Dr Mansoor Ali
Recently National Commission for Homoeopathy released the draft of the competency-based dynamic mapped BHMS curriculum with electives
Detailed discussion is required in this draft before finalizing and implementation – this should be a benchmark in homeopathic education, research, and training. This paradigm shift is going to be difficult, especially since it is an overnight change rather than a gradual transition. Implementation is going to require additional infrastructure, resources, workforce, training, and finances.
Need some modifications to this draft and include only the essential things that are required for a clinician, researcher, or academician. A lot of theory is taught that nobody uses and essential clinical skills are left out. This topics mentioned in this draft is very vast, students are forced to study many ‘unwanted and outdated’ things for the sake of examination but remember and utilise only a few things in later life. Many of the topics are simply copy paste from previous syllabus, not updated as per the need of the hour. According to this draft a student need to spend 6804 hours inside the class room – formerly it was about 5500 hours.
Instead of teaching contradictory/ different philosophies by many authors (that creats lots of confusion in undergraduates) – NCH can think about a uniform text book for philosophy in Organon syllabus. Detailed study of different philosophy textbooks may be in PG Organon syllabus. Instead of teaching Kent’s repertory in the first year – teach the basics of case taking, that may helps the students in 1st year OPD.
Yoga with theory and practical examinations included in the first and final BHMS. Yoga may be completed in the first year itself.
Most of the homoeopathic medical colleges are with deficient staff and infrastructure, which is filled only during the inspection. And that too, mostly by temporary hands. Sensitization and continuous training of regular faculty are critical to ensure uniform implementation of the CBDC.
Teaching Learning and assessment methods proposed under this will require a lot more faculty strength. Teachers must get expert training before the actual implementation – teachers’ attitudes, examination patterns, assessments, etc, need to change a lot compared to existing curricula. Detailed CBDC is mentioned in Anatomy syllabus only.
Main Components of the Competency-based curriculum
- Early clinical exposure
- Subject wise sub-competencies
- Foundation course
- Elective topics
- Revision of training learning formats
- Multifacted assesment
Not accepting CBME will mean not keeping up with the global standards and need of the hour. Its strengths are that it focuses on outcomes, attitudes, skills, communication, ethics, and professionalism. So make this BHMS curriculm more abridged, appliication level and result oriented.
At the end of BHMS program, a student must
- Be competent in clinical diagnosis and homoeopathic management of health problems of the individual and the community, commensurate with his/her position as a member of the health team at the primary, secondary or tertiary levels, using his/her clinical skills based on history, physical examination and relevant investigations;
- Be competent to use homoeopathic medicines scientifically for health problems in preventive, promotive, curative palliative and rehabilitative mode
- Appreciate the rationale for the use of different therapeutic modalities & engage in cross- referral when required
- Be able to appreciate the socio-psychological, cultural, economic and environmental factors affecting health and develop a humane attitude towards patients in discharging professional responsibilities;
- Be able to identify community health problems and learn to work to resolve these (Homoeopathy Degree Course – B.H.M.S.) Regulation- 2022. By understanding, designing, instituting corrective steps as per homoeopathic principles and evaluating
outcome of such measures;
- Develop sensitivity to environmental sustainability and engage in community work towards achieving it with responsibility and commitment;
- Be trained in critical thinking, evidence-based practice and possess research aptitude and documentation skills necessary in professional work;
- Possess the attitude for lifelong learning and be ready to develop competencies as and when conditions of practice demand it;
- Be familiar with the basic factors which are essential for the implementation and integration of the National Health Programmes with homoeopathy including practical aspects of Family Welfare and Mother and Child Health (MCH), Sanitation and water
supply, Prevention and control of communicable and noncommunicable diseases, Immunization and Health Education;
- Acquire basic management skills in the area of human resources, materials and resource management related to homoeopathy in health care delivery, general and hospital management, principal inventory skills and counseling;
- Be able to work as an active and responsible partner in health care teams and acquire proficiency in communication skills with colleagues, patients and the community at large;
- Be competent to work in a variety of health care settings;
- Develop personal characteristics and attitudes required for professional life such as personal integrity, sense of responsibility, dependability and ability to relate to or show concern for other individuals.
National Commission for Homoeopathy invited comments and suggestions from students teachers and Associations in Homoeopathy on the recently released draft of the Course Curriculum for BHMS.
You can mail your comments to firstname.lastname@example.org
Last date : 30.10.2022