Dr Mansoor Ali
Central Council of Homoeopathy updated the Postgraduate Homoeopathy Syllabus in 2016 with an addition of one paper – Advanced Teaching of Fundamentals of Homoeopathy. Since council has given only a topic/paper for exam – and not a prescribed syllabus for the same. That added a confusion in post graduate homoepathy colleges – what actually meant by Advanced Teaching of Fundamentals of Homoeopathy?
This is nothing but – an application level of what we studied during undergraduation.
Kerala University of Health Sciences (KUHS),Rajive Ghandi University of Health Scienes (RGUHS) and Maharashtra University of Health Sciences (MUHS) hasdesigned a syllabus for the same. Please go through the syllabus and model question papers
Kerala University of Health Sciences (KUHS)
Advanced teaching of fundamentals of homoeopathy
- Homoeopathic concept of health with a comparative study of modern concept- concept of vitalforce,Susceptibility,Constitution,temperament.
- Homoeopathic concept of Disease-defnition,different types of causes,classification,symptamatology,Evaluation of symptoms.
- Indivdualisation-Case Taking
- Posology –principles and criteria for repetition and selection of potency.
- Auxillary measures.
- Prognosis after giving the remedy(Remedy reaction)
- Prevention of Diseases-homoeopathic and modern concept.
- Drug Proving-Hahnemann’s method and modern view
- Dynamisation concepts in different editions of Organon
- Concepts of Miasms-comparisons of Master’s concept with other pioneers,its application
- Palliation and suppression :different views and scope of homoeopathy.
- Mental diseases-Hahnemann’s and modern concept.
- Application of Kents Repertory & other modern repertories like synthesis, Murphy’s, & complete repertory in clinical practice, education and research.
- Repertorial approach in case taking and case taking in different clinical situations
- Computer Repertories – application of homoeopathic softwares like HOMPATH, RADAR, ISIS etc. in clinical practice
- In-depth study of select polychrest remedies (List appended)
1. Sulphur 2. Phosphorus 3. Calc carb 4. Lycopodium 5. Nux vom 6. Ars alb 7. Sepia 8. Kali carb 9. Mag carb 10. Baryta carb 11. Arg nit 12. Aurum met 13. Calc phos 14. Platina 15. Silicea 16. Natrum mur 17. Cinchona 18. Rhus tox 19. Aconite 20. Bryonia 21. Natrum sulph 22. Antim crud 23. Graphites 24. Apis 25. Lacheses 26. Medorrhinum 27. Psorinum 28. Thuja 29. Syphilinum 30. Staphysagria 31. Tuberculinum 32. Ignatia 33. Pulsatilla 34. Zincum met 35. Cuprum met 36. Iodum 37. Belladonna 38. Ipecac 39. Antim tart 40. Veratrum alb 41. Opium 42. Alumina 43. Plumbum met 44. Lilium tig 45. Ammonium carb 46. Kali bich 47. Causticum 48. Hepar sulph 49. chamomilla 50. Cina 51. Sabina 52. Conium 53. Kreosote 54. Phosphoric acid 55. Tarentula Hispanica 56. Phytolacca 57. Ferrum met 58. Lac caninum 59. Flouric acid 60. Nitric acid 61. Petroleum 62. Hyoscyamus 63. Stramonium 64. Podophyllum 65. Arnica 66. Stannum met 67. Spigelia 68. Sanguinaria 69. Merc sol 70. Actearacemos
Miasmatic, therapeutic and repertorial approach in the following communicable and non-communicable diseases with their clinical features, diagnosis, prognosis, complications and accessory management. Give emphasis to applied part.
- Common infectious diseases – Diagnosis – General and medicinal management.
- Water and electrolyte disturbances – Acid – base imbalance – Its management.
- Nutritional and metabolic disorders – Management of deficiency diseases- Role of Supplementation.
- Palliative care and Pain management.
- Common dermatological conditions – Diagnosis – General medical management.
System – Based diseases, diagnostic procedures, miasmatic basis General and Homoeopathic Management
- Cardio – Vascular system
- Respiratory system
- Endocrine system
- G.I.T. including liver and pancreas
- Haematological disorders
- Musculo – skeletal disorders
- Neurological disorders
- Genito – urinary disorders
Model Question Paper
M.D HOMOEOPATHY DEGREE EXAMINATION – PART I Paper III – Advanced Teaching in Fundamentals of Homoeopathy
- Discuss the role of miasms in the pathogenesis, clinical presentation and complications of Type II Diabetes Mellitus. Discuss the therapeutics based on Kent’s Repertory 20
- Elaborate the sycotoc component of Medorrhinum & Thuja in the mental sphere. 10
- What is anamnesis ? How does the past history, history of presenting Illustrate the remedy relatioship between Pulsatila, Silicea & Flouric acid 10
- How Presentig complaint, family history & treatment history help in case taking & repertorisation. Explain with example from different repertories 10
- Comment on the merits of softwares in repertory. Make brief note on salient features of RADAR, COMPLETE DYNAMICS & HOMPATH 10
- Describe 0e the various criteria for selection of potency & repetition of remedy 10
- Discuss in detail on evaluation of symptoms 10
- Write a note on disorders of copper metabolism, its clinical presentation & miasmatic basis 10
- Briefly describe Complication of Mumps, with indications of pulsatilla & jaborandi in management of acute renal failure.10
MD (Hom.) Part I MODEL EXAMINATIONS, APRIL 2018
Speciality : (Common to all specialities)
Paper II – Advanced Teaching of Fundamentals of Homoeopathy
Time : 3 hours Total : 100 marks
- Answer all the questions
- Draw Diagrams wherever necessary
- Discuss the aetiology, clinical features, complications & miasmatic basis of community acquired pneumonia. Give indications of the following drugs in pneumonia (11 + 9 = 20 )
- Merc sol
- Briefly describe measles, its complications, miasmatic basis and management. Add a note on the indications of Sticta Pulmonaria & Apis mel in managing complications. (10)
- Compare & Contrast the CNS affections of Plumbum, Cuprum & Zincum metallicum (10)
- Briefly discuss difference between acute & chronic totalities. Give the totality of Sulphur in acute diseases (7 + 3 = 10)
- Explain remedy reaction based on Dr. Kent’s observations (10)
- Delineate the important points to be noted in case taking of mental diseases, intermittent diseases and one sided diseases (10)
- Explain the plan & construction of synthesis repertory. Add a note on the important merits when compared to Kent’s repertory (10)
- Describe in brief the key points of Hahnemann’s Psora theory. Comment on the mental symptoms of Psora according to JH Allen. (10)
- Elucidate the tri-miasmatic nature of Nitric acid. Compare the mental symptoms with that of Ars Alb
Rajive Ghandi University of Health Scienes (RGUHS)
Advanced teaching of fundamentals of homeopathy
The aim of this subject is to enable the homeopathic postgraduate scholar to develop the knowledge, skills and values to perform as a practitioner, teacher and researcher in the field of homeopathy. This subject integrates the fundamental principles of homeopathy as studied in the undergraduate level so as to evolve the content that shall form the nucleus of instructional practices by the postgraduate scholar. The overall outcome of learning this subject is to train the scholar to be able to independently practice the profession of homeopathic academics.
At the end of the course, the learner will be able to –
- Explain the evolution of medical though from early ages till date and discuss homeopathic concept in that context.
- Describe the contributions of Hahnemann and other stalwarts in developing homeopathy into a complete therapeutic system.
- Relate the cardinal principles of homeopathy to clinical practice.
- Explain the concept of health, disease and cure in homeopathy.
- Explain the role, limitations and prospects of homeopathy as a health care system.
- Demonstrate skill in the application of methods of case taking and analysis.
- Interpret the history taken with reference to the various schools of thought in homeopathy.
- Estimate the susceptibility of the case taken.
- Correlate Personality Types of materia medica with the portraits of cases taken.
- Interpret the results of prescription and plan for appropriate second prescription.
- Discuss significance of Health Psychology in the field of healthcare.
- State the social and psychological determinants of health.
- Explain models of health for homeopathic management.
- Analyse the role of behaviours and practices on the health of individuals and society.
- Define the terms ‘education’, ‘teaching’, ‘learning’ and ‘evaluation’.
- List the three components of educational spiral.
- Illustrate the Basic Educational Model.
- State adult learning principles.
- Recall the domains of Bloom’s Taxonomy.
- Illustrate the role of communication in education.
- Prepare lesson plan.
- Conduct student assessment.
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Unit I: Basic Principles of Homeopathic Philosophy.
- Recall the events that led to the evolution of homeopathy.
- State the contributions of Hahnemann in developing homeopathy as a medical system.
- Discuss the contributions of Boenninghaussen in improving homeopathy as a system.
- Discuss the contributions of Kent in developing homeopathy as a system.
- Describe the three cardinal principles of homeopathy.
- Elaborate the literary contributions of Hahnemann and Boenninghaussen.
- Discuss the role, prospects and limitations of homeopathy as a healthcare system.
- Correlate homeopathic concepts in the background of evolution of medicine till date.
- Correlate the concepts of health, disease and cure in homeopathy and other systems of medicine.
- Recall the principles of case taking in homeopathy as per Hahnemann.
- Illustrate difficulties of case taking in acute state.
- Illustrate difficulties of case taking in chronic state.
- Illustrate the methodology of case analysis& evolution in homeopathy.
- Classify the case as per Hahnemann’s classification of diseases.
- List the symptoms of all miasma and Identify miasmatic background in a given case.
- Assess susceptibility of a case.
- Plan the potency;dose and repetationfor a given case.
- Identify homeopathic aggravation as part of case follow-up.
- Observe & interpret the prognosis of a case.
- Discuss Boenninghaussen’s concept of grand generalisation.
- Justify homeopathy as a holistic system of medicine.
- Construct the prescriptive portrait of a case.
- Decide on the suitability of a second prescription.
- Correlate aetio-pathological focus with identification of miasms.
- Identify context for palliation.
- Co-relate the concept of Hahnnemanian theory of suppression with horizontal and vertical suppression.
- Correlate the theory of miasm with physiopathology defence mechanism.
- Identify different symptoms of a case, & construct totality of symptoms.
- Identify the nature & type of diseases
- Plan the treatment according to the type of disease.
Unit II: Concepts of Homeopathic Materia Medica.
- List various Materia Medicas of Pre and Post Hahnemannian time.
- List the methods of construction of Materia Medica. Enumerate the method of action of drugs.
- Demonstrate the ability to apply Materia Medica in practical situation.
- Explain the construction & essence of Puritan Materia medicas.
- Demonstrate the ability to develop the drug picture and demonstrate the knowledge of the relative importance of the individual drug.
- List different Types and different approaches of study of Hom Materia Medica.
- List Scope and limitations of Homoeopathic Materia Medica and evolve solution to overcome the limitations.
- To prove medicines which are partially proved in order to ascertain its true nature and qualities for the better implementation of similia.
- To possess the knowledge of Natural and artificial diseases.
- Health and physiological action of homoeopathic drugs.
- Concept of Causation of diseases and their utility in understanding Homoeopathic Materia medica.
- Concept of Drug proving and conduct drug proving of new or partially proved drugs.
- Detailed understanding of evolution of a personality in all the planes such as mental, physical, social and spiritual development.
- To ascertain the clinical efficacy of various homoeopathic drugs by clinical trails of partially proved drugs / conduct the drug proving with new or partially proved drugs.
- Demonstrate sufficient understanding of repertory as relevant to the practice of psychiatry
- Justify the importance of diagnosis and symptom analysis for repertorisation
- Demonstrate sufficient understanding of competencies associated with case taking, case analysis and symptom analysis.
- Demonstrate skills in the selection of rubrics as per the individual case needs.
- Convert the clinical signs and symptoms Interpret the rubrics of mind from various repertories.
- Develop interdisciplinary approach for Materia Medica, Organon of Medicine and Repertory.
Unit III. Fundamentals of Homeopathic Repertory
- Trace evolution and development of repertory as a tool for prescription.
- Discuss philosophy of repertory and repertorisation.
- Describe logic of construction, structure and application of repertories.
- Explore Hahnemann’s concept of man in health and disease as reflected in various repertories.
- Explain philosophy of repertory and repertorisation.
- Outline the evolution and development of repertory as a tool for prescription.
- Discuss Hahnemann’s concept of man in health and disease as reflected in various repertories.
- Evolve constitutions though repertorisation.
- Correlate symptom classification in the structure of repertories.
- Classify rubrics vis-à-vis Hahnemann’s classification of diseases.
- Assess of miasmatic essence n the rubrics.
- Demonstrate concepts of causation, generalisation and individualisation in the structure and application of repertory.
- Synthesise rubrics to construct materia medica.
- Synthesise rubrics to compare drugs.
- Compare a drug through the media of different repertories.
- Construct remedy temperaments through data mining of rubrics.
- Identify relationship of materia medica and repertory in various software programs.
- Create drug portraits through synthesis of rubrics.
- Identify polarity of drugs through contrasting rubrics of the same drug.
- Reflect on the case taken from the locus of repertory.
- Express role of unprejudiced observation and documentation in the construction of repertories.
- Demonstrate evidence based prescriptions through repertory as a reflection of unprejudiced observer.
- Demonstrate the drug relationships within rubrics.
- Reflect on symptom classification in repertory and its relevance for the study of materia medica.
- Indicate weightage of remedies within the grade listed in rubrics.
Unit IV: Psychology and Health
- Explain the concept of health, illness and wellness.
- Explain concepts and cultural considerations of health and wellness.
- Illustrate holistic dimensions of biopsychosocial processes related to health and wellness.
- Distinguish between biopsychosocial and biomedical models of health.
- Explain the advantages and limitations of biopsychosocial model of health.
- Explain the advantages and limitations of biomedical model of health.
- Discuss the implications of pathogenic model of health in homeopathic management.
- Discuss the implications of biological model of health in homeopathic management.
- Discuss the implications of holistic model of health in homeopathic management.
- Discuss the implications of holographic model of health in homeopathic management.
- Discuss the implications of relational model of health in homeopathic management.
- Discuss the significance of Health Psychology in the field of healthcare.
- Document the contributions of Health Psychology as a discipline in health promotion.
- Trace the historical phases in the evolution of mind-body relationship in healthcare.
- Explore the impact of technology on healthcare.
- Define health behaviour. Explore the role of behaviour in health promotion.
- Discuss the role of behavioural factors in disease and disorders.
- Analyse the role of health behaviours in primary prevention.
- Explain the factors affecting health behaviour.
- Discuss barriers to modifying poor health behaviours.
- Describe the approaches modifying poor health behaviours.
- Illustrate the evidence for theory of planned health behaviours.
- Discuss scope of health education and health behavior in homoeopathic practice
- Explain the models of Individual behaviours like ‘Health Belief Model’, ‘Transtheoretical Model’, ‘Theory of Reasoned Action’ and ‘Adoption Process’.
- Illustrate models of interpersonal health behavior like ‘Social Cognitive Theory’, ‘Social Network and Social Support’, ‘Stress, Coping and Health Behavior’, ‘Clinician-Patient Communication’ and ‘Diffusion of Innovation’.
- Elaborate the principles of Health Education.
- Justify role of homoeopathic physician as health educator.
- Describe the types of Health Communication.
- List the components, methods and barriers of health communication.
- List Health Education methods.
Unit V: Educational Communication
- Justify need for formal training in educational methodology for homeopathy postgraduate scholars.
- List twelve roles of teachers as per Harden.
- Define education.
- List three components of educational spiral.
- Illustrate the Basic Teaching Model.
- Discuss psychology of learning.
- Describe adult learning principles.
- Explain the learning characteristics of Generation ‘Y’.
- Explain importance of Lifelong Learning.
- Apply of Meta-cognition for improving learning.
- Recall the domains of Bloom’s Taxonomy of Educational Objectives.
- Explain the process of educational communication.
- Discuss barriers to educational communication.
- Classify teaching – learning methods as per group size.
- Classify educational media.
- Plan a lesson.
- Prepare PPT, Chart, Handout.
- Conduct teaching in large and small groups.
- State principles of student assessment.
- Prepare a learner assessment scheme.
Maharashtra University of Health Sciences (MUHS)
Syllabus on Advanced teaching of fundamentals of homeopathy