I PROFESSIONAL BHMS

1. COURSE CODE: HomUG-R-I

SUBJECT NAME: HOMOEOPATHIC REPERTORY and CASE TAKING

INDEX

S.No Description Page Number

1 Preamble 654
2 Program Outcomes (PO) 656
3 Course outcomes (CO) 657
4 Teaching Hours 658

5 Course Contents of HomUG-Rep-I 659

6 Teaching Learning methods 662

Content mapping-Learning Objectives (Theory) of Course Hom UG-Rep-I

7 669

8 List of Practical Topics 670

9 List of Recommended Books 671

10 List of Contributors 672

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1. PREAMBLE

The Homoeopathic Materia Medica has expanded manifold since the proving of “Cinchona Bark” by Dr. Samuel Hahnemann and today we have
over five thousand remedies in the Materia Medica. It is impossible for any human mind to memorise all the symptoms of each drug and to
recall those symptoms while prescribing. Therefore, the need of indexing of these symptoms along with the drugs producing those symptoms
were felt by Dr. Samuel Hahnemann himself and subsequently by other homoeopaths for prescribing at the bedside of the patient.
Homoeopathic Repertory is a Dictionary or Storehouse or an index to the huge mass of symptoms of the Homoeopathic Materia Medica. The
repertory is organized in a practical form indicating the relative gradation of drugs. Repertories not only contain symptoms of proving but also
clinical and pathological symptoms found in the Homoeopathic Materia Medica. Repertories serve as an instrument at the disposal of the
physician for sifting through the maze of symptoms of the vast Homoeopathic Materia Medica.
Repertories aim at simplifying the work of the physician to find the indicated remedy by eliminating the non-indicated remedies.
Repertorisation is not the end but a means to arrive to the simillimum and reference to Homoeopathic Materia Medica based on sound
principles of Philosophy is the final court of appeal.
Each repertory has been compiled on the basis of distinct philosophy, structure and utility. In order to use these instruments effectively,
one must understand thoroughly its conceptual base, construction and utility and limitations. Even though there are a number of repertories,
the student at the under graduate level is expected to learn the philosophy and application of basic core repertories namely Kent, Boger’s
Boenninghausen Characteristics and Repertory and Boenninghausen’s Therapeutic Pocket Book. The subject of Repertory must not be taught
in isolation but must be taught in horizontal integration with Anatomy, Physiology in I BHMS; Pathology, Surgery, Gynaecology and Practice
of Medicinein II BHMS; Surgery, Gynaecology, Practice of Medicine in III BHMS and Practice of Medicine in IV BHMS and vertically integrated
with Homoeopathic Materia Medica and Organon and Homoeopathic Philosophy in all the years. Integrated teaching in all the years will help
the student to grasp and understand the subjects better and connect repertory to all other subjects.
Similarly, case taking demands virtual integration of all the subjects taught from the Ist BHMS to IV BHMS in the consulting room or at
the bedside. The physician can never say that he has learnt all that is to the case taking process. Every new patient has a new lesson to teach.
The advent of computerization and resulting software has opened up vast newer avenues to collate and correlate the vast information
found in the Homoeopathic Materia Medica through the repertories. Continued exploration of these connections will generate new data, newer
repertories and the newer application to existing or newer illnesses.

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2. PROGRAMME OUTCOMES:

At the end of the course of the undergraduate studies, the homoeopathic physician must
1) Develop the knowledge, skills, abilities and confidence as a primary care homoeopathic practitioner to attend to the health needs of the
community in a holistic manner
2) Correctly assess and clinically diagnose common clinical conditions prevalent in the community from time to time
3) Identify and incorporate the socio-demographic, psychological, cultural, environmental & economic factors affecting health and disease
in clinical work
4) Recognize the scope and limitation of homoeopathy in order to apply Homoeopathic principles for curative, prophylactic, promotive,
palliative, and rehabilitative primary health care for the benefit of the individual and community
5) Be willing and able to practice homoeopathy as per medical ethics and professionalism.
6) Discern the scope and relevance of other systems of medical practice for rational use of cross referrals and role of life saving measures
to address clinical emergencies
7) Develop the capacity for critical thinking, self reflection and a research orientation as required for developing evidence based
homoeopathic practice.
8) Develop an aptitude for lifelong learning to be able to meet the changing demands of clinical practice
9) Develop the necessary communication skills and enabling attitudes to work as a responsible team member in various healthcare settings
and contribute towards the larger goals of national health policies such as school health, community health and environmental
conservation.

3.COURSE OUTCOMES (CO):

At the end of course in Repertory, the Final BHMS student shall be able to

1. Describe the philosophical background, construction, utility and limitations of various repertories

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 2. Demonstrate case taking and show empathy with the patient and family during case taking
3. Demonstrate various steps for systematic case processing viz. analysis of case, evaluation of symptoms as per Homoeopathic principles
to form Totality of symptoms
4. Choose the appropriate repertorial approach, Method and Technique to repertorize a case
5. Utilize Repertory as a tool to find out simillimum in all types of cases and in the study of Materia Medica
6. Integrate other subjects in understanding the construction and utility of repertories
7. Utilize different software for Repertorization, patient data management and record keeping.
8. Demonstrate aptitude to utilize repertory for research in Homoeopathy and lifelong learning

COURSE OUTCOMES OF REPERTORY FOR I BHMS

At the end of IBHMS, the student should be able to,

1. Define Repertory.
2. Explain the need and utility of repertory to find simillimum, and for the study of Materia Medica
3. Define various terminologies used in repertory
4. Locate different rubrics related to anatomy, physiology and psychology in Kent’s Repertory
5. Illustrate the construction of Kent’s Repertory as per the Hahnemannian Anatomical schema

4. TEACHING HOURS

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Total Number of Teaching Hours: 21

Course Name Lectures Non-Lectures Total

Homoeopathic Repertory and Case Taking 21 - 21

(HomUG-R-I)

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5. COURSE CONTENT ( Hom - UG-R-I)

S.No List of Topics Lecture Hours

1 Introduction to Repertory, Definition and Meaning of Repertory 3

 General Introduction to Repertory

 Origin of Repertory
 Need of Repertory
 Definition of Repertory
 Meaning of REPERTORIUM

2 Need and uses of repertory and repertorisation 3

 Uses and Scopes of Repertory

 Limitations of Repertory
 Definition of Repertorization
 Introduction to Methods and Techniques of Repertorization

3 Terminologies relevant toRepertory 3

 Repertory
 Rubric

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 Gradation
 Cross Reference
 Synonym
 Repertorization
 Totality of Symptoms
 Repertorial Totality
 Potential Differential Field
 Conceptual Image
 Case taking
 Analysis of a case
 Evaluation of a Case
 Longitudinal case Study
 Cross Section Study of a case
 General Repertory
 Regional Repertory
 Logico-Utilitarian Repertory
 Puritan Repertory

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4 Correlation of Anatomy, Physiology and Psychology with 6
Repertory

 Introduction to correlation Anatomy, Physiology and Psychology

with Repertory
 Chapters and Rubrics related to Anatomical parts in Dr. Kent’s
Repertory
 Chapters and Rubrics related to Physiology in Dr. Kent’s Repertory
 Rubrics related to emotions, intellect and memory in Mind chapter
of Dr.Kent Repertory

5 Schematic representation of chapters in Kent’s repertory 6

 Introduction to Kent’s Repertory

 Listing of Chapters in Kent’s Repertory
 Correlation of Chapters in Kent’s Repertory to Hahnemannian
Anatomical Schema
 Chapters and Rubrics related to anatomical structures,
physiological processes and psychology in Kent’s Repertory

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6. Teaching Learning Methods

Theory Practicals/ Clinics

Lectures Clinical Bedside Teaching

Small Group Discussion Integrated Clinics

Integrated Lectures Case Study

Integrated Seminars Rubric Banks

Assignments

Rubric Banks

Library Reference

7. Content Mapping (Theory) of Course Hom UG-R-I

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S.No Generic Subject Millers Specific SLO/ Blooms Guilbert’s Must T-L Formativ Summ Integration
Compete Area Level: Competenc Outcome Domain Level Know/ Methods e ative Departme
ncy y Desira Assessm Assess nts-
Does/Sh
ble to ent ment Horizontal/
ows how/
know/ Vertical/
Knows
nice to Spiral
how/
know
Knows

Topic 1- Introduction to Repertory, Definition and Meaning of Repertory

HomUG- Gathering Introduc Knows Get Define the Cognitive Level I Must Lecture, MCQ, -------- Horizontal
R-I-1.1 and tion to acquainted term (Remember Know Small SAQ, - Integration
Integratio Reperto with tools Repertory / recall) Group Viva with
n of ry required to discussio Voce Materia
informati search for n Medica
on remedy. and
Organon
HomUG- Knows Explain the Cognitive Level I Desira Lecture, MCQ, --------
of
R-I-1.2 meaning of (Remember ble to Small SAQ, -
medicine,
Repertory / recall) know Group Viva
Spiral
discussio Voce
Integration
n
in II, III and
HomUG- Knows Discuss the Cognitive Level II Nice Lecture, MCQ, -------- IV BHMS
R-I-1.3 origin of the (Understan to Small SAQ, -
word d) know Group Viva
Repertory discussio Voce
n

664
HomUG- Knows List three Cognitive Level I Must Lecture, MCQ, --------
R-I-1.4 uses and (Remember Know Integrate SAQ, -
three / recall) d Viva
limitations teaching Voce
of Repertory (with
Materia
Medica)
Small
Group
discussio
n

TOPIC 2: Need and uses of repertory and repertorisation

HomUG- Gathering Need Knows Get Explain the Cognitive Level II Must Lecture, MCQ, -------- Horizontal
R-I-2.1 and and acquainted need of (Understan know Small SAQ, - Integration
Integratio uses of with tools repertory d) Group Viva with
n of repertor required to discussio Voce Materia
informati y and search for n Medica
on repertor remedy. and
isation Organon
of
medicine,
Spiral
Integration
in II, III and
IV BHMS

665
HomUG- Knows Explain the Cognitive Level II Desira Lecture, MCQ, --------
R-I-2.2 need of (Understan ble to Small SAQ, -
Repertorizat d) know Group Viva
ion to find a discussio Voce
simillimum n

HomUG- Knows Describe the Cognitive Level II Must Lecture, MCQ, --------
R-I-2.3 uses of (Understan know Small SAQ, -
Repertory d) Group Viva
discussio Voce
n

HomUG- Knows Describe the Cognitive Level II Must Lecture, MCQ, --------
R-I-2.4 limitations (Understan know Small SAQ, -
of Repertory d) Group Viva
discussio Voce
n

HomUG- Knows Discuss the Cognitive Level II Desira Lecture, MCQ, --------
R-I-2.5 use of (Understan ble to Small SAQ, -
Repertory as d) know Group Viva
a tool to discussio Voce
select the n, Clinical
remedy for a Teaching
given case

TOPIC 3: Terminologies relevant to Repertory

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HomUG- Gathering Termin Knows To Define Cognitive Level I Must Lecture, MCQ, -------- Horizontal
R-I-3.1 and ologies understand different (Remember know Small SAQ, - Integration
Integratio used in the terminology / recall) Group Viva with
n of repertor definition associated discussio Voce Materia
informati y of various with n, Medica
on terminolog repertory and
ies used in Organon
repertory in of
order to medicine,
apply them Spiral
for Integration
Repertoriz in II, III and
ation IV BHMS

HomUG- Knows Explain the Cognitive Level II Must Lecture, MCQ, --------
R-I-3.2 meaning (Understan know Small SAQ, -
and use of d) Group Viva
each discussio Voce
terminology n, Clinical
teaching

HomUG- Knows Apply the Cognitive Level II Must Lecture, MCQ, --------
R-I-3.3 terminology (Understan know Small SAQ, -
in the d) Group Viva
process of discussio Voce
Repertorizat n, Clinical
ion teaching

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 TOPIC 4: Correlation of Anatomy, Physiology and Psychology with Repertory

HomUG- Gathering Correlat Knows To Apply the Cognitive Level II Must Lecture, MCQ, -------- Integrated
R-I-4.1 and ion of correlate correlation (Understan know Small SAQ, teaching
Integratio Anatom the of d) Group Viva with
n of y, knowledge Anatomical discussio Voce, Anatomy
informati Physiol of Structures n, Clinical OSPE
on, ogy and Anatomy, to Chapters teaching
Problem Psychol physiology and Rubrics
Solving ogy And in Kent’s
with Psychology Repertory
Reperto in
ry constructio
n of
Repertory
and Rubrics

HomUG- Knows Relate Cognitive Level II Must Lecture, MCQ, -------- Integrated
R-I-4.2 normal (Understan know Small SAQ, teaching
physiologica d) Group Viva with
l Processes discussio Voce, Physiology
to the n, Clinical OSPE
Chapters teaching
and Rubrics
in Kent’s
Repertory

668
HomUG- Knows Apply the Cognitive Level II Must Lecture, MCQ, -------- Integrated
R-I-4.3 correlation (Understan know Small SAQ, teaching
of d) Group Viva with
psychology discussio Voce, Psycholog
Chapters n, Clinical OSPE y
and Rubrics teaching
in Kent’s
Repertory

HomUG- Shows Locate to Psychom Level II Must Lecture, MCQ, --------

R-I-4.4 how Anatomy, otor (Control) know Small SAQ,
Physiology Group Viva
and discussio Voce,
Psychology n, Clinical OSPE
in Kent’s teaching
repertory

HomUG- Knows Apply rubrics Cognitive Level II Must Lecture, MCQ, -------- Integrated
R-I-4.5 related to (Understan know Small SAQ, teaching
Anatomy, d) Group Viva with
Physiology discussio Voce, Materia
and n, Clinical OSPE Medica
Psychology teaching
in
understandi
ng remedies
in Materia

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 Medica and
Repertory

TOPIC 5: Schematic representation of chapters in Kent’s repertory

HomUG- Gathering Schema Knows To List the 37 Cognitive Level I Must Lecture, MCQ, -------- Horizontal
R-I-5.1 and tic understand chapters of (Remember know Small SAQ, Integration
Integratio represe the Kent’s / recall) Group Viva with
n of ntation arrangeme Repertory in discussio Voce, Materia
informati of nt of the proper n, Clinical OSPE Medica
on, chapter Chapters in order teaching and
Problem s in Dr. Kent’s Organon
Solving Kent’s Repertory of
repertor medicine,
y Spiral
Integration
in II, III and
IV BHMS

HomUG- Shows Demonstrate Cognitive Level II Must Lecture, MCQ, --------

R-I-5.2 how the relation (Understan know Small SAQ,
of chapters d) Group Viva
in Kent’s discussio Voce,
Repertory to n, Clinical OSPE
Anatomy teaching
and
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 Physiology
and mental
rubrics to
Psychology

HomUG- Knows Discuss the Cognitive Level II Desira Lecture, MCQ, --------
R-I-5.3 correlation of (Understan ble to Small SAQ,
chapters in d) know Group Viva
Kent’s discussio Voce,
Repertory to n, Clinical OSPE
the teaching
schematic
representati
on of
remedies in
Materia
Medica

8. List of Practical Topics

S.No Name of Topic Activity/ Practical TL Method

1 Basic Structure of Repertory showing Arrangement of Chapters and rubrics related Integrated teaching in Clinics in I
arrangement of rubric of anatomy, to anatomical structures, physiology and BHMS
physiology and psychology psychology (Emotions, intellect and

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 behaviour) in Kent’s Repertory

9. List of Recommended Books

 Dhawale ML (2000) - Principles and Practice of Homoeopathy,3rd Edition, Institute of Clinical Research Mumbai
 Hahnemann S (2017). Organon of Medicine 6th edition,48th Impression, B. Jain Publishers
 Kent, JT- Repertory of the Homoeopathic Materia Medica (Sixth American Edition), 54 thImpression (2017), B. Jain Publishers
 Kishore, Jugal (2004) -Evolution of Homoeopathic Repertories and Repertorization, Revised Edition,B. Jain Publishers
 Munir Ahmed R (2016). Fundamentals of Repertories: alchemy of homeopathic methodology. Hi-Line Publishers, Bengaluru.
 Patel, R.P (1998): The Art of Case Taking and Practical Repertorization, 6th Edition. Sai Homoeopathic Book Corporation
 Tiwari, Shashikant (2005) - Essentials of Repertorisation, 4th Edition, B. Jain Publishers

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List of contributors:
1. Dr. Manish Arya
Professor and HOD, Department of Repertory, Dr. D.Y. Patil Homoeopathic Medical College and Research Centre, Pune
2. Dr. Lokanath Behera
Associate Professor & Head of the Department (Repertory)
National Institute of Homoeopathy
3. Dr. Kamlesh Mehta
Former HOD, CMP College, Mumbai
4. Dr. Hema Parikh
Prof, MKSH, Karjan
5. Dr. Manisha Patel
HOD, Dr. R A Patel HMC, Mehsana
6. Dr. Uttara Agale
Reader, YMT, Kharghar

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Subject Code: HomUG-Yoga I
Subject: Yoga for Health Promotion

The syllabus of Yoga for the 1st BHMS students should include the basic concept of Yoga and its philosophy, with a clear idea of the different
section of asana, pranayama, kriya and meditation. Total 30 hours of class will include practical training. The students will be trained in
understanding the relationship between Yoga and Homoeopathy in a wholistic approach, and the point of application of yoga in part of
treatment.
The topic and respective allotted hours are as follows-

Sr.no.1 TOPIC CLASS

1. Yoga definition, concept, types, benefits, and origin. Hours 1
2. History and patanjali, yoga philosophy and development of yoga. Hours 1
3. Astanga, yoga, hathayoga. Hours 1
4. Asana-types, examples, benefits. Hours 1
5 Corelation of vital force and prana. Hours 1
6 Meditation-types, methods, benefits. Hours 1
7 Kriya-types, methods, benefits. Hours 1
8 Relationship of yoga and homoeopathy on wholistic plane. Hours 1
9 Application of yoga in terms of hahnemann’s accessory circumtanses. Hours 1
10 Pranayanam, types, benefits. Hours 1
11 Practical learning about asanas (postures)-pawanmuktasna, backstreching, sunsalutation, classical sequences. Hours 5
12 Practical learning about Breathing, pranyama including abdominal, thoracic, clavicular, hasthamudra, vilom, lung sensitising. Hours 5
13 Practice of relaxation, tense and relax, short yoganidra, extended, savasana, yoganidra, sankalpa. Hours 5
14 Meditation practice, sitting posture, kaya sthairam, omchanting, trataka. Hours 5

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