This book is structured in accordance with the principles of the competency-based curriculum, with clearly defined learning outcomes stated at the outset to guide students in achieving the required competencies.
Author
Dr Munir Ahmed R
MD (Hom) MBA (edn Mgt), Dip TESOL (Australia) PG Diploma Medical Education ( University of South Wales UK)
Book review by Dr Mansoor Ali KR
This book serves as a useful introductory and examination-oriented textbook for BHMS students studying repertory. It successfully integrates theoretical principles with practical applications and competency-based learning methods. It is particularly valuable for UG students and PG scholars who need a clear and structured understanding of repertorisation.
This book is written n the spirit of Total Quality Management and the Principles of Education and to make repertory a valuable aid for prescription for students teachers and practitioners in Homoeopathy. Clear explanation of reertorial terms and comparative insights into different repertories including the case analysis methods for remedy selection is given.
It emphasizes the holistic development of learners by integrating theoretical knowledge, practical and clinical skills, professional attitudes, and effective communication. The content supports continuous assessment and formative feedback, encouraging active learning and self-improvement rather than reliance solely on terminal examinations.
Contents
Part I: Fundamentals for repertorisation
A. Introduction to the concept of repertory
1. Orientation to the study of repertory
1.1 Definition of repertory
1.2 Meaning of the word ‘repertory’
1.3 Explanations of repertory by different experts
1.4 Role of repertory in homoeopathic methodology
1.5 Need and utility of repertory to find similimum.
1.6 Nature of a typical repertory
1.7 Scope of Repertory
1.8 Limitations of Repertory
2. Historical evolution of repertories
2.1 Reasons for developing repertory
2.2 Hahnemann’s contribution for initiating repertory
2.3 Efforts of early stalwarts for conceptualizing repertory
2.4 Significant milestones in the evolution of repertories.
3. Classification of repertories
3.1 Necessity for classifying repertories
3.2 Generic classification of repertories
3.3 Classification by External Appearance
3.4 Classification by Content Formatting
3.5 Classification by Group Characteristics
4. Interdisciplinary relevance of repertory in BHMS curriculum
4.1 Categories of subjects in the BHMS program
4.2 Core homoeopathic subjects
B. Case history, recording, and analysis
5. Foundational principles of case taking
5.1 Introduction to first principles of case taking
5.2 Purpose of case taking
5.3 Attributes of doctor for meaningful case taking
5.4 Hahnemann’s guidance for case taking
5.5 The Role of Individualisation in Homoeopathic Philosophy
5.6 Importance of Mental Symptoms in Homoeopathic Prescription
5.7 Identification of the intensity of diseases:
5.8 Challenges of case taking
6. The art and method of case taking
6.1 Homoeopathic approach to case taking
6.2 Format of case taking
6.3 Outline of case taking
6.4 Clinical examination
6.5 Laboratory findings
6.7 Nature and Approach of Homeopathic Case Taking in Chronic States
7. Structured case recording
7.1 Definition of case record
7.2 Purpose of case record
7.3 Types of case records
7.4 Components of case record
7.5 Process of case recording
7.6 Record of follow-ups
7.7 Schedule for record keeping for repertory practice
8. Foundations of case analysis
8.1 Uniqueness of case analysis in homoeopathy
8.2 Difference between case analysis and Symptom analysis
8.3 Hahnemann’s Classification of Diseases
8.4 Dake’s Hypothesis
8.5 Genres of Philosophy in Homoeopathy
8.6 Eizayaga’s Health-Disease Continuum
9. Symptom Classification and Totality Formation
9.1 Importance of symptom classification
9.2 Hahnemann’s Perspective
9.3 Boenninghausen’s Method
9.4 Kent’s Approach
9.5 Boger’s Contribution
9.6 Garth Boericke’s Classification
9.7 Totality of Symptoms
C. Procedure for repertorisation
10. Prerequisites for repertorisation
10.1 Purpose of repertorisation
10.2 Steps that lead to repertorisation
11. Procedure of repertorisation
11.1 Introduction to procedure of repertorisation
11.2 Elements of procedure of repertorisation
11.3 Medium of Repertorisation
11.4 Method of Repertorisation
11.5 Process of repertorisation
11.6 Technique of Repertorisation
11.7 Approaches to selecting rubrics
12 Evaluation of repertorial result
12.1 Concept of Repertorial Syndrome / Repertorial Totality
12.2 Potential Differential Field (PDF):
12.3 Difference between Repertorial Syndrome and PDF
12.4 Analysis of repertorial result
12.5 Integration of repertorial result with materia medica
Part II: Study of repertories
D. Boenninghausen group of repertories
13. Boenninghausen’s Therapeutic Pocket Book
13.1 About the author
13.2 Evolution of repertory
13.3 Approach to repertorisation
13.4 Structure of the Repertory
13.5 Grading of medicines:
13.6 Scope of the repertory
13.7 Limitations
14. Boger-Boenninghausen Characteristics and Repertory
14.1 About Boger
14.2 Evolution of Boenninghausen’s Characteristics and Repertory
14.3 Sources of Boger’s Repertory
14.4 Structure
14.5 Grading of the medicines:
14.6 Scope
14.7 Limitations
15. Boger’s Synoptic Key
15.1 Introduction to Synoptic Key
15.2 Distinctiveness of Synoptic Key
15.3 Structural Overview of the Synoptic Key
15.4 Advantages of Synoptic Key
E. Kent group of repertories
16. Kent’s Repertory
16.1 About the author
16.2 Philosophy of Kent’s Repertory
16.3 History of Kent’s Repertory
16.4 Structure
16.5 Scope
16.6 Limitations
17. Synthetic Repertory
17.1 Evolution of Synthetic Repertory
17.2 Structure of Synthetic Repertory
17.3 Sources of reference
17.4 Scope
17.5 Limitations
18. Synthesis Repertory
18.1 About the Author
18.2. Evolution of the Synthesis Repertory
18.3 Structure of the Synthesis Repertory
18.4. Applicability of the Synthesis Repertory
18.5 Limitations
19. Murphy’s Repertory
19.1 About Robin Murphy
19.2 Evolution of Murphy Repertory
19.3 Editions of Murphy’s Repertory
19.4 Structure
19.5 Use and Applicability
19.6 Limitations
F. Clinical group of repertories
20. Boericke’s Repertory
20.1 About Oscar E. Boericke
20.2 History of Boericke’s Repertory
20.3 Philosophy of Boericke’s Repertory
20.4 Construction
20.5 Grading of the Medicines:
20.6 Scope
20.7 Limitations
21. Phatak Repertory
21.1 About the author
21.2 Historical Background and Publication
21.3 Principles of Repertorisation
21.4 Structural Features and Layout
21.5 Advantages
21.6 Limitations
22. Bell’s Diarrhoea
22.1 Historical Context
22.2 Author and Contributions
22.3 Philosophical Foundations
22.4 Structural Organization
22.5 Strengths and Advantages
22.6 Limitations and Challenges
23. Intermittent Fever by W.A. Allen
23.1 Historical Background
23.2 Philosophy
23.3 References Used
23.4 Macro and Micro Structure
23.5 Strengths
23.6 Limitations
24. Minton’s Uterine Therapeutics.
24.1 About Henry Minton
24.2 Philosophical Foundations
24.3 Macro and Micro Structure
24.4 Strengths and Applications
24.5 Limitations
25. Concordance Repertories
25.1 Role of Concordance Repertories in Homoeopathic Practice
25.2 Concordance Repertory of the Materia Medica by William D. Gentry
25.3 Concordance Repertory of the Materia Medica by Calvin Knerr
Part III: Appendix
26. Computer enabled Repertorisation
26.1 Role of Computerisation in Repertory Study
26.2 Applicability of Computerisation in Repertorisation
26.3 Features of Most Popular homoeopathy Software in India
26.4 Trend of App-Based Repertories
26.6 Advantages of App-Based Repertorisation
27. Miasm-based rubrics
27.1 Evolution of the concept of miasms
27.2 Influence of Miasms in Repertorisation process
27.3 Expressions of Psora
27.4 Rubrics under Psora
27.5 Expressions of Sycosis
27.6Rubrics under Sycosis
27.7 Expressions of Syphilis
27.8 Rubrics under Syphilis
28. Syllabus Overview: BHMS Repertory Curriculum
28.1 Program Objectives of BHMS as per the CBDC
28.2 Course Objectives of Repertory for BHMS under CBDC
28.3 Annual Course Objectives (milestones) for First BHMS
28.4 Annual Course Objectives (milestones) for Second BHMS
28.5 Annual Course Objectives (milestones) for Third BHMS
28.6 Annual Course Objectives (milestones) for Fourth BHMS
29. Effective Learning Strategies for Repertory
29.1 Need for students to be understand the concept of Competency Based Education
29.2 Plan of action and activities:
29.3 Activities for theoretical, practical, and clinical skills
29.4 Matrix of teaching-learning methods
29.5 Assessment methods for competency-based education
30. Glossary of terminology
Overall, the book adopts a learner-centered approach, where teaching–learning activities and assessment strategies are aligned with outcomes, enabling students to progressively acquire and demonstrate essential competencies
Introduction to The Principles of Repertorization
MUNIR AHMED R
ISBN: 9789372029505
Pages : 224
Price : 475
Purchase link : https://ejaypee.com/products/9789372029505
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