Abstract
Clinical training in complementary medicine (CM) higher education remains inconsistent, leading to variable graduate preparedness for professional practice. While apprenticeship models are widely used in practice-based disciplines, their role in CM education is underexplored. This study aimed to examine students’ experiences of apprenticeship-based learning in a South African CM programme. A qualitative case study design underpinned by an interpretivist paradigm, was employed to investigate students’ lived experiences in a CM programme in Gauteng province. Purposive sampling technique was adopted. Semi-structured interviews were conducted with ten participants, and data were thematically analysed. Two overarching themes emerged: opportunities and constraints of apprenticeship learning. Apprenticeship facilitated the integration of theory and practice, enhanced clinical competence and confidence, and supported professional identity formation through mentorship and exposure to diverse patient cases. It also promoted critical thinking and clinical decision-making. However, challenges included limited mentor availability, inconsistent teaching approaches, resource constraints, emotional stress, and difficulties balancing academic and clinical demands. These findings highlight the need for more standardised and supported apprenticeship models in complementary medicine professions education.