
universal health coverage, addressing health emergencies and promoting healthier populations.
These strategic priorities are supported by three strategic shifts: stepping up leadership, driving publichealth impacts in every country and focusing global public goods on impact.
Traditional medicine has always played a role in WHO’s collective work. The Declaration of Astana,
the renewed commitment to the Declaration of Alma-Ata on universal health coverage and theSustainable Development Goals reaffirm the role of traditional medicine in strengthening primary
health care, a cornerstone of health systems, in pursuit of health for all. This is also reflected in the
WHO global report on traditional and complementary medicine in 2019, in which 88% of WHO
Member States reported use of traditional and complementary medicine in health care.
In view of the growing importance of traditional medicine in health care nationally and globally,
WHO and its Member States are exploring ways to integrate, as appropriate, safe, evidence-based
traditional and complementary medical services into national or subnational health systems, to meetits commitment to the Political Declaration of the High-level Meeting on Universal Health Coverage.
WHO provides policy and technical guidance to Member States and promotes safe, effective use of
traditional and complementary medicine through appropriate regulation of products, practices andpractitioners. It further supports Member States in including traditional and complementary medicine
in people-centred health care to implement the WHO Traditional Medicine Strategy 2014–2023.
WHO’s core function is to set norms and standards. The normative work is driven by need and may
be translated into a real impact in countries through appropriate policies. The aim of this series ofbenchmarks for various systems and interventions of traditional, complementary and integrative
medicine is to provide a reference point for evaluating actual practice and practitioners.
I am very pleased to introduce this series to policy-makers, health workers and the general public. I
firmly believe that it will serve its purpose.

Anshu Banerjee
Assistant Director-General a.i.
Division of Universal Health Coverage / Life Course (UHL)
World Health Organizationiv

Preface
Integrated health services are essential for implementation of the WHO Thirteenth General
Programme of Work, to support countries in achieving universal health coverage and the healthrelated Sustainable Development Goals. The mission of the Department of Integrated Health Services
is to accelerate equitable access to high-quality, integrated, people-centred health services that canbe monitored and evaluated.
WHO is mandated to provide independent normative guidance. Its normative products cover awide range of global public health goods, including norms and standards. The primary role of the
Department of Integrated Health Services is therefore to generate and produce relevant global goods.
that are driven by country needs and have a tangible impact at country level.
Since 2018, when 88% of WHO Member States reported use of traditional and complementary
medicine, WHO’s support in evaluating their safety, quality and effectiveness has continuously
been ranked as important, as reported in the WHO global report on traditional and complementary
medicine in 2019.
WHO prioritizes normative products after an assessment of demand. To address increasing needs andto ensure impact in countries, this series of benchmarks covers the main systems and interventions in
traditional, complementary and integrative medicine according to norms and standards for training
and practice.
WHO is not only assessing the quality of these normative products but is also streamlining systems
and plans for monitoring and evaluation.
I am pleased to present this series of benchmarks and invite you to join us in measuring anddocumenting their impact.

Rudi Eggers
Director
Department of Integrated Health Services
World Health Organizationv

Acknowledgements
The World Health Organization (WHO) gratefully acknowledges the many individuals andorganisations that contributed to the development of this document (see Annexes 2 and 3).
WHO thanks Tido von Schoen-Angerer and Iracema de Almeida Benevides, who have actively anddiligently contributed to drafting and editing this document. Thanks to Erik Baars and Noortje van
Steenbergen for contributing to the evidence review process.
WHO is indebted to all the experts who provided valuable comments and suggestions during theworking group meeting, peer review process and consultations.
Special thanks go to WHO colleagues Irina Papieva from Patient Safety, Fumihito Takanashi fromPharmacovigilance, Siobhan Fitzpatrick from Health Workforce Policies & Standards and Eduard
Markov from Compliance, Risk Management and Ethics teams for reviewing the document andproviding valuable and relevant suggestions.
Qi Zhang and Aditi Sharan undertook revision work under the guidance of Rudi Eggers. Thanks
to colleagues within the WHO headquarters team for Traditional, Complementary and Integrative
Medicine, Aditi Bana and Liu Qin for technical support.
WHO acknowledges the financial support of the International Federation of Anthroposophic Medical
Associations, Switzerland for the development of this benchmark document. The International
Federation of Anthroposophic Medical Associations had no involvement in the coordination, provisionor accreditation of training in anthroposophic medicine. WHO expresses its appreciation to Havelhoehe
Hospital in Berlin, Germany, for hosting the WHO working group meeting in December 2018.

vi

Glossary
Astral organization: The system of formative forces behind the emergence of consciousness, feelingand instincts as well as movement, respiration and other body functions, as in animals and humans.
It is one of the four formative forces of the human being.
Etheric organization: The system of formative life forces that form the physical body and maintainthe integration of material substances into living organisms, such as in plants, animals or humans.
The etheric organization is considered responsible for growth and regeneration and is central torestoring health. It is one of the four formative forces of the human being.
Formative forces of the human being: Four force systems involved in the shape, form, structure, function
and organization of minerals, plants, animals and humans, existing in addition to physicochemicalinteractions. The dynamic composition of the four systems of formative forces (Wesensglieder inGerman) constitute the human being: physical organization (formative physical forces), ethericorganization (formative life forces), astral organization (formative soul forces) and “I”-organization(formative forces of the human spirit).
Goethean science and observation method: Scientific, phenomenological observation approach basedon the work of the German writer and scientist Johann Wolfgang von Goethe, further developed by
Rudolf Steiner. By letting phenomena speak for themselves through various observation methods,
functional relationships become visible, so that complex phenomena can be understood in terms ofa simpler, ultimately irreducible archetypal phenomenon.
“I”-organization: The system of forces of the human spirit, the “I” (or ego), that provides the capacity
for uprightness, thinking, insight, self-reflection, freedom, morality and the development of art andculture, as well as its expression and integrating capacity in the human warmth organization andother bodily functions. It is one of the four formative forces of the human being.
Living body: State of the body when the etheric organization is acting within the physical organizationof a plant, an animal or human being.
Neurosensory system: Refers to the dynamic that prevails in the nervous and sensory system but isalso found in all processes related to form, structure, catabolic activity, consciousness and thinking.
It is a systemic part of the threefold nature of the human organism.
Physical organization: The physical body in its distinct human form, made up of physical matter andphysicochemical interactions. The form and functions of the physical body are organized by formative
forces, primarily by the etheric organization. The physical organization is one of the four formative
forces of the human being.
Rhythmic system: Refers to all rhythmical processes and functions of human life, in particular thecirculatory and respiratory system, and is also linked to feeling. Rhythmical processes allow mediation
between the polarities of the neurosensory system and the system of metabolism and limbs. It is asystemic part of the threefold nature of the human organism.
Seven life processes: Life in the anthroposophic view can be differentiated into seven processes:
breathing, warming, nourishing, secreting, maintaining, growing and reproducing.
Soul (in anthroposophic understanding): Refers to the dimension by which the human being links
things to his or her own being and inner space, through which he or she experiences pleasurevii

and displeasure, desire and aversion, joy and sorrow and other feelings and thoughts. The soul, in
anthroposophic understanding, is closely related to and derived from the astral organization.
Spirit (in anthroposophic understanding): Refers to the dimension that manifests in the human being
when he or she looks at the spiritual nature of things. The spirit of the human being is his or her
imperishable core.
System of metabolism and limbs: Refers to the digestive system in its widest sense, internal abdominalorgans and the musculoskeletal system in the limbs, as well processes related to movement,
metabolism, regeneration, reproduction and volition (will). It is part of the threefold nature of thehuman organism.
Threefold nature of the human organism: Functional polarity between catabolic processes necessary
for the emergence of consciousness (neurosensory system) and anabolic, regenerative processes(system of metabolism and limbs), held in balance through rhythmical processes (rhythmic system).
Tria principia: Latin expression for the ancient concept of three principles – salt, sulfur and mercury– described by Paracelsus (1493–1541). Tria principia reflect processes rather than substances: salt
process (structure), sulfur process (dissolution) and mercury process (harmonic flow). This concept isfurther developed in anthroposophic medicine.
Twelve senses: In the anthroposophic view, sensorial perception is categorized into 12 main sense
modalities: of touch, life, movement, balance, smell, taste, sight/vision, temperature/warmth, hearing,speech/language, thought, and sense of the inner individuality (“I”) of the other human being.
Warmth organization: Summarizes the different aspects of heat and warmth in the human being as
a self-regulating whole: heat and heat distribution within the body, thermosensation and the feelingof physical and emotional warmth. Considered closely related to and controlled by “I”-organization.

viii

Introduction
Why this benchmark?
Anthroposophic medicine (AM) is a form of traditional, complementary and integrative medicine (TCI)
that originated in Europe and is gaining increasing international popularity. It is integrated into
conventional medicine in outpatient practices and hospitals.
As more countries have begun to set policies and regulatory frameworks for the practice of TCI,
policy-makers require information to make informed decisions, including evaluations of the quality ofpractices, difficulties and ways in which they can be addressed. Benchmarks for training in several TCI
disciplines and therapies have been issued by WHO, including in acupuncture, ayurveda, naturopathy,
osteopathy, traditional Chinese medicine, tuina and Unani medicine.
These are the first benchmarks for training in AM. They reflect what the AM community considers
to be minimum training for health workers to practise any of the AM disciplines in order to ensure
consumer protection and patient safety, including quality assurance and proper use, to ensure theeffectiveness of AM. The benchmarks will contribute to establishing a reference toolkit on AM for
countries.

How was this benchmark prepared?
This document followed the established methodology of WHO to develop benchmarks in traditional,
complementary and integrative medicine. The WHO secretariat proposed a plan and the scope of thework. A review of existing training benchmarks and publications on training in AM was conducted
to identify knowledge gaps.
First, the international professional organizations for each of the AM disciplines were requested
in 2017 to share international training documents. 17 international training documents wereobtained, covering seven out of the nine AM disciplines (for midwifes and dentists only national
training documents were available). 12 documents were included for review and five were excluded.
Documents were assessed for covering 11 items needed for the preparation of this document:
definition of the AM discipline; entrance requirements; training components; learning outcomes
concerning knowledge, concepts, theories; learning outcomes concerning clinical competence andpractice; graduation criteria; training duration; teaching methodology; training on professionalism,
collaboration, patient rights, research; safety; curricula/ distribution of training hours. For four of thedisciplines, documents covered at least nine items; for the other three disciplines, documents covered
six or less items. Documents were assessed for clarity.
Second, a scoping review was conducted using the databases Pubmed, Medline, Cochrane Library,
SAGE journals, Wiley Online, CINAHL, PsycInfo, Anthromedics/ Der Merkurstab for publications
between January 2012 and April 2022. The search terms categories (specified for the different
databases) were: anthroposophic (medicine), disciplines, education/ training. Languages included
English, German and Dutch. Study selection was carried out by two researchers independently.
Results: 1080 publications were identified, 452 duplicates were removed, 619 were screened out
and 9 included (1,2,3,4,5,6,7,8,9). The quality of the publications was not assessed. Eight different
training programs were described. All of the described programs were for physicians, one program
was designed to start during medical school, one included training of other AM disciplines as well.

ix

The included publications describe, at least partially, ten of the eleven items needed for the document
preparation for physicians. Three items had not been previously identified through the review ofinternational training documents.
To prepare the benchmark document, WHO and the drafting experts contacted the international
professional organizations of each AM discipline with requests for clarification, further informationand modifications in their respective training documents, where appropriate, to ensure clarity andcompleteness of the required items. After an iterative process between WHO, the drafting experts
and the representatives of the AM disciplines, a training text and sample curriculum was agreed foreach AM discipline for inclusion in the first draft of the document.
The first draft of the document was presented to a working group meeting for discussion. A total of 24
experts from 13 countries across the 6 WHO regions joined the working group meeting, representing
expertise including in policy-making, regulation, health worker education, international training andclinical practice. After three days of discussion on the scope, structure and content of the document,
the meeting reached consensus and provided advice for the second draft. The second draft wasshared with a wider group of global experts for peer review and was revised based on the feedbackof 28 experts. A second global peer review was conducted and the draft was revised again basedon the feedback from 60 experts. The updated draft was then put through a consultation attended
by seven experts, who reviewed the progress made since the working group meeting and peer
reviews. Findings and recommendations from the scoping review were included and addressed, as
appropriate, for the final draft.
WHO’s work on global health issues requires the assistance of external parties whose expertise
may entail specific interests. To ensure the highest standards of integrity and public confidence,
Declaration of Interest forms were collected from all the external contributors. Declared interests ofthe external contributors were reviewed and assessed for the relevance and significance of the interest
and only those experts who did not have relevant or significant interest, were invited to participate
in the meeting or activity, as per the Declaration of Interest policy of WHO.

What does this benchmark cover?
This document is structured in three parts:
 background: an overview of the development and fundamental concepts of AM;
 training in anthroposophic medicine: the learning outcomes required for each component ofeach AM discipline; and safety issues: the general precautions and contraindications related to use of anthroposophic
medicinal products (AMP) and anthroposophic therapeutic practice.
These three parts constitute a complete set of benchmarks for training in AM.

x

Who is this benchmark for?
By setting norms and standards, this document provides the minimum training requirements forhealth workers to practise any of the AM disciplines. It is a useful reference point with which actual
practice can be compared and evaluated, which will benefit policy-makers, health workers, education
providers and the public in general.

Kim Sungchol
Head, Unit of Traditional, Complementary and Integrative Medicine
Department of Integrated Health Services
World Health Organization

xi

1

BackgroundDefinition
AM is an integrative, whole medical system that extends conventional medicine with the cognitive
methods and results of anthroposophy. AM regulates the interactions of the living body, soul and spirit,
according to each person’s biography and social and environmental context. It includes treatments
and therapies to activate self-healing with medications, nursing, counselling, psychotherapy andanthroposophic arts, movement and body therapies.

History
The principles of AM were established by the Austrian philosopher Rudolf Steiner (1861–1925) and theDutch physician Ita Wegman (1876–1943) (10,11). The development of AM is summarized in Table 1.
Table 1. Timeline of anthroposophic medicine
1920–1925

1920 – First of several anthroposophic courses for physicians

Founding ofanthroposophic
medicine

1921 – Establishment of small anthroposophic hospitals in Germany and Switzerland
1921 – Development of anthroposophic nursing practices and rhythmical massage
1921 – Production of first medicines according to anthroposophic principles
1921 – Eurythmy therapy initiated1924 – Anthroposophic “curative education” and social therapy for individuals with
developmental disabilities initiated1925 – First AM textbook, “Fundamentals of therapy” (11), published by Steiner &Wegman1925–2000
Further development
and expansion

Further development of AM therapies. Range of AMP extended. Basic and clinicalresearch developed
1939 – Camphill movement for individuals with developmental disabilities foundedin Scotland, which later spread to 65 countries
1960s–1990s – Founding of hospitals in which AM is integrated with conventional
medicine in Germany, Italy, Switzerland, Sweden, United Kingdom
1976 – German Medicine Act 1976 (Arzneimittelgesetz) recognizes “special therapy
systems”, including AM, and begins regulating AMPs
1983 – University of Witten/Herdecke (Germany) founded from the anthroposophic
integrative hospital Herdecke

2000–present
Academization andintegration into healthsystems

Extension of AM training throughout Africa, the Americas, Asia, Australasia andEastern Europe
International coordination and consensus statements on best practice, training andresearch
Professorships in AM in Brazil, Germany, Netherlands and Switzerland; inclusion of
AM training in various universities worldwide
Increasing numbers of studies and scientific publications on AM
Countries include AM into their national health systems; e.g. Brazil and Switzerland

1

AM is practised today in primary, secondary and tertiary care settings ranging from single andmultidisciplinary group practices, rehabilitation centres, nursing homes, community nursing services
and sanatoriums to anthroposophic hospitals, public hospitals and university medical centres (12,13).
The AM approach is practised in integration with conventional Western medicine and used inconjunction with nearly all medical specialties, including internal medicine, family medicine, oncology,
paediatrics, psychiatry, gynaecology and obstetrics and dermatology.

Anthroposophic understanding of the human being and nature
Anthroposophy describes how abilities can be developed from a simple sensorial stage to higher
levels of perception through empirical observation of the physical and spiritual characteristics ofhuman beings and nature. Steiner saw anthroposophic spiritual science as application of scientificmethods in the realm of non-sensory reality and a consequential development of western thought,
particularly the philosophy of Plato and Aristotle and German idealism as represented by Goethe,
Schiller, Fichte, Hegel and Schelling (13,14).

Fundamental concepts in understanding the human being
Understanding of the human being in anthroposophy is based on the principles of fourfold formative
forces and the threefold nature of the human being.
The four formative forces of the human being
In addition to the molecular, biochemical mechanisms active in nature, anthroposophy describes
higher-order forces that constitute the so-called formative forces or organizational members of thehuman being (Wesensglieder in German) (13,14). These formative forces are discovered throughinsight and practice. The concepts are applied according to Steiner’s observations and suggestions
and have been further developed by others (14,15).
Four formative forces are observed in the human being (Table 2). The terms used here are the classic
ones used by Steiner and should be considered in their historical context (for a thorough description,
see Bibliography):
1. Physical organization: the physical human body, consisting of physical matter and physicochemicalinteractions
2. Etheric organization (formative life forces): a higher-level force system that forms the physicalbody and maintains the integration of material substances into living organisms, such as plants,
animals or humans. The etheric organization is responsible for growth and regeneration and iscentral to restoring health.
3. Astral organization (formative soul forces): a higher level of organization and system of forces
above etheric organization that brings about the emergence of consciousness, feelings, instincts aswell as movement, respiration and other body functions in animals and humans. These functions
emerge as the astral organization imprints itself into the etheric organization and from there into
the physical organization.
4. “I”-organization (formative forces of the human spirit): the “I” provides the capacity for thinking,self-consciousness, introspection, freedom and development of art and culture. In addition to theconscious “I”, “I”-organization acts as a higher-level system in the human organism, in particularthrough warmth organization, physical and emotional uprightness and close interconnections
with the blood system. These functions emerge as the “I”-organization imprints itself into theastral organization and from there into the etheric and physical organizations.

2

Table 2. Formative forces in nature and human beings
MineralMatter

Plant

AnimalHumanInternalized formative forces

Spirit“I”-organization

Soul

Soul

Astral organization

Life

Life

Life

Etheric organization

MatterMatterMatterPhysical organization

Adapted from reference (14)Threefold nature of the human organism
The interactions of the four formative forces lead to a functional polarity in the human organism
between the catabolic processes necessary for the emergence of consciousness and more anabolic,regenerative processes. This functional polarity is held in balance through rhythmical processes (17,18)(Table 3):
1. Neurosensory system: the dynamic that prevails in the nervous and sensory system but is also
found in all processes related to form, structure, catabolic activity, consciousness and thinking
2. System of metabolism and limbs: the dynamic that prevails in the digestive system and the limbs
to processes related to movement, metabolism, regeneration, anabolic activity, reproduction
and volition (will)
3. Rhythmic system: the dynamic that prevails in the circulatory and respiratory system and allrhythmical processes of human life and feeling. Rhythmical processes such as sleep and waking,breathing and cardiovascular rhythms and many others allow mediation between the polarities of
the two other systems. The rhythmic system mediates between catabolic and anabolic processes.
Table 3. Threefold nature of the human organism
Neurosensory system

System of metabolism
and limbs

Rhythmic system

Inner activity

Thinking

Volition (will)

Feeling

Level of consciousness

Conscious

Subconscious

Dream-like

Organic processes

CatabolicAnabolic

Structuring

Dissolving

Balancing catabolic–anabolic processes

CoolingWarming

Mediating
Breathing and circulation

Adapted from reference (17)Health and disease throughout the life stages
Health is considered to emerge continuously from an active equilibrium of the four formative forces
and the threefold nature of the human being. Imbalances and disorders in the formative forces
and the threefold nature lead to disease. The equilibrium of the four formative forces undergoes
characteristic changes during a lifetime. The immortality of the human spirit (“I”) provides a perspectiveof development beginning before birth and extending beyond the moment of death.

Practice of anthroposophic medicine
The practice of AM comprises the following assessments: conventional medical assessment anddiagnosis, determination of imbalances and disorders of the four formative forces and threefold
nature of the individual and how the disease reflects the context of the individual’s biographicalexperience. Treatment plans are individualized or according to the pathology to restore balancein the four formative forces and the threefold nature and to support salutogenesis and activate

3the individual’s innate self-healing capacity. A multimodal treatment strategy is established, which
includes providing AM in combination with conventional western medicine as indicated andsometimes other TCI methods (18). It also includes voluntary vaccination to prevent life-threatening
diseases (19).
The idea that the experience of disease may be a turning point for inner and biographical development
is an important aspect of support to the individual (16). Individual autonomy, dignity and selfdetermined inner development and establishing a trusting therapeutic relationship are core valuesof AM.
Anthroposophic treatment modalities include counselling, use of medications, nursing care,
psychotherapy, arts therapy, eurythmy therapy and body therapies. Various health workers collaborate
and work with the individual, family and caregivers. One physician usually coordinates treatment. The
collaboration includes deciding which AM (or other TCI) therapies are the most relevant, based on
the medical condition and individual preferences. The physician also ensures that both conventionaland AM treatments are provided as indicated.
Anthroposophic medicinal products are medicinal products that are conceived, developed andproduced in accordance with the anthroposophic knowledge of the human being, nature, substanceand pharmaceutical processing. Starting materials may be prepared from mineral, botanical,
zoological or chemical substances. AMPs are prepared from mineral, plant, animal or chemical sourcesby specific anthroposophic and standard homeopathic manufacturing methods, as described in
official pharmacopoeias1 and in the Anthroposophic Pharmaceutical Codex (20). Regulations applied
to anthroposophic medicinal products may vary from country to country and by the types of products.

1

4

The Swiss Pharmacopoeia defines anthroposophic preparations and their manufacturing methods. The
European Pharmacopoeia and the German Homeopathic Pharmacopoeia describe manufacturing methods
and substances used in anthroposophic preparations. The Anthroposophic Pharmaceutical Codex describes
manufacturing methods and substances used traditionally in AM and is recognized by the Australian andBrazilian medicines agencies.

2

Training in anthroposophic
medicine

2.1 Overview of training in anthroposophic medicine
AM training programmes are specific for each discipline (i.e. physicians, nurses, pharmacists etc.). The
three entrance categories are (Table 4):
Category 1 – no prior health-care training. People with no prior training in health care must first receive
training in conventional health care before being eligible for AM training, or they may undertake a
training programme that integrates conventional and AM. This does not apply to eurythmy therapy
or anthroposophic arts therapy, which are taught independently.
Category 2 – prior training in conventional health care. People with prior training in health care canbegin AM training specific to their discipline.
Category 3 – prior training in TCI. Depending on the TCI profession and the extent of training,
candidates may enter AM training or receive credits for their prior training.
Table 4. Entry conditions for training in different anthroposophic medicine disciplines
Discipline

Entry category
Category 1 – no priortraining in health-care

Category 2 – priortraining in conventional
health care

Category 3 – priortraining in TCIa

PhysicianFull conventional medical
training

Registered physician

Registered TCI physician

Nurse

Full conventional nursing
training

Registered nurse

Registered TCI nurse withminimum of 3 years oftertiary education

MidwifeFull conventional
midwifery training

Registered midwife

Registered TCI midwife
with minimum of 3 yearsof tertiary education

Pharmacist

Full conventional
pharmacy training

Registered pharmacist or
doctorate in pharmacy

Registered TCI pharmacist
or doctor of TCI
pharmacy; consideredaccording to national
training standard

DentistFull conventional
dentistry training

Registered dentist

Not applicable

Psychotherapist

Full conventional
psychotherapy training(various pathways)

Physician, psychologist
or counsellor with stateregistration to practise
psychotherapy

TCI practitioner with
post-graduate training
and state registration topractise psychotherapy

Eurythmy therapist

General eurythmy
training

General eurythmy studies,
followed by eurythmy
therapy training. Credits
given for previous healthcare training

General eurythmy
studies, followed byeurythmy therapy
training. Credits given forprevious TCI training

5

DisciplineaEntry category
Category 1 – no priortraining in health-care

Category 2 – priortraining in conventional
health care

Category 3 – priortraining in TCIa

Anthroposophic arts
therapist

Anthroposophic arts
therapy training

Conventional arts therapy
degree or other healthworker. Credits given as
applicable

TCI health worker. Credits
given as applicable

Anthroposophic bodytherapist

Full body therapy training
and registration tophysically examine andtreat individuals

Any health practitioner
registered to physicallyexamine and treat
individuals

Any TCI health worker
registered to physicallyexamine and treat
individuals

See relevant training section for more detailed entrance requirements.

AM training programmes comprise the following components:
 general medical knowledge, including fundamental science and methods; provided only intraining for eurythmy therapy or anthroposophic art therapy;
 anthroposophic understanding of the human being and nature and of health and disease; competence specific to the AM discipline: concepts and practice specific to the discipline andmentored practice and project work; and professionalism, collaboration, patient rights and research methods.
The remainder of section 2 describes the learning outcome required for each component of each
AM discipline. Annex 1 lists the hours of training required for each component in the different AM
disciplines.

2.2 Physician with specialised training in anthroposophic medicine
2.2.1 Definition
AM is based on established scientific medical principles and natural science, extended by anthroposophic
understanding of the human being and nature. A physician with specialised training in AM is a registeredphysician who has been trained to integrate anthroposophic principles into health promotion, prevention,
diagnosis, therapy and rehabilitation. The fundamental goals are to heal the individual and to maintainhealth throughout life by stimulating the individual’s activity and self-healing potential.

2.2.2 Entrance requirements
Category 1 – no prior training in health care: Training, relevant licensing or registration as a conventional(biomedical) physician. Medical students could take AM courses during their medical studies.
Category 2 – prior training in conventional health care: Registered physician.
Category 3 – prior training in TCI: Registered TCI physician or equivalent, such as traditional Chinese
medicine physician, osteopathic physician or naturopathic physician, will be considered for AM
physician training according to national TCI training standards.2

2

6

Training for a minimum of 1000 h of biomedical science, including anatomy, physiology, pathology, diagnostics
and therapy. Training at level 7 of the International Standard Classification of Education: Master’s degree or
equivalent (23).

2.2.3 Training components
 Anthroposophic understanding of the human being and nature Anthroposophic understanding of health and disease Anthroposophic therapy
 Professionalism, collaboration, respect for patient rights3 and research

2.2.4 Learning outcomes
1. Anthroposophic understanding of the human being and nature Be aware of the fundamental concepts of the anthroposophic understanding of the humanbeing and its relation to nature and know how to put theses in relation with concepts of
conventional medicine.
 Observation of nature and substances at the origin of important anthroposophic medications,using the Goethean observation method.
2. Anthroposophic understanding of health and disease Establish a differentiated evaluation of the individual, taking into account physical, etheric,
astral and “I”-organization and the individual’s biographical development, and arrive at anindividualized, multidimensional diagnosis and identification of the individual’s resources andneed for therapeutic intervention, in integration with the conventional diagnosis and treatmentplan.
 Take into account the spiritual dimension of the individual in the treatment plan and, whenappropriate, possible and desired, discuss this with the individual.
3. Anthroposophic therapy
 Understand the indications, dosage, therapy modality, side-effects, precautions andcontraindications to commonly used minerals, plants and zoological products used in AM.
 Treat the most common diseases encountered in general and specialist practice by means ofor including anthroposophic medications and therapies, while also providing conventional
therapy as indicated.
 Document the course of the anthroposophic medical treatment, including mental, emotionaland spiritual aspects.
4. Professionalism, collaboration, patient rights, research Independently pursue a path of medical–spiritual development.
 Practice shared decision-making with individuals and their relatives based on the concept of
the human being as a spiritual and developing being
 Communicate appropriately and collaborate effectively in a therapeutic team of AM trained
health care workers.
 Understand the scientific basis and research methods of AM, independently search theanthroposophic-medical literature and integrate research results into medical practice.
 Contribute to clinical experience sharing and pharmacovigilance of AMPs.

3“Patient rights” include respect for the fundamental dignity and equality of all human beings, as enshrined in
the 1948 Universal Declaration of Human Rights, WHO’s Constitution, which declares that “the enjoyment of
the highest attainable standard of health is one of the fundamental rights of every human being”, and more
recent international texts, such as European Council Recommendation No. R (2000) 5 on patient participationin decisions affecting their health care.

7

For a sample curriculum see Annex 1

2.2.5 Graduation criteria
General criteria:
 Completion of training curriculum, including project work and three case reports to a satisfactory
standard
 Completion of mentored practice to a satisfactory standard Two years of clinical experience at a hospital or outpatient practice, with or without AM,
at the time of certification (required to ensure adequate clinical experience when entering
independent AM practice) Passed examination or equivalent evaluation
Examination covers:
 Assessment of project work, and Assessment of the achievement of all learning outcomes, and Presentation of two case reports

2.3 Training of other anthroposophic medicine practitioners
2.3.1 Nurse with specialised training in anthroposophic nursing
Definition
Anthroposophic nursing is based on conventional nursing approaches and skills, extended byanthroposophic knowledge of the human being. The anthroposophic differentiation between
physical body, life forces, soul and spirit and understanding of biographical development throughout
the life-course in which care is required (e.g. childhood, disease, disabilities, advanced age) provide
additional perspectives on nursing skills, processes and attitudes.
Entrance requirements
Category 1 – no prior training in health care: Training in conventional nursing. Nursing students canbegin taking courses in anthroposophic nursing during their studies.
Category 2 – prior training in conventional health care: Registered nurse with a minimum of 3 years
tertiary education.4
Category 3 – prior training in TCI: Registered TCI nurse with minimum 3 years tertiary education.4
Training components
1. Anthroposophic understanding of the human being and nature
2. Anthroposophic understanding of health and disease relevant to nursing
3. Concepts of anthroposophic nursing
4. Applied practice of anthroposophic nursing
5. Professionalism, collaboration, patient rights, research

4

8

ISCED level 5 or higher (23).

Learning outcomes
1. Anthroposophic understanding of the human being and nature Be aware of the main concepts of the anthroposophic understanding of the human being and
its relation to nature.
2. Anthroposophic understanding of health and disease relevant to nursing
 Understand typical diseases and general nursing issues in the main medical specialist areas in
the light of AM
3. Concepts of anthroposophic nursing
 Establish a diagnosis of the four formative forces of the human being, and derive, justify andreflect on the necessary care procedures, in accordance with the nursing process.
 Analyse life processes, learning processes and biographical rhythms, and derive, adapt andreflect on the necessary care procedures.
 Correctly implement, adapt and evaluate nursing procedures in accordance with the nursing
process.
 Indicate, from an anthroposophic point of view, the use of medicinal substances for externaluse, and prepare external applications in a way that is safe and appropriate for the individual.
4. Applied practice of anthroposophic nursing
 Establish a nursing plan based on anthroposophic concepts that are appropriate to thespecific situation of the receiver of care, and implement, adapt and reflect on the resulting
care procedures.
 Carry out and evaluate partial-body and full-body rhythmical embrocation.
 Indicate the main external applications (compresses, poultices, baths), and appropriately
implement them and evaluate the results, observing safety precautions and possible
contraindications.
 Indicate and implement the main nursing procedures in personal crisis situations.
5. Professionalism, collaboration, patient rights and research Look after his or her personal development, cultivate teamwork and be aware of his or her
responsibility for the development of anthroposophic nursing.
 Reflect on philosophical mind-sets in medicine and life issues.
 Integrate anthroposophic research results into nursing work, and indicate methods for researchin anthroposophic nursing.
For a sample curriculum, see Annex 1.

Graduation criteria
General criteria:
 Two years of practical nursing experience at the time of certification (with or without AM)
 Completion of the training curriculum Completion of project work, three case reports as well as short case vignettes in rhythmical
embrocation and external applications
 Satisfactory completion of mentored practice Passed examination or equivalent evaluation

9

Examination comprises: Presentation of case reports, and Assessment of project work, and Assessment of achievement of the learning outcomes, including demonstration of external
application and of whole-body rhythmical embrocation

2.3.2 Midwife with specialised training in anthroposophic midwifery
Definition
Anthroposophic midwifery is based on conventional midwifery expanded by the anthroposophic
knowledge of the human being. The anthroposophic differentiation between physical body, life
forces, soul and spirit and view on biography, health and social development of mother, child andfamily lead to additional perspectives in midwifery skills, processes and attitudes.
Entrance requirements
Category 1 – no prior training in health care: Conventional midwifery or nurse-midwifery training.
Midwifery students can begin taking courses in anthroposophic midwifery during their studies.
Category 2 – prior training in conventional health care: Registered midwife or nurse-midwife with aminimum of 3 years of tertiary education. (23).
Category 3 – prior training in TCI: Registered TCI midwife or TCI nurse-midwife with a minimum of 3
years of tertiary education (23).
Training components
1. Anthroposophic understanding of the human being and nature
2. Anthroposophic understanding of pregnancy, birth and postpartum period in health and disease
3. Concepts of anthroposophic midwifery
4. Applied practice of anthroposophic midwifery
5. Professionalism, collaboration, patient rights, research
Learning outcomes
1. Anthroposophic understanding of the human being and nature Be aware of the main concepts of the anthroposophic understanding of the human being and
its relation to nature.
2. Anthroposophic understanding of pregnancy, birth and postpartum period in health and disease Understand the processes of pregnancy, birth and postpartum period under healthy conditions
and in women with the most frequent diseases in the light of anthroposophy.
3. Concepts of anthroposophic midwifery
 Assess each woman and child in accordance with the physical, etheric, astral and “I”-organization,and establish a diagnosis of the balances and imbalances of the four formative forces.
 Identify individual care and treatment requirements.
 Develop, implement and evaluate a care and treatment plan that takes into account the physical,
mental and emotional aspects of woman and child, applying contemporary AM knowledge.
 Consider the wishes and intentions of the woman and child, and include these in decisions tomaintain and strengthen self-activity and self-healing capacity.

104. Applied practice of anthroposophic midwifery
 Indicate and prescribe appropriate AMPs, as permitted under national prescribing rights, in thecontext of midwifery, and be aware of their appropriate use, side-effects and contraindications.
 Carry out and evaluate partial-body rhythmical embrocation.
 Indicate the main external applications in the field of midwifery (compresses, poultices, baths),
and appropriately implement and evaluate them, observing safety precautions and potential
contraindications.
 Adjust midwifery procedures to the individual’s health and biographical, social and culturalsituation, and explain these aspects.
 Advise and treat the woman and child individually in terms of obstetrical problems.
 Integrate anthroposophic research results into midwifery work.
5. Professionalism, collaboration, patient rights, research Look after his or her personal development, cultivate teamwork and be aware of his or her
responsibility for the development of anthroposophic midwifery.
 Reflect on philosophical mind-sets in midwifery, medicine and life issues.
For a sample curriculum, see Annex 1.

Graduation criteria
General criteria:
 Two years working experience as midwife at the time of certification (with or without AM)
 Completion of training curriculum Completion of two written case reports and case vignettes of rhythmical embrocation andexternal applications
 Completion of mentored practice Passed examination or equivalent evaluation
Examination comprises: Presentation of one case report, and Assessment of achievement of learning outcomes

2.3.3 Pharmacist with specialised training in anthroposophic pharmacy
Definition
A pharmacist with specialised training in anthroposophic pharmacy or a person with a doctorate inpharmacy, and knowledge, experience and skills in the specialized area of anthroposophic pharmacy
and competence in counselling on AMPs.
Entrance requirements
Category 1 – no prior training in health care: Training in conventional pharmacy, followed by relevant
registration
Category 2 – prior training in conventional health care: Registered pharmacist or doctorate in pharmacy
Category 3 – prior training in TCI: Registered TCI pharmacist or doctorate in TCI pharmacy will beconsidered for anthroposophic pharmacy training according to national training standard.5

5Training of ISCED level 7 – Master’s or equivalent (23).
11

Training components
1. Anthroposophic understanding of the human being and nature
2. Anthroposophic understanding of health and disease
3. Learning outcomes specific to anthroposophic pharmacy
4. Professionalism, collaboration, pharmaceutical regulation, research
Learning outcomes
1. Anthroposophic understanding of the human being and nature Understand the human being as a dynamic equilibrium of functional systems as defined in AM.
2. Anthroposophic understanding of health and disease Understand the concepts of health and disease in AM.
 Identify and approach the individual’s problems within the anthroposophic concept of thehuman being and disease.
3. Learning outcomes specific to anthroposophic pharmacy
 Identify processes in nature with the Goethean observation method.
 Describe minerals, plants and zoological products used in AMPs, their indications, dosage,
therapy modality, side-effects, precautions, contraindications and drug interactions.
 Describe the substances and manufacturing processes of anthroposophic pharmacy and theirprinciples; identify the rationale for using an AMP for a given pathology.
 Evaluate the appropriateness of the individual anthroposophic drug therapy and therapeutic
problems, including appropriate choice of drug, posology and possible interactions andside-effects.
 Effectively explain and communicate with the individual about his/her health problems andanthroposophic medication and possible further measures in their lifestyle.
 Relate the findings of the anthroposophic medical understanding of substances in order tochoose the right AMPs for minor disorders.
 Perform compounding of AMPs for minor disorders and according to prescription.
4. Professionalism, collaboration, pharmaceutical regulation, research Communicate and collaborate with other health-care workers with specialised training in AM.
 Participate in research on AMP and other aspects of AM.
 Follow research and developments in AM and anthroposophic pharmacy, and integrate findings
into daily practice.
 Explain the different pharmacopoeias that describe quality standards applicable to AMP.
 Identify relevant legislation on AMPs on the market.
For a sample curriculum, see Annex 1.

Graduation criteria
General criteria:
 Completion of training curriculum, including project work
 At least 1 year of work at a pharmacy, hospital pharmacy or pharmaceutical company (with orwithout AM)

12 Passed examination or equivalent evaluation
Examination comprises: Assessment of project work, and Assessment of achievement of the learning outcomes

2.3.4 Dentist with specialised training in anthroposophic dentistry
Definition
Dentists with specialised training in anthroposophic dentistry are fully qualified dentists trained
to extend the clinical and therapeutic resources of conventional dentistry with anthroposophic
knowledge. Dentists with specialised training in anthroposophic dentistry approach oral health in
an integrative perspective to prevent and heal diseases of the orofacial system and to maintain healthby stimulating the individual’s own activity and self-healing potential.
Entrance requirements
Category 1 – no prior training in health care: Training as a conventional dentist, followed by relevant
licensing or registration. Dentistry students can begin taking AM courses during their studies.
Category 2 – prior training in conventional health care: Registered dentist
Category 3 – prior training in TCI: Not applicable
Training components
1. Anthroposophic understanding of the human being and nature
2. Anthroposophic understanding of health and disease
3. Learning outcomes specific to anthroposophic dentistry
4. Professionalism, collaboration, patient rights, research
Learning outcomes
1. Anthroposophic understanding of the human being and nature Be aware of the main concepts of the anthroposophic understanding of the human being and
its relation to nature.
 Develop a connection with nature and with the substances at the origin of important
anthroposophic medications.
2. Anthroposophic understanding of health and disease Assess oral and overall health of the individual, and correlate it with the concepts of AM,
including the formative forces of the human being, the threefold nature of the human organism,
the seven life processes and 12 senses and with biographical development.
 Take into account the spiritual dimension of the individual in the treatment and, whenappropriate, discuss this with the individual.
3. Learning outcomes specific to anthroposophic dentistry
 Establish and manage a therapeutic plan for orofacial diseases encountered in general andspecialized dental practice according to anthroposophic dentistry principles; prescribe AMPs
and anthroposophic therapies according to the therapeutic plan, ensuring appropriate use andin the light of side-effects and contraindications.

13 Provide relief from pain, phobia and anxiety during dental treatment of dysfunctions and oral
pathologies, integrating resources from AM.
 Support the individual in achieving healthy lifestyles and inner balance, contributing tostimulation of the organism’s self-healing forces.
 Integrate the anthroposophic perspective into all conventional dentistry procedures andspecialties in prevention, treatment, rehabilitation and use of adequate dental materials.
4. Professionalism, collaboration, patient rights, research Interact with other AM trained health workers from a patient-centred perspective.
 Use resources from AM for integrative health promotion and community health projects.
 Explain the scientific fundamentals and research methods of AM.
For a sample curriculum, see Annex 1.

Graduation criteria
General criteria:
 Completion of training curriculum Completion of project work and three case reports
 Passed examination or equivalent evaluation
Examination comprises: Assessment of project work, and Presentation of at least one case report, and Assessment of achievement of learning outcomes

2.3.5 Psychotherapist with specialised training in anthroposophic psychotherapy
Definition
Anthroposophic psychotherapy is based on both conventional psychotherapy approaches and skills
and anthroposophic knowledge of the human being. The anthroposophic differentiation between
soul and spirit and understanding of biographical development add perspectives to psychotherapeutic
evaluation and therapy.
Entrance requirements
Category 1 – no prior training in health care: Training as a conventional physician, psychologist or
counsellor, followed by post-graduate training and state registration to practise psychotherapy
Category 2 – prior training in conventional health care: Conventional physician, psychologist or
counsellor with state registration to practise psychotherapy
Category 3 – prior training in TCI: TCI practitioner with post-graduate training and state registration
to practise psychotherapy
Training components
1. Anthroposophic understanding of the human being and nature
2. Anthroposophic understanding of health and disease
3. Learning outcomes specific to anthroposophic psychotherapy
4. Professionalism, collaboration, patient rights, research

14Learning outcomes
1. Anthroposophic understanding of the human being and nature Be aware of the fundamentals of the anthroposophic understanding of the human being andthe healthy development of body, soul and spirit.
2. Anthroposophic understanding of health and disease Establish a differentiated evaluation of the individual, taking into account physical, etheric,
astral and “I”-organization and the individual’s biographical development.
3. Learning outcomes specific to anthroposophic psychotherapy
 Identify the individual’s need for therapeutic intervention and the individual’s own resources.
 Design a psychotherapeutic treatment plan.
 Use the spectrum of anthroposophic psychotherapeutic methods, observing safety precautions
and contraindications appropriately.
 Include the intentions and preferences of the informed individual in diagnostic and therapeutic
decisions, prioritize procedures and treatments that reinforce the individual’s own activity andself-healing capacity.
 Take into account the spiritual dimension of the individual in the treatment plan and, whenappropriate, possible and desired, discuss this with the individual.
 Accompany, evaluate and adapt the therapy to the course of illness, and document thetreatment course.
4. Professionalism, collaboration, patient rights, research Contribute to a multi-disciplinary anthroposophic treatment approach.
 Handle countertransferential self-knowledge and knowledge of the anthroposophic approachto the inner development of the therapist.
 Explain the scientific fundamentals and research methods of AM and anthroposophic
psychotherapy; keep up to date with research and research methods in anthroposophic
psychotherapy, and integrate research results into clinical practice.
For a sample curriculum, see Annex 1.

Graduation criteria
General criteria:
 Completion of training curriculum Completion of project work and three case reports
 Completion of mentored practice Passed examination or equivalent evaluation
Examination comprises: Assessment of project work, and Assessment of achievement of learning outcomes, and Presentation of at least one case report15

2.4 Training of anthroposophic therapists
2.4.1 Eurythmy therapist
Definition
Eurythmy therapy is a movement therapy that transforms the formative forces in speech and music
into therapeutic movement exercises in order to harmonize and regulate body, soul and spirit. The
aim of eurythmy therapy is to revitalize and regulate natural functions of the human organism byspecific movement exercises and to promote autonomy and self-actualization. The eurythmy therapist
chooses movement exercises according to imbalances observed in the individual and the individual’s
own resources, in accordance with the anthroposophic treatment plan.
Entrance requirements
Category 1 – no prior training in health care (main entry category):
Eurythmy therapy training: Entrance requirement is high-school diploma or equivalent. Should takeplace in conjunction with complete training in general eurythmy.
General eurythmy training: Includes training in the anthroposophic understanding of the humanbeing; basic anatomy, embryology and physiology; and eurythmy as a movement art. Training
prepares graduates to work as eurythmists in the performing arts and is the basic training for aeurythmy teacher in Waldorf schools or a eurythmy therapist.
Category 2 – prior training in conventional health care: Health workers may receive credit towards
the general medical knowledge component but should still undergo general eurythmy training (asoutlined for category 1) in conjunction with eurythmy therapy training.
Category 3 – prior training in TCI: TCI health workers may receive credit towards the general medical
knowledge component but should still undergo general eurythmy training (as outlined for category 1)
in conjunction with eurythmy therapy training.
Training components
1. General medical knowledge, including scientific methods and fundamentals of medicine
2. Anthroposophic understanding of the human being and nature
3. Anthroposophic understanding of health and disease
4. Learning outcomes specific to eurythmy therapy
5. Professionalism, collaboration, patient rights and research
Learning outcomes
1. General medical knowledge including scientific methods and fundamentals of medicine
 Demonstrate adequate knowledge of anatomy, physiology, pathology and therapy for common
diseases.
2. Anthroposophic understanding of the human being and nature (covered during general eurythmy
studies)
3. Anthroposophic understanding of health and disease Establish a diagnosis of imbalances in the four formative forces and the threefold nature of theindividual by observing movements.

16

Learning outcomes specific to eurythmy therapy
1. Theoretical fundamentals of movement therapy
 Understand the principles of movement and how the four formative forces and the threefold
nature of the human being express themselves through movement.
 Understand changes in movement with illness and injuries.
 Compare other movement therapies with eurythmy therapy.
2. General study of movement
 Consciousness of one’s own movements as a whole.
 Ability to transform eurythmy as an art into eurythmy therapy.
 Ability to express oneself in posture and movement.
 Objective observation of one’s own movement in space.
3. Methodical practice of eurythmy therapy in specific areas of medicine
 Conduct exercises in the main disease areas so that they act on disease processes and activate
self-healing capacities, observing safety precautions and possible contraindications.
 Use individual creative ability in the therapeutic process.
4. Eurythmy therapy diagnostics, documentation and therapy plan and process Identify the individual’s resources and need for therapeutic intervention.
 Establish therapy goals and a treatment plan.
 Implement, adapt, document and evaluate a treatment plan.
 Develop a therapeutic attitude and orientation.
5. Prevention and rehabilitation
 Detect a tendency to illness from observation of the individual’s movements.
 Identify and activate the individual’s own resources and propose preventive eurythmy measures.
 Provide eurythmy rehabilitation measures, including post-operative exercises and exercises
after physical or mental trauma.
6. General artistic education
 Demonstrate basic artistic skills in sculpture, music and speech.
Professionalism, collaboration, patient rights and research: Establish and maintain a trusting therapeutic relationship.
 Communicate appropriately and collaborate effectively in a therapeutic team.
 Reflect on own actions and deal with mistakes.
 Apply research findings from theory to practice.

17

For a sample curriculum, see Annex 1.

Graduation criteria
General criteria:
 Successful completion of general eurythmy training Satisfactory evaluation after each training module Completion of mentored practice Completed project work Passed examination or equivalent evaluation
Examination comprises:
 Evaluation of project work, and Assessment of achievement of learning outcomes

2.4.2 Anthroposophic arts therapist
Definition
Anthroposophic arts therapy is based on treatment through artistic means and processes, AM
knowledge and a therapeutic relationship. Each art has its own media, processes and therapeutic
effects. The anthroposophic arts therapist is qualified to use artistic media, art concepts and techniquesin therapeutic processes and to inspire the individual to engage creatively with the process of theirillness and access their own resources for healing. The anthroposophic arts therapist specializes in
one or more of four modalities: painting and drawing; sculpture; music and singing; and/or speechand drama.
Entrance requirements
Category 1 – no prior training in health care (main entry category): High-school diploma or equivalent.
Successful artistic competence entry assessment
Category 2 – prior training in conventional health care: Practitioners with (conventional) arts therapy
degree or health workers can obtain credits for relevant previous training units, as applicable.
Category 3 – prior training in TCI: TCI health workers or TCI arts therapists can obtain credits forrelevant previous training units, as applicable.
Training components
1. General medical knowledge, including scientific method and fundamentals of medicine andpsychology
2. Anthroposophic understanding of the human being and nature
3. Anthroposophic understanding of health and disease
4. Learning outcomes specific to anthroposophic arts therapy
5. Professionalism, collaboration, patient rights and research
Learning outcomes
1. General medical knowledge, including scientific methods and fundamentals of medicine andpsychology
 Demonstrate adequate knowledge of general medical principles (anatomy, physiology,
pathology, developmental disorders) as well as the theories of health and illness and the current
state of medicine, including psychology, and apply medical terminology adequately.

18

2. Anthroposophic understanding of the human being and nature
 Present the anthroposophic understanding of the human being.
 Explain anthroposophic understanding of human development.
 Independently train the capacity to explore the anthroposophic conception of the world andthe human being.
3. Anthroposophic understanding of health and disease Observe and describe the individual phenomenologically according to physical appearance, life
forces, expression of thoughts, feelings and volition (will), personality and personal initiative,
current complaints and resources.
 Consider the disease in the context of the individual’s biographical experience, and assess
biographical development in the light of anthroposophic biography work.
 Distinguish between various approaches in AM, psychiatry and psychotherapy.
4. Learning outcomes specific to anthroposophic arts therapy
 Demonstrate an adequate level of artistic competency in a professional field practically andtheoretically (painting and drawing; sculpture; music and singing; speech and drama). Reflect
on and assess own artistic skills and expertise.
 Assess art history and the historical context of the profession.
 Determine how art interacts with human physiology, soul and spirit; experience and determine
the specific elements in artistic processes (e.g. polarity, metamorphosis, inversion/eversion) as
expressions of thought, feeling and volition (will).
 Professionally apply specific artistic elements for therapeutic effect, and support the individualin his or her creative expression as an individual:– Painting and drawing: use of e.g. material, colours, forms, motives, dynamics– Sculpture: use of e.g. surfaces, shapes, forms, spacing– Music (instrument playing) and singing: use of e.g. different tone and sound qualities,
melody, rhythm, dynamics– Speech and drama: use of e.g. sounds, words, phrases, metrics, rhythms, dialogue
 Identify and differentiate signs of somatic, psychosomatic and psychiatric disorders,developmental disorders, coping and spirituality, biographical crises and group dynamics andpossible contraindications for art therapy.
 Synthesize the observations and information obtained into an artistic-therapeutic assessment.
 Analyse and define an individual’s need for therapy; establish and implement a treatment plan
through dialogue, including the intentions and preferences of the informed individual.
 Use the patient–therapist relationship therapeutically.
 Establish follow-up and evaluation of the treatment.
 Write detailed therapeutic reports.
 Assess the health-creating effects of anthroposophic arts therapy in health promotion anddisease prevention.
5. Professionalism, collaboration, patient rights and research Lead professional conversations, and recognize transference and counter-transference in thetherapeutic context; deal with projection and resistance appropriately.
 Reflect on the therapeutic process.
 Understand the relevance of supervision and, if necessary, ask for it.
 Demonstrate competence in stress management and improvement of personal resilience.
19

 Experience the principles of other anthroposophic therapies and their relation to one’s own
professional field.
 Develop and implement therapy plans in collaboration with other medical professionals.
 Understand and apply research methods and continuous professional development ofanthroposophic arts therapy.
For a sample curriculum, see Annex 1.

Graduation criteria
General criteria (to be aligned with national requirements for conventional arts therapy degrees, asapplicable): Satisfactory evaluation of the learning outcomes after each training module Completion of mentored practice Written project work, including one case report, demonstrating adequate competence inanthroposophic arts therapy
 Passed examination or equivalent evaluation
Examination comprises: Presentation of project work, and Assessment of achievement of learning outcomes

2.4.3 Anthroposophic body therapist
Definition
Anthroposophic body therapies are based on both conventional body therapeutic approaches andanthroposophic knowledge of the human being. The aim is to strengthen and balance the organism
as a whole: strengthen the physical body, stimulate life processes (etheric organization), balance thesoul life (astral organization) and improve the warmth organism (“I”-organization).
The anthroposophic body therapist provides one or more anthroposophic body therapy modalities,
such as rhythmical massage therapy, oil dispersion bath therapy, Simeon Pressel massage therapy
and spacial dynamics.
Entrance requirements
Category 1 – no prior training in health care: Conventional body therapy training leading to a license,
registration or certification for physical examination or treatment of individuals (“license to touch”).6
Category 2 – prior training in conventional health care: Any health practitioner duly licensed, registeredor certified to physically examine or treat individuals (“license to touch”) may enter an anthroposophic
body therapies training programme.
Category 3 – prior training in TCI: Any TCI practitioner duly licensed, registered or certified to physicallyexamine or treat individuals (“license to touch”) may enter an anthroposophic body therapies training
programme.

620

At the time of publication of this document there was no separate anthroposophic body therapy training
programme that led to qualification to touch individuals. Once such a programme exists, students will beable to enter at category 1.

Training components
1. Anthroposophic understanding of the human being and nature
2. Anthroposophic understanding of health and disease
3. Learning outcomes specific to anthroposophic body therapies
4. Professionalism, collaboration, patient rights and research
Learning outcomes:
1. Anthroposophic understanding of the human being and nature Describe the anthroposophic understanding of the human being and nature.
2. Anthroposophic understanding of health and disease Assess the individual’s four formative forces and threefold nature through phenomenologicalobservation and touch.
3. Learning outcomes specific to anthroposophic body therapies
 Treat common disease situations with one or more of anthroposophic body therapy modalities.
 Plan, implement, adapt and evaluate treatment processes, observing safety precautions andpossible contraindications.
 Use anthroposophic body therapies for preventive purposes.
4. Professionalism, collaboration, patient rights and research Demonstrate an appropriate inner attitude based on AM in the therapeutic relationship.
 Develop reflective self-perception and inner development as the basis of continuing professional
development.
 Contribute to inter-professional teamwork with other AM trained health workers.
 Establish a trusting therapeutic relationship and shared decision-making with the individual
based on the concept of the human being as a spiritual and developing being.
 Understand the organizational aspects of practice management and patient safety, and know
how to deal with errors and complaints.
 Understand research methods in AM, and demonstrate basic skills in writing and presenting
anthroposophic case reports.
For a sample curriculum, see Annex 1.

Graduation criteria
General criteria:
 Completion of training curriculum, including project work
 Completion of mentored practice Passed examination or equivalent evaluation
Examination comprises: Assessment of achievement of learning outcomes in oral and practical examination

21

22

3

Safety issues

3.1 General precautions and contraindications to the use ofanthroposophic medicinal products
Anthroposophic medicinal products (AMP) are medicinal products that are conceived, developed
and produced in accordance with the anthroposophic knowledge of the human being, nature,
substance and pharmaceutical processing. Starting materials may be prepared from mineral,botanical, zoological or chemical substances. AMPs are produced according to anthroposophic
and homeopathic manufacturing methods as described in various pharmacopoeias and in the
Anthroposophic Pharmaceutical Codex. Anthroposophic medicinal products are used in accordancewith the principles of anthroposophic medicine. Regulations applied to anthroposophic medicinal
products may vary from country to country and by the types of products.
Anthroposophic training of physicians, pharmacists, dentists, nurses, midwives and pharmacists
includes the safety of AMPs for internal and external use according to knowledge of botany andphytopharmacology. Anthroposophic body therapists are trained in the safety of AMPs for externaluse. Training also includes inquiry into the individual’s use of conventional, AM and other TCI
treatments for consideration of potential interactions and side-effects.
The training includes understanding of the effects, dosage, types of therapy, possible side-effects,
precautions, drug interactions and contraindications of AMPs. AM practitioners are expected to takea medication history, including hypersensitivity, previous adverse drug reactions and use of othermedications, as appropriate, know where to obtain up-to-date information on AMP safety, know
how to engage patients and their families (24), know how to deal with side-effects and know how
to report adverse drug reactions as part of pharmacovigilance in accordance with the regulations
applied to the anthroposophic medicinal products in the country (21,25,26) or patient safety incident
reporting and learning systems.
Examples of sources of information on the safety of AMPs are mandated safety information (such as
manufacturers’ packet inserts) and the Vademecum of anthroposophic medicines, which describes
AMPs and their use based on systematic collection of therapeutic experiences from physicianswith specialised training in AM worldwide and is available in several languages (27). The safetyof medicines for external applications by nurses is available online (www.vademecum.org). All theappropriate sources available should be consulted for safety information, including reports of studies
in phytomedicine. AM practitioners should be aware of known side-effects and monitor the individualfor possible adverse reactions, which are rare potentially known or unknown side-effects of AMPs
(12,21,22).
The quality of finished AMPs is assured by appropriate adherence of AMP manufacturers to therecognized pharmacopoeias (20) and to the requirements of good manufacturing practice (28,29).
Pharmacists with specialised training in anthroposophic pharmacy should observe the quality
requirements applicable to compounding in their country when preparing of AMPs for an individual
client, and other practitioners licensed to compound medications (depending on legislation) shouldobserve the same requirements.

23

3.2 Patient safety, general precautions and contraindications toanthroposophic therapeutic practice
All AM training programmes include patient safety as applicable to anthroposophic therapeutic
practice, building on the basic patient safety concepts and principles, including safety culture, handhygiene, medication safety, patient safety incident reporting and learning systems, risk management,
effective teamwork and communication, among others (30,31). Practitioners of anthroposophic
nursing, midwifery and anthroposophic body therapy should be aware of and observe the indications,precautions and contraindications of external applications in certain risk groups, including pregnant
women and in people with skin conditions such as open wounds, skin infections and reduced
skin sensitivity (32,33). In addition, practitioners of anthroposophic body therapy that includes
hydrotherapy (e.g. oil dispersion bath therapy) should be aware of and observe general precautions
and contraindications to hydrotherapy such as safety screening for infections, physiological effects
of immersion, risks related to fear of water (34).

24

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2nd ed. Berlin: Salumed Verlag; 2016.
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18. Baars EW, Hamre HJ. Whole medical systems versus the system of conventional biomedicine: A
critical, narrative review of similarities, differences, and factors that promote the integration process.
Evid Based Complement Alternat Med. 2017:13. DOI: https://doi.org/10.1155/2017/4904930
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Federation of Anthroposophic Medical Associations; 2019 (https://www.ivaa.info/
anthroposophic-medicine-statement-on-vaccination/).
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4.2 ed. Stuttgart: Wissenschaftliche Verlagsgesellschaft; 2020 (https://iaap-pharma.org/apc).
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products: An analysis of 44,662 patients from the EvaMed pharmacovigilance network. Drugs
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from the Anthroposophic Medicine Outcomes Study (AMOS): A whole system evaluation study.
Glob Adv Health Med. 2014;3(1):54–70. DOI: https://doi.org/10.7453/gahmj.2013.010
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2019 (https://www.who.int/publications/i/item/WHO-HIS-SDS-2019.4).
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Geneva: World Health Organization; 2006 (https://apps.who.int/iris/handle/10665/43384).
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World Health Organization; 2004 (https://apps.who.int/iris/handle/10665/43034).
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medicines. 3rd English ed. Berlin: Der Merkurstab, J Anthroposophic Med; 2017.
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manufacturing practices for pharmaceutical products (WHO Tech Rep Ser. No. 986). Geneva: World
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30. Patient safety curriculum guide: Multi-professional edition. Geneva: World Health Organization.
2011 (https://apps.who.int/iris/handle/10665/44641).
31. Guidelines on core components of infection prevention and control at the national and acutehealth care facility level. Geneva: World Health Organization; 2016 (https://apps.who.int/iris/handle/10665/251730).
32. Heine R. Anthroposophic nursing practice. Hudson (NY): SteinerBooks; 2020.
33. International Forum for Anthroposophic Nursing. Vademecum external applications in nursing[website]. (https://www.pflege-vademecum.de/index.php)
34. Australian Physiotherapy Association. Australian guidelines for aquatic physiotherapists working
in and/or managing hydrotherapy pools. Camberwell, Victoria: Australian Physiotherapy
Association; 2015. (https://australian.physio/sites/default/files/tools/Aquatic_Physiotherapy_
Guidelines.pdf)

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Bibliography
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medicines. 3rd English edition. Berlin: Der Merkurstab, J Anthroposophic Med. 2017.
Batschko EM, Dengler S. Practical book of rhythmical massage therapy. Frankfurt: Info 3 Verlag; 2019.
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Berlin: Salumed-Verlag; 2016.
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Heusser P. Anthroposophy and science: An introduction. Bern: Peter Lang; 2016.
Meyer U, Pedersen PA. Anthroposophische Pharmazie: Grundlagen, Herstellprozesse, Arzneimittel.
[Anthroposophic pharmacy: basics, manufacturing processes, medicinal products]. Berlin:
Salumed-Verlag; 2016.
Rohen JW. Functional morphology: The dynamic wholeness of the human organism. Ghent (NY):Adonis Press; 2007.
Selg P. Rudolf Steiner, life and work. Volumes 1–7. Hudson (NY): SteinerBooks; 2019.
Soldner G, Stellman HM. Individual paediatrics: Physical, emotional and spiritual aspects of diagnosis
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van der Bie G, Huber M. Foundations of anthroposophical medicine: A training manual. Edinburgh:
Floris Books: 2003.

27

Annex 1. Sample curricula anddistribution of training hours
In this annex, 45 min are considered equivalent to one training hour, the total training and practicehours are thus multiples of 45 minutes. The course work includes time for contact and for independentwork. Anthroposophic accreditation of training sites may be obtained from the internationalorganization for each AM discipline. Further information can be obtained from the Medical Sectionof the Goetheanum.
Table A1.1 Physician with specialised training in anthroposophic medicine:
Subject

No. of hours7

1. Anthroposophic understanding of the human being and nature
1.1 Anthroposophic understanding of the human being
The four formative forces of the human being
Development of the formative forces over a lifetime
The functional threefold nature of the human organism and the interaction of threefold andfourfold natures

70

Polarities in the human constitution
Spiritual dimension of the human being
1.2 Nature and mankind
Minerals, metals, plants and animals
Goethean observation of phenomena as an epistemological method
The four classical elements (“earth”, “water”, “air”, “warmth”)

40

The tria principia
The seven life processes
The relationship between nature and the human being
2. Anthroposophic understanding of health and disease
Physical, mental and spiritual healthCentral pathophysiological processes: Acute and chronic inflammation; allergies andautoimmune diseases Degenerative and oncological diseases
Disorders of early development and living with disability
Extended, anthroposophic understanding of central organs and systems, including:heart and circulatory system; respiratory tract; gastro-intestinal tract, liver–gallbladdersystem; genitourinary system; endocrine system; neurosensory system; immune system;musculoskeletal system (spine, joints, muscles and ligaments)

140

Common disease presentations and their treatment principles
Common psychiatric diseases, in particular anxiety, sleep and depressive disorders

728

The course workload of 500 h is divided into 250 h contact time and 250 h independent work. The distributionof training hours was agreed by the international conference of the boards of anthroposophic physician
associations in 2017.

Subject

No. of hours7

3. Anthroposophic therapy8
3.1 Methods in anthroposophic medicine
Extended medical history, including the individual’s biographical development
Assessment of the state of the individual’s four formative forces and seven life processes
Determining the individual’s resources and therapeutic needs

70

Planning and implementation of individualized integrative therapy
Following up, evaluating and adjusting therapy
3.2 Therapies in anthroposophic medicine
Identifying medications and therapies based on the individual’s therapeutic needs; knowledgeof commonly used minerals, plants and zoological products, formulatWions and dosage forms
Principles of action of AMPs, indications and contraindications
Basic knowledge of AMP preparation and pharmaceutical production processes

90

External nursing applications and anthroposophic body therapies
Knowledge of and basic experience with anthroposophic therapies, such as eurythmy therapy
and anthroposophic arts therapy
4. Professionalism, collaboration, patient rights, research
4.1 Social issues and spiritual development
The anthroposophic path of medical–spiritual development (fundamentals, exercises,
meditation)
The therapeutic relationship: comprehensive observation, communication and counselling,taking into account the individual’s social context
Shared decision-making with the individual and his/her relatives based on the concept of thehuman being as a spiritual and developing being
Patient safety, including dealing with mistakes

50

Professional and inter-professional teamwork
Implications of the anthroposophic understanding of health and disease for public health andhealth promotion
Regulatory background (marketing authorization, registration) and pharmacovigilance of
AMPs
Time management; financial aspects of anthroposophic medical practice
4.2 Research and science
Knowledge of scientific fundamentals and research methods in AM
Basic capacity in writing and presenting an anthroposophic medical case report

40

Ability to study the fundamental texts of AM
Knowledge of and competence in using the anthroposophic medical literature

8

Mentored practice250

Project work (e.g. characterization of a disease pattern or a medication)

150

Preparation of three case reports

100

Total duration

1000

Additional hours on anthroposophic therapy included in mentored practice and project work

29

Table A1.2 Nurse with specialised training in anthroposophic nursing:
Subject

No. of hours

1.Anthroposophic understanding of the human being and nature
Four realms of nature, four elements, formative forces of the human being
Body–soul–spirit, threefold nature of the human-being, tria principia

70

The seven life processes, biographical rhythms, twelve senses
The relationship between nature and the human being
2. Anthroposophic understanding of health and disease
Anthroposophic understanding of health and disease
AMP and anthroposophic pharmacological processes

70

Birth, disease and death in the context of the individual’s biographical experience
Anthroposophic understanding of specific areas, including oncology, cardiology, paediatrics,
obstetrics, geriatrics, palliative care
3. Concepts of anthroposophic nursing
Warmth, movement, rhythm, nutrition; nursing gestures; salutogenesis

130

4. Applied practice of anthroposophic nursing
Rhythmical embrocation
Compresses, poultices, baths, therapeutic washing200

Nursing diagnoses and nursing process
5. Professionalism, collaboration, patient rights, research
Research on external applications
Collaboration with other health workers

40

Implications for public health and health promotion
Self-care, using art for mental health and inner development
Mentored practice150

Project work70

Total duration

730

Table A1.3 Midwife with specialised training in anthroposophic midwifery
Subject

No. of hours

1. Anthroposophic understanding of the human being and nature
Four realms of nature, four elements, four formative forces of the human being
Body–soul–spirit, threefold nature of the human being, tria principia

40

Seven life processes, biographical rhythms, twelve senses
Relationship between nature and the human being
2. Anthroposophic understanding of health and disease
Anthroposophic understanding of health and disease
Changes in the formative forces and threefold nature during pregnancy, birth andpostpartum; life at the threshold of birth and deathAM perspectives on gynaecology, paediatrics, anaesthesia and nursing

30

80Subject

No. of hours

3. Learning outcomes specific to anthroposophic midwifery
Salutogenesis and support for self-competence of a healthy woman during pregnancy, birthand postpartum periods

100

Assessment of the individual’s four formative forces and threefold nature
Use of AMPs in midwifery, including side-effects and contraindications
4. Applied practice of anthroposophic midwifery
Midwifery care of woman and child, handling changes in four formative forces and threefold
nature; positioning, movements, breastfeeding care

250

Rhythmical embrocation, baths, compresses, poultices
5. Professionalism, collaboration, patient rights, research
Research methods in anthroposophic midwifery
Collaboration with other health and social workers

40

The therapeutic relationship, shared decision-making
Team and self-care for mental health and inner development
Mentored practice150

Project work70

Total duration

730

Table A1.4 Pharmacist with specialised training in anthroposophic pharmacy
Subject

No. of hours

1. Anthroposophic understanding of the human being and nature
Understanding of substance: four elements, four realms of nature (plants, mineral, animal,
human), cosmic forces, tria principia, types of etheric forces

50

Anthroposophic understanding of the human being25

2. Anthroposophic understanding of health and disease
Health and disease, principles of therapy, anthroposophic therapy methods

25

3. Learning outcomes specific to anthroposophic pharmacy
Pharmaceutical processes in the preparation of AMPs: steps of warmth, rhythmic processes,
potentizing, metal preparations, vegetabilized metals, pharmaceutical compositions, organ
preparations, dosage forms

105

Indications of AMP for common medical conditions. Advice to individuals on minor diseases.
Appropriate use, side-effects, contraindications

80

Biodynamic agriculture and medicinal plants, nutrition and health20

4. Professionalism, collaboration, pharmaceutical regulation and research
Regulation of AMPs and other TCI medicinal products in different countries.
Pharmacovigilance. Research and development of AMPs. AM as compared with other TCI
systems.

50

Practical observation in nature, Goethean observation exercises

45

Mentored practice100

Project work

100

Total duration

600

31

Table A1.5 Dentist with specialised training in anthroposophic dentistry
Subject

No. of hours

1. Anthroposophic understanding of the human being and nature60

2. Anthroposophic understanding of health and disease60

3. Learning outcomes specific to anthroposophic dentistry
Concepts and practice of anthroposophic, integrative dentistry
Understanding and use of anthroposophic and other TCI medicinal products, including
side-effects and contraindications. Eurythmy therapy, anthroposophic arts therapy (focus on
speech therapy), anthroposophic body therapies and nutrition counselling130

4. Professionalism, collaboration, patient rights, public health
Dentistry and orthodontics in relation to education, including Waldorf education
Public health and health promotion for healthy nutrition and adequate dental hygiene
The anthroposophic path of medical–spiritual development (fundamentals, exercises,
meditation)

50

Shared decision-making with the individual based on the concept of the human being as a
spiritual and developing being
Mentored practice100

Project work and preparation of three case reports

100

Total duration

500

Table A1.6 Psychotherapist with specialised training in anthroposophic psychotherapy
Subject
1. Anthroposophic understanding of the human being and nature

No. of hours
100

2. Anthroposophic understanding of health and disease
Pathogenesis and pathology in childhood and adulthood – developmental disorders

100

Pathogenesis of psychological disorders in relation to imbalances and disruptions ofphysiological functions

100

3. Learning outcomes specific to anthroposophic psychotherapy

32

Psychotherapeutic tools and multi-disciplinarity in psychotherapeutic approaches, including
indications and contraindications

230

4. Professionalism, collaboration, patient rights, research70

Mentored practice, case presentations, intercollegial intervision and study groups

150

Individual mentoring and supervision, interdisciplinary supervision groups

100

Preparation of three written case reports and one written project150

Total duration

1000

Table A1.7 Eurythmy therapist:
Subject

No. of hours

1. General medical knowledge, including scientific methods and fundamentals of medicine(basic anatomy, embryology, physiology already covered in general eurythmy training):
Development, form and function of the human organism
Anatomy and physiology

300

Diseases, psychiatric, psychosomatic and developmental disorders
Medical history and diagnosis
Hygiene, first aid
2. Anthroposophic understanding of health and disease:
Anthroposophic understanding of health and disease (anthroposophic understanding of thehuman being and nature covered in general eurythmy training)100

3. Learning outcomes specific to eurythmy therapy:
Study of movement and practice of eurythmy therapy
Fundamentals of eurythmy therapy exercises

550

Application of eurythmy therapy in main disease areas, including safety precautions andcontraindications
Treatment process, documentation and evaluation
4. Professionalism, collaboration, patient rights and research:
Methodological foundations
Communication, conflict management, professional regulations and laws concerning
therapists, social competences

100

Professional collaboration, quality
Internship: Observation and mentored practice

400

Project work350

Total duration

18009

Table A1.8 Anthroposophic arts therapist:
Subject

No. of hours

1. General medical knowledge, including scientific methods and fundamentals of medicine andpsychology:
Development, form and function of the human organism
Anatomy and physiology

350

Human development, education and psychology
Diseases, psychiatric, psychosomatic and developmental disorders
Hygiene, first aid
2. Anthroposophic understanding of the human being and nature80

3. Anthroposophic understanding of health and disease80

4. Learning outcomes specific to anthroposophic arts therapy:
Basic artistic competences required for the practice of arts therapy
Using the artistic process therapeutically, observing indications and contraindications

1750

General observation and assessment procedures, planning therapies, therapeutic goals

9

Training duration in addition to training in general eurythmy (entry category 1)

33

Subject

No. of hours

5. Professionalism, collaboration, patient rights and research
Professional behaviour, conversational techniques, conflict management, reflection andsupervision.

90

Legal context of professional practice: professional status, patient rights.
Innovation and research in anthroposophic arts therapy
Mentored practice500

Project work

150

Total duration

3000

Table A1.9 Anthroposophic body therapist:
Subject

No. of hours

1. Anthroposophic understanding of the human being and nature55

2. Anthroposophic understanding of health and disease55

2. Learning outcomes specific to anthroposophic body therapies
Evaluation of the individual and therapy planning
Principles and practice in one of the anthroposophic body therapies, including observationof safety issues and contraindications: rhythmical massage therapy; Simeon Pressel massage
therapy; oil dispersion bath therapy; spacial dynamics, and others accredited by the medical
section of the Goetheanum525

3. Professionalism, collaboration, patient rights, research
Anthroposophic path of medical–spiritual development
Therapeutic relationship
Inter-professional teamwork

65

Patient safety, dealing with medical errors and complaints
Research methods and writing case reports

34

Mentored practice200

Project work

100

Total duration

1000

Table A1.10 Distribution of training hours in anthroposophic medicine for each discipline
Disciplines

a

Total
no. ofhours

Generalmedicalknowledge,
includingscientificmethods andfundamentals
of medicine

Anthroposophic
understandingof the humanbeing andnature, healthand disease

Learning outcomes
specific to thetherapeutic discipline
Concepts
andpractice
specific
to themodality

Mentoredpracticeandproject
work

Professionalism,
collaboration,
patient rights,
research

Physician

1000

Prerequisite

250

160

500

90

Nurse

730

Prerequisite

140

330

220

40

Midwife

730

Prerequisite

120

350

220

40

Pharmacist

600

Prerequisite

100

205

245

50

Dentist500

Prerequisite

120

130

200

50

Psychotherapist

1000

Prerequisite

300

230

400

70

Eurythmy
therapist

1800a

300

100

550

750

100

Anthroposophic
arts therapist

3000

350

160

1750

650

90

Anthroposophic
body therapist

1000

Prerequisite

110

525

300

65

Additional training hours during general eurythmy training

35

Annex 2. Participants in theworking group meeting, 15–17
December 2018
African Region
Anna Medeleine Muller, Training facilitator, International Post-graduate Medical Training in
Anthroposophical Medicine, Kwelera, South Africa

Region of the Americas
Adam Blanning, Training Director, Physicians’ Training Programmes, Association for Anthroposophic
Medicine, United States of America
Elizabeth Sustick, Vice-President, North American Anthroposophic Nursing Association, United Statesof America
Iracema de Almeida Benevides, President, Brazilian Association of Anthroposophic Medicine, Brazil
Iva Lloyd, President, World Naturopathic Federation, Canada
Paulo R.S. Rocha, National Policy on Traditional, Complementary and Integrative Medicine, Primary
Healthcare Department, Ministry of Health, Brazil

South-East Asia Region
Ishwar Basavaraddi, Director, WHO Collaborating Centre for traditional medicine, Morarji DesaiNational Institute of Yoga, Ministry of AYUSH, India
Abhijit Chattopadhyay, Director, National Institute of Homeopathy, Ministry of AYUSH, India
Kaewthaweesab Kan-anek, Consultant, Department of Thai Traditional and Complementary Medicine,
Ministry of Public Health, Thailand

European Region
Thomas Breitkreuz, President, International Federation of Anthroposophic Medical Associations,
Germany
Matthias Girke, Head, Medical Section, School of Spiritual Science, Goetheanum, Switzerland
Kirstin Kaiser, Lecturer in Speech Art and Speech Therapy, European Academy of Anthroposophic
Art Therapies, Dornach, Switzerland
Denis Koshechkin, Expert in complementary medicine, Health Care Committee of State Duma, St
Petersburg, Russian Federation
Elma Pressel, International Coordinator for Anthroposophic Body Therapy, International Coordinationof Anthroposophical Medicine, Switzerland
Henrik Szőke, Acting Head, Department of Complementary and Alternative Medicine, Faculty of
Health Sciences, University of Pécs, Hungary

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Kristian Schneider, International Coordination of Research and Training in Eurythmy Therapy, Medical
Section, Goetheanum, Switzerland
Tido von Schoen-Angerer, Dept of Pediatrics, Fribourg Cantonal Hospital, Switzerland

Eastern Mediterranean Region
Michel Daher, President, Lebanese Cancer Society; Vice-President, National Committee for Palliative
Care, Lebanon

Western Pacific Region
Dyanan Puvanandran, Secretary, Traditional and Complementary Medicine Council, Ministry of Health,
Malaysia
Jing-Jing Wang, Director, Department of Pain management, Institute of Acupuncture and Moxibustion,
China Academy of Chinese Medical Sciences, China

Local secretariat, Havelhoehe Hospital, Berlin, Germany
Ursula Bruckmann
Harald Matthes

Secretariat from Traditional, Complementary and Integrative Medicine, Service
Delivery and Safety, WHO, Geneva
Aditi Bana, Technical Officer
Qin Liu, Technical Officer

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Annex 3. Participants in the online
consultation, 10–11 November 2020
Region of the Americas
Adam Blanning, Training Director, Physicians’ Training Programmes, Association for Anthroposophic
Medicine, United States of America
Iracema de Almeida Benevides, President, Brazilian Association of Anthroposophic Medicine, Brazil

European Region
Elma Pressel, Coordinator for Anthroposophic Body Therapy, Medical Section, School of Spiritual
Science, Goetheanum, Germany
Rolf Heine, President, International Council of Anthroposophic Nursing Associations, Germany
Thomas Breitkreuz, President, International Federation of Anthroposophic Medical Associations
Board, Germany
Georg Soldner, Deputy Head, Medical Section, School of Spiritual Science, Switzerland
Tido von Schoen-Angerer, Dept of Pediatrics, Fribourg Cantonal Hospital, Switzerland

WHO secretariat, Traditional, Complementary and Integrative Medicine, Department
of Integrated Health Services, World Health Organization, Geneva, Switzerland
Qi Zhang, Head
Aditi Sharan, Consultant

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Department of Integrated Health Services
World Health Organization (WHO)Avenue Appia 20 – CH-1211 Geneva 27 – Switzerland