Subject Outline Subject Name: Subject Code: Award(s): Core/Elective: Pre/corequisites: Student Workload: Delivery Mode: Subject Coordinator Foundations of Homeopathic Prescribing HOMT211 Bachelor of Health Science (Homeopathy) Core - 4 credit points Pre: HOMC122, BIOQ121 78 hours Face to face 52 hours Personal study Face to face 2 x 2 hours lecture 2 x 1 hour tutorial E-learning Narrated PowerPoints Asynchronous tutor moderated discussion forums and activities Student Handouts, Web based resources Full Time Part Time Greg Cope Subject Rationale: This subject further develops the homeopathic laws and principles through the study of Hahnemann s Organon of Medicine. The empirical tradition of homeopathy is studied from Hahnemannian thought to the present. Different editions of the Organon of Medicine are studied to highlight the differences and its relevance to practice today. The foundational skills of case taking and case analysis are developed further using Kent s Repertory and Kent s repertorial method. Introduction to critical enquiry skills for Homeopaths Introduction to Evidence Based Practice (EBP) in homeopathy. Introduction to the research process in homeopathy Last updated on 11-Dec-14 Version: 5.0 Page 1 of 10
Learning Outcomes: By the completion of this subject the student will be able to: 1. Contrast the editions of the Organon of Medicine and evaluate the development of homeopathic laws and principles by interpreting various editions. 2. Apply the principles of homeopathic posology through the study of the aphorisms of the Organon of Medicine, and critically evaluate the influence of susceptibility and sensitivity on the vital force for homeopathic posology. 3. Investigate the application of the Organon of Medicine in the practice of homeopathy within the 21st Century. 4. Apply Kentian method to analyse case examples. 5. Evaluate the validity of the homeopathic methodologies of Hahnemann, Boenninghausen and Kent in current clinical practice. 6. Interpret the medicinal reaction including primary & secondary actions and justify the second prescription within a homeopathic case. 7. Know critical enquiry skills for homeopaths incorporating evidence based practice and research as it applies to homeopathy. Content: Topics Classroom Enhanced Activities 1. Session 1 The empirical tradition in medicine and homeopathic medicine. History and development of the Organon of Medicine: Introduction to the Organon of Medicine. Basic structure of the Organon of Medicine: Preface, Introduction, Philosophical and Practical sections. Theory of chronic disease differences between 5th and 6th edition and controversy. Lectures and tutorials are informed and supported by the use of current relevant research papers. Each session students are asked to complete two activities. Activities include: Readings Listening to interviews Accessing articles from the internet Critical thinking exercises. Rubric Searches Case work. Online Tutorial Activities Relevant activities for all teaching sessions are directed by the lecturers/tutors through in class discussion and activities or via the student discussion forum. Teaching and learning activities may be modified or adapted to suit the particular learning strategies and delivery style. Activities are developed to allow the students to explore relevant concepts, expand on ideas and have peer and lecture/tutor interaction. Activities also allow for formative assessment and feedback Lectures and tutorials are informed and supported by the use of current relevant research papers. Critical discussion: Last updated on 11-Dec-14 Version: 5.0 Page 2 of 10
Session 2 Principles of Cure 2. Session 3 Aphorism 1-4: The physician s objective. Aphorism 5-8: The knowledge of diseases. Aphorism 9-11: The Vital Force. Aphorism 12-18: Explanation of totality of symptoms. Aphorism 19-21: The knowledge of medicines. How medicines work: Aphorism 22-49: and how diseases interact. Aphorism 22-27: Similar, dissimilar and opposite symptoms produced by medicines and diseases Aphorism 28-34: Explanation of the therapeutic law of nature. Concept of the laws of similar disease and dissimilar disease. Aphorism 34-49: Session 4 Aphorism 50-62: Comparison and contrast of Homeopathic philosophy of cure versus the allopathic treatment. Aphorism 63-69: Primary and secondary action Aphorism 70, 71: Summary of the homeopathic system of medicine. Case examples to contextualise aphorisms covered. Activities differentiating the 5th and 6th editions of the Organon of Medicine and the progression of thought. Group activity: class discussion or online forum "The physician's only mission is to cure the sick; it is not to speculate on the nature of disease." Debate the proposition above in groups, and relate it to other Aphorisms in the Organon of Medicine Group discussion of aphorisms: Analyse case examples of similar & dissimilar disease states. Group Activity: Examine case scenarios supplied, and identify primary and secondary actions. Group Discussion: Determine how to recognise a homeopathic aggravation in cases supplied. Discuss the need for palliation and when palliation may be the only option is discussed in detail. (NOTE: 72-81are examined in HOMC211, 82-104 examined in HOMC122) Last updated on 11-Dec-14 Version: 5.0 Page 3 of 10
3. Session 5 Aphorism 105 145: Knowledge of Medicine. Drug Proving Session 6 4. Session 7 Aphorism 146-156: Judicious Employment of Medicines Method of Selection. Aphorism 157-161: Homeopathic aggravations. Aphorism 162-171: Treatment with partially similar medicines Session 8 5. Session 9 Aphorism 172-184: One-sided diseases. Aphorism 185-203: Treatment of local symptoms. Aphorism 210-230: Treatment of mental / emotional disease (continued). Aphorism 231-244: Intermittent, alternating diseases and fevers Session 10 Methods of dispensing medicines. Aphorism 245-263: Case Management: Examine proving examples which use protocols which differ from the protocols as outlined in the Organon of Medicine. Discuss the validity of different protocols. Evaluate modern proving methodology Discuss the relevance of the Doctrine of Signatures (DOS) in the 21 st century. Deduce the expected symptoms of a particular medicine using the DOS. Case study group activity: Identify and interpret homeopathic aggravations in case studies provided. Devise treatment options for internal and external diseases. (Note 204 209 are examined in HOMC211) Examine and evaluate Hahnemann s ideas concerning different causes of mental/emotional disease Investigate differences between the 6 th edition and earlier editions of the Organon of Medicine relating to the preparation and dispensing of medicines 6. Session 11 Last updated on 11-Dec-14 Version: 5.0 Page 4 of 10
Aphorism 264-271: Preparation of medicines - the LM potency. Aphorism 272-285: Administration of LM Medicines Session 12 7. Session 13 Aphorism 286-29: Ancillary Measures New translations of the Organon of Medicine the impact of Steven Decker s translation. The contributions by Rudi Verspoor and David Little. Session 14 Kentian case analysis. Layout and organisation of Kent s Repertory 8. MID SEMESTER BREAK Describe the LM preparation method. Compare the differences between the LM potencies and the centesimal and decimal potencies. Group activity: Deduce the ancillary measures employed in case examples supplied. Question the relevance of the concept of Vital Force in clinical practice. Discuss how different translations of the Organon of Medicine have changed the understanding of the laws and principles of homeopathy. Rubric identification exercise: Locate rubrics in a Kentian repertory. Construct a repertorial matrix using Kent s methodology. Semester 1 The mid semester break varies year to year in relation to Easter so it may fall between weeks 6 to 8. Please refer to the student calendar for exact dates. Semester 2 8 Online Students Please continue studying during this week. Instead of mid-semester break you will observe your break as an extra study week after 14. 9. Session 15 Philosophy and methodology. Kent s contributions Session 16 Prescribing methods of James Tyler Kent. Repertorial analysis Group activity: Analyse case examples using a Kentian repertory and Kent s methodology Group activity: Analyse case examples using a Kentian repertory and Kent s methodology Last updated on 11-Dec-14 Version: 5.0 Page 5 of 10
10. Session 17 Case analysis using Kentian method Repertorial analysis Session 18 11. Session 19 Comparison of Kentian and Boenninghausen repertorial methods Case management Posology Factors affecting potency and frequency. Group activity: Analyse case examples using a Kentian repertory and Kent s methodology Group activity Analyse a case example using the methodology of Kent and Boenninghausen. Discuss the differences in results using the methodology of Kent and Boenninghausen. Group activity: Investigate and evaluate the concepts of susceptibility and sensitivity of the Vital Force in case examples supplied. Session 20 12. Session 21 Second Prescription: 12 observations of Kent Introduction to Critical Enquiry Skills for Homeopaths Session 22 The empirical tradition in the context of the20th and 21st century and the evidence hierarchy Introduction to evidence-based practice (EBP) in homeopathy What is EBP? Define evidence based practice in homeopathy. What is it? How is it done? Practical exercises: Analyse case examples by interpreting reactions following the first prescription Compare reactions with the 1 month follow-ups by Vithoulkas in The Science of Homeopathy. Class discussion: How do we incorporate critical enquiry skills into homeopathic practice Practical Exercises: Introduce the incorporation of EBP into homeopathic clinical settings 13. Session 23 Class Discussion: Last updated on 11-Dec-14 Version: 5.0 Page 6 of 10
The research process in homeopathy The homeopathic research tradition What is the importance of research What is the importance of research to a homeopathic practice Critical discussion about the mechanism of action and implications for homeopathic research. Session 24 14. Session 25 The Evidence Hierarchy Types and levels of evidence What constitutes proof Understanding and assessing the evidence as it relates to Homeopathy The randomised clinical trial in biomedical and homeopathic medicine How to read homeopathic papers Session 26 Reviewing homeopathic literature 15-16. Study / Practical Exam Period Group Activity: Explain levels of evidence and their comparative value in research. Analyse randomised trials and the problems these pose for the homeopathic method. Group Activity: Compare literature reviews Group Activity: Compare literature reviews Investigate Cochrane systematic reviews 17-18. Final Exam Period On campus enrolled students: Please refer to the Exam Timetable for your local campus for the exact day and time of exam. Online enrolled students: You are required to sit examinations on campus per the Examination Policy-Higher Education. The Exam for subjects offered online is identified in the Online Calendar for the current calendar year. Set Text Requirements: 1. Allan, K 2003 A Tutorial and Workbook for the Homeopathic Repertory, Printed under license by Endeavour College of Natural Health, Brisbane. 2. Brewster-O Rielly s, W. 1996 Organon of the Medical Art, Birdcage Books, Redmond, Wash. 3. Schroyens, F. 2007 Essential Synthesis, Homeopathic Book Publishers, London Last updated on 11-Dec-14 Version: 5.0 Page 7 of 10
Highly Recommended Readings 1. Blessing, B. 2011, Pathways of Homeopathic Medicine, Springer Link, Heidelberg http://www.springerlink.com/content/978-3-642-14970-2/#section=885132&page=3&locus=40 viewed 15 June 2011. 2. Boger CM, 1996, Boenninghausen s Characteristics Materia Medica & Repertory With Word Index, Indian Reprint edn, Indian Books & Periodicals Publisher, New Delhi, India. 3. Kent, JT 1979, Lectures on Homeopathic Philosophy, North Atlantic Books, California, available at www.homeoint.org/books3/kentlect/index.htm 4. Hahnemann S, 1994 Organon of Medicine, 5 th and 6 th editions combined, trans. Dudgeon 5 th edn & trans. Boericke 6 th edn, Medi-T, available at..www.homeoint.org/books/hahorgan/index.htm 5. Hoffman T et al, 2010, Evidence Based Practice Across the Health Professions. Churchill Livingstone Australia Recommended readings: 1. Dhawale, M 2003, Institute of Clinical Research Symposium, Parts 1-3, Mumbai, India. 2. Homeopathy, The Journal of the Faculty of Homeopathy. Volume 94, Number 4 October 2005. 3. Verspoor R & Decker S, 2003, Selected Topics in Homeopathy: A new look at old issues, Hahnemann Center for Heilkunst, Canada, viewed 8 June 2008, www.homeopathy.com/store.homeopathy.php#freebooks 4. Verspoor R & Decker S, 2003, Precursor to the Organon: Hahnemann s occassional writings, Hahnemann Ceter for Heilkunst, Canada, viewed 8 June 2009, www.homeopathy.com/store.homeopathy.php#freebooks 5. Vithoulkas, G 1980, The Science of Homeopathy, Grove Press, New Delhi, India. 6. Yasgur, J (ed.) 2008, Great Homeopaths, Van Hoy Publishers, Greenville P.A. Assessment: In this subject On campus and On line assessment is identical. Assessment Item Topics Learning Outcomes Content Delivered Due Weighting Essay Hahnemann states that the way to cure is to understand the disease, the medicine, and the method of employment of the medicine. This assessment piece is an opportunity to write an essay on a philosophical and yet pragmatic topic. The underpinning rationale for this essay is for a student to understand and debate the consequences of the similia and the contraria principles, clearly establishing the roles and functions of the Homeopath and the Allopath. 1, 3 s 1-7 9 40% Defend this statement in the context of modern allopathic Last updated on 11-Dec-14 Version: 5.0 Page 8 of 10
principles. (1500 words) Case Report: (2100 words TOTAL) Part A: (500 words) Analyse one case using Kent s method including evaluation and final prescription This assessment requires a student to analyse a homeopathic case using the repertorial method of Kent. Students are to demonstrate the ability to classify symptoms and establish a meaningful repertorial totality using Kent s hierarchy. It also assesses the student s ability to critically evaluate and differentiate between homeopathic medicines; choose an appropriate methodology, and to suggest a case management plan. 4, 5, 6 s 7-12 15 15% Boenninghausen method, case analysis and evaluation including final prescription and justification. Part B: What medicine would you have chosen if you had analysed the case using a Boenninghausen method. Justify your answer. Posology, medicinal reaction, Organon of Medicine, Homeopathic method. 2, 5, 6 s 8-11 15 15% (500 words) Part C: Choose the medicine that you intend to prescribe. What difference in potency and frequency would you expect if you were to use the 5 th edition of the organon compared to the 6 th? Knowledge and integration of homeopathic research and evidence based practice. 1, 2, 5 & 6 s 1-7 15 15% (300 words) Part D: Read the proving of the medicine that you have chosen and 2, 3, 7 s 11-14 15 15% Last updated on 11-Dec-14 Version: 5.0 Page 9 of 10
critically review the quality of this piece of research from a biomedical research method point of view. (800 words) TOTAL 60% Formative assessment will be undertaken early in the subject and then on a regular basis throughout the duration of the subject to provide students and staff with feedback on the learning. It may take the form of quizzes, small group and classroom presentations, writing activities, peer review where appropriate. Early formative assessment would be used to determine any necessary intervention strategies to ensure students are able to complete the program in the normal subject duration. Feedback will also be provided to the students on summative assessments undertaken during the semester. Last updated on 11-Dec-14 Version: 5.0 Page 10 of 10