Discussion on draft of CCH BHMS Regulations 2013
Submit your suggestions and opinions here…we will forward to Central Council of Homoeopathy (CCH)
Sub : Amendments in Homoeopathy BHMS(Degree Course) Regulations
These regulations may be called the Homoeopathy (Degree Course) amendment Regulations 2013.
They shall come into force on the date of their publication in the official gazette
CCH requested all to send their comments and suggestions on the attached proposed amendments with in three months from * August 2013
1BHMS : 12 months
II BHMS : 12 months
III BHMS : 12 month
IV BHMS : 18 months
Major changes proposed by education committe of CCH on 24/7/13
- Applicable to students in 2013-14 admission onwards
- No filtration in the first year (No additional/supplementary batches)
- Student should pass first year 6 month prior to II BHMS examinations.
- First year : means 12 months only (Currently one and half years)- Pre- clinical subjects should be completed in these year.
- Working hours : 7 hr per day including 1/2 hour lunch
- Maximum duration (including internship) : 11 years from the date of admission
- Eligibility : Pass mark in plus two or equivalent courses
- Syllabus : Suggested major specific changes in all the 12 subjects of BHMS (Download attached file)
- Case taking & repertorisation : From Second year onwards and included modern repertories
- Exam result should be published within 1 month of the date of exam
- University can grant 10 mark in total if a student fail in 1 or more subjects
- Minimum attendance : 75%
- Migration allowed as per strict norms
- No migration during internship
- No provision for rural postings and Dispensary postings in internship other than primary institute
Download draft of CCH BHMS regulations 2013
Its a horror for the student of 2nd year to study of Case Taking and Repatriation without proper study of M.M. and Organon how a student can understand
Case taking only in second year syllabus of Repertory
ONLY WISH THAT WHAT IS IN PRESENT IS IMPLEMENTED
COLLEGE FULFILL NORMS
STAFF GETS GOOD PAYMENT
STUDENTS GET GOOD TEACHERS
Respected CCH President,Secretary,Members-kindly amend cch regulation-No Internship training at allopathic Hospital but it must be in HOMOEOPATHIC HOSPITAL/IPD/OPD/POPD/MEDICAL CAMPS/Homoeo PHC,SHC,Panchayet,opd and POPD,with drug proving,literary research,homoeo-preventive medicine etc Organon & Mat-Med from 1st to 4th bhms with minimum 3 teachers in each dept. Admit 60 student with 30 bedded Ipd,10 popd for training .EXAM with carry on system,no suppli,no year loss,only semester exam for gradation and carry on to continue study in next class
AMENDMENTS – 60 student need 30beded IPD,10 Rural POPD,Mobile OPD for school health and medical camps for regular clinical training from 2nd bhms to internship
18 months in 1st bhms, Organon & Mat-Med from 1st bhms to 4th bhms, 3 teachers in each dept of org and mat,clinical training from 2nd bhms to internship
NO TRAINING IN ALLOPATHIC SUPER SPECILITY HOSPITAL IS ALLOWED–but Intern can Visit Govt Homoeo PHC,SHC,Specilty clinic,panchayet OPD, POPD and College IPD,with drug proving,literary research,Homoeo preventive camp at POPD.
NO EXAM,NO YEAR LOSS,NO SUPPLI but monthly exam at dept for assessment,SEMESTER WITH CARRY ON SYSTEM in exam,CCH President ,Secretary,Members are requested to consider for improvement in homoeo education & to stop allo practice by Homoeopath
The current curriculum of UG and PG i.e. BHMS and MD, which is proposed and recommended by the Central Council of Homœopathy CCH for the study of students, is fundamentally inharmonious in nature. The knowledge of the subjects in question and studies thereof, which are thought in the course, is not compatible with each other. I can’t understand why Homœopaths of Asian origin, especially of India, cannot look ahead of Hahnemann. Suppose if any physician presently got the knowledge that equals to the Hahnemann; still he has to breathe in 18th-19th centuries. He shall have no knowledge of the even cell, immunity, metabolism or bacteria etc. If he will write anything, certainly he will quote like Hahnemann in his text. On account of lack of up-gradation of ‘Organon’, it is taught as per understandings of 18th-19th century; whilst other subjects are taught in their most updated form. It generates a lot of confusion in the mind of pupils. In the classroom of ‘Organon’, the teacher, as per guidelines of CCH, taught/give the conceptual (intangible) understanding of the diseases and cure; whereas teacher of the pathology tries to impart the most accepted basis of the diseases and cure; i.e. cellular and genetic basis of the diseases and cure. It’s like story of such a school, where one teacher teaches robbery is an evil and sin; it should not be done; whilst in the other classroom, other one says that, if anything is of our use, there is no harm in plundering it. The meaning of the education has been lost somewhere in the race of money-making. Now, on the name of education only information is feed up. But, at least some values must be very genuinely preserved.
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A special reference:
Dr. Hahnemann in the footnote no. 10, in the introduction of 6th edition of ‘Organon’, on the page no. 44, referring to Mullen, quoted by Birch in the History of the Royal Society, inscribed that: “Life was endangered by injecting a little pure water into a vein.” Moreover, he added that, referring to the Autenrieth, Physiologie, ii,? 784: “Even the mildest fluids introduced into the veins endangered life.” It has now proved mistaken notion and wrong. Everybody now knows that, as per need and requirement of the patient litters of intravenous fluids have injected into veins. Since discovery of bacterial existence was not accomplished in his era, he was unaware of the bacterial infection. Consequently, due to lack of knowledge, referring to the Med. Comment of Edinb., Dec. 2, vol. ii, 1793, in the introduction of 6th edition of ‘Organon’, in the footnote no. 10, on the page no. 45, he inscribed that: “A girl in Glasgow, eight years of age, having been bit by a mad dog, the surgeon immediately cut the piece clean out, and yet thirty-six days afterwards she was seized with hydrophobia, which killed her in two days.” Anybody now can assume that, let it be how faster surgeon might have executed the amputation operation; it might never be faster than the blood circulation of the victim of dog bite. Suppose, if only few seconds of time would have consumed in carrying the victim to the surgeon and completing the operation by him, which is not possible at all, the blood of victim with the pathogenic bacteria certainly might have circulated at least hundreds of times in the body. Therefore, ill-fated victim was died of hydrophobia and not due to dynamic power. Similarly, on the page no. 45 he inscribed that: “The most careful and prompt washing of the genitals does not protect the system from infection with the venereal chancrous disease.” And that: “The slightest breath of air emanating from the body of a person affected with smallpox with suffice to produce this horrible disease in a healthy child.” All these inscriptions are good examples of the lack of knowledge on the part of Hahnemann. On account of lack of knowledge, in the introduction of 6th edition of ‘Organon’, on the page no. 46-47, he wrote that: “What ponderable quantity of material substance could have been absorbed into the fluids, in order to develop, in the first of these instances, a tedious dyscrasia (syphilis), which when uncured is only extinguished with the remotest period of life, with death; in the last, a disease (smallpox) accompanied by almost general suppuration, and often rapidly fatal? In these and all similar cases is it possible to entertain the idea of a material morbific matter being introduced into the blood? A letter written in the sick-room at a great distance has often communicated the same contagious disease to the person who read it. In this instance, can the notion of a material morbific matter having penetrated into the fluids be admitted? But what need is there of all such proofs?” Moreover he added that: “In these cases, where is the material morbific principle that entered in substance into the body, there to produce and keep up the disease, and without the material expulsion and ejection of which a radical cure were impossible?” All of the above mentioned examples show the status of knowledge of the medical science at that time.
DR. S. HARIMANN