COMPETENCY BASED DYNAMIC CURRICULUM

FOR
FIRST BHMS PROFESSIONAL COURSE

(Applicable from Batch 2022-2023 onwards for 5 years or until further notification by National
Commission for Homoeopathy whichever is earlier)

(HOMOEOPATHIC REPERTORY and CASE TAKING)

HOMOEOPATHY EDUCATION BOARD

NATIONAL COMMISSION FOR HOMOEOPATHY
MINISTRY OF AYUSH, GOVERNMENT OF INDIA
JAWAHAR LAL NEHRU BHARTIYA CHIKITSA AVUM HOMOEOPATHY ANUSANDHAN BHAVAN

No.61-65, Institutional Area, opp. ‘D’ block, Janak Puri, New Delhi-110 058
HOMOEOPATHIC REPERTORY and CASE TAKING(I PROFESSIONAL BHMS)

1. COURSE CODE: HomUG-R-I

SUBJECT NAME: HOMOEOPATHIC REPERTORY and CASE TAKING

INDEX

S. No Description Page Number

1 Preamble 02
2 Program Outcomes (PO) 03
3 Course outcomes (CO) 04
4 Teaching Hours 05
5 Course Contents of HomUG-Rep-I 06

6 Teaching Learning methods 08

Content mapping-Learning Objectives (Theory) of Course
7 09
HomUG-Rep-I
8 List of Practical Topics 21
9 Internal Assessment 22
10 List of Recommended Books 23
11 List of Contributors 24
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 BoenninghausenCharacteristics 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.
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
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 in the study of Materia Medica
3. Define various terminologies used in repertory and explain their utility
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

Total Number of Teaching Hours: 21

Course Name Lectures Non-Lectures Total

Homoeopathic Repertory and Case 21 - 21

Taking
(HomUG-R-I)
5. COURSE CONTENT( HomUG-R-I)

S. List of Topics Lecture Hours

No

1 Introduction to Repertory, Definition and Meaning of 3

Repertory

 General Introduction to Repertory

 Origin of Repertory
 Need of Repertory
 Definition of Repertory
 Meaning of REPERTORIUM

2 Need and uses of repertory and repertorization 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
 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

4 Schematic representation of chapters in Kent’s 6

repertory

 Introduction to Kent sRepertory

 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

5 Correlation of Anatomy, Physiology and Psychology 6

with Repertory

 Introduction to correlationwithAnatomy, 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 s Repertory
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 HomUG-R-I

S. No Generic Subjec Millers Specific SLO/ Blooms Guilbert s Must T - L Formati Sum Integrati
Compet t Area Level: Compete Outcome Domain Level Know Method ve mativ on
ency ncy / s Assess e Departm
Does/S
Desir ment Asses ents-
hows
able smen Horizont
how/
to t al/
Knows
know Vertical/
how/
/ nice Spiral
Knows
to
know

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

HomUG- Gatherin Introd Knows Get Define the Cognitiv Level I Must Lecture, MCQ, ------- Horizont
R-I-1.1 g and uction acquainte term e (Rememb Know Small SAQ, -- al
Integrati to d with Repertory er/ recall) Group Viva Integrati
on of Repert tools discussi Voce on with
informat ory required on Materia
ion to search Medica
for and
remedy. Organon
of
HomUG- Knows Explain Cognitiv Level I Desir Lecture, MCQ, -------
medicine
R-I-1.2 the e (Rememb able Small SAQ, --
, Spiral
meaning er/ recall) to Group Viva
Integrati
of know discussi Voce
on in II,
Repertory on
III and IV
HomUG- Knows Discuss Cognitiv Level II Nice Lecture, MCQ, ------- BHMS
R-I-1.3 the origin e (Understa to Small SAQ, --
of the nd) know Group Viva
 word discussi Voce
Repertory on

HomUG- Knows List three Cognitiv Level I Must Lecture, MCQ, -------
R-I-1.4 uses and e (Rememb Know Integrat SAQ, --
three er/ recall) ed Viva
limitations teachin Voce
of g (with
Repertory Materia
Medica
)
Small
Group
discussi
on

TOPIC 2: Need and uses of repertory and repertorisation

HomUG- Gatherin Need Knows Get Explain Cognitiv Level II Must Lecture, MCQ, ------- Horizont
R-I-2.1 g and and acquainte the need e (Understa know Small SAQ, -- al
Integrati uses of d with of nd) Group Viva Integrati
on of repert tools repertory discussi Voce on with
informat ory required on Materia
ion and to search Medica
repert for and
orisati remedy. Organon
on of
medicine
, Spiral
Integrati
on in II,
III and IV
 BHMS

HomUG- Knows Explain Cognitiv Level II Desir Lecture, MCQ, -------

R-I-2.2 the need e (Understa able Small SAQ, --
of nd) to Group Viva
Repertoriz know discussi Voce
ation to on
find a
simillimum

HomUG- Knows Describe Cognitiv Level II Must Lecture, MCQ, -------

R-I-2.3 the uses of e (Understa know Small SAQ, --
Repertory nd) Group Viva
discussi Voce
on

HomUG- Knows Describe Cognitiv Level II Must Lecture, MCQ, -------

R-I-2.4 the e (Understa know Small SAQ, --
limitations nd) Group Viva
of discussi Voce
Repertory on

HomUG- Knows Discuss Cognitiv Level II Desir Lecture, MCQ, -------

R-I-2.5 the use of e (Understa able Small SAQ, --
Repertory nd) to Group Viva
as a tool know discussi Voce
to select on,
the Clinical
remedy Teachin
for a given g
case
 TOPIC 3: Terminologies relevant to Repertory

HomUG- Gatherin Termin Knows To Define Cognitiv Level I Must Lecture, MCQ, ------- Horizont
R-I-3.1 g and ologies understa different e (Rememb know Small SAQ, -- al
Integrati used nd the terminolo er/ recall) Group Viva Integrati
on of in definition gy discussi Voce on with
informat repert of various associated on, Materia
ion ory terminolo with Medica
gies used repertory and
in Organon
repertory of
in order medicine
to apply , Spiral
them for Integrati
Repertori on in II,
zation III and IV
BHMS

HomUG- Knows Explain Cognitiv Level II Must Lecture, MCQ, -------

R-I-3.2 the e (Understa know Small SAQ, --
meaning nd) Group Viva
and use of discussi Voce
each on,
terminolo Clinical
gy teachin
g

HomUG- Knows Apply the Cognitiv Level II Must Lecture, MCQ, -------
R-I-3.3 terminolo e (Understa know Small SAQ, --
gy in the nd) Group Viva
process of discussi Voce
Repertoriz on,
 ation Clinical
teachin
g

TOPIC 4: Schematic representation of chapters in Kent’s repertory

HomUG- Gatherin Schem Knows To Listthe 37 Cognitiv Level I Must Lecture, MCQ, ------- Horizontal
R-I-4.1 g and atic understa chapters e (Rememb know Small SAQ, - Integratio
Integrati repres nd the of Kent s er/ recall) Group Viva n with
on of entati arrangem Repertory discussi Voce, Materia
Medica
informat on of ent of in the on, OSPE
and
ion, chapte Chapters proper Clinical
Organon
Problem rs in in Dr. order teachin of
Solving Kent s Kent s g medicine,
repert Repertor Spiral
ory y Integratio
n in II, III
and IV
BHMS

HomUG- Shows Demonstr Cognitiv Level II Must Lecture, MCQ, -------

R-I-4.2 how atethe e (Understa know Small SAQ, -
relation of nd) Group Viva
chapters discussi Voce,
in Kent s on, OSPE
Repertory Clinical
to teachin
Anatomy g
and
Physiology
and
mental
rubrics to
 Psycholog
y

HomUG- Knows Discuss Cognitiv Level II Desir Lecture, MCQ, -------

R-I-4.3 the e (Understa able Small SAQ, -
correlation nd) to Group Viva
of know discussi Voce,
chaptersin on, OSPE
Kent s Clinical
Repertory teachin
to the g
schematic
representa
tion of
remedies
in Materia
Medica

TOPIC 5: Correlation of Anatomy, Physiology and Psychology with Repertory

HomUG- Gatherin Correl Knows To Apply the Cognitiv Level II Must Lecture, MCQ, ------- Integrate
R-I-5.1 g and ation correlate correlatio e (Understa know Small SAQ, - d
Integrati of the n of nd) Group Viva teaching
on of Anato knowledg Anatomica discussi Voce, with
informat my, e of l on, OSPE Anatomy
ion, Physiol Anatomy, Structures Clinical
Problem ogy physiolog to teachin
Solving and y And Chapters g
Psycho Psycholog and
logy y in Rubrics in
with constructi Kent s
Repert on of Repertory
 ory Repertor
y and
Rubrics

HomUG- Knows Relate Cognitiv Level II Must Lecture, MCQ, ------- Integrate
R-I-5.2 physiologi e (Understa know Small SAQ, - d
cal nd) Group Viva teaching
Processes discussi Voce, with
to the on, OSPE Physiolog
Chapters Clinical y
and teachin
Rubrics in g
Kent s
Repertory

HomUG- Knows Apply the Cognitiv Level II Must Lecture, MCQ, ------- Integrate
R-I-5.3 correlatio e (Understa know Small SAQ, - d
n of nd) Group Viva teaching
psycholog discussi Voce, with
y in Mind on, OSPE Psycholo
Chapteran Clinical gy
d Rubrics teachin
in Kent s g
Repertory

HomUG- Shows Locate Psycho Level II Must Lecture, MCQ, -------

R-I-5.4 how rubrics motor (Control) know Small SAQ, -
related to Group Viva
Anatomy, discussi Voce,
Physiology on, OSPE
and Clinical
Psycholog teachin
 y in Kent s g
repertory

HomUG- Knows Apply Cognitiv Level II Must Lecture, MCQ, ------- Integrate
R-I-5.5 rubrics e (Understa know Small SAQ, - d
related to nd) Group Viva teaching
Anatomy, discussi Voce, with
Physiology on, OSPE Materia
and Clinical Medica
Psycholog teachin
y in g
understan
ding
remedies
in Materia
Medica
and
Repertory
8.List of Practical Topics

S. No Name of Topic Activity/ Practical TL Method

1 Basic Structure of Repertory Arrangement of Chapters and Integrated teaching in

showing arrangement of rubrics related to anatomical Clinics in I BHMS
rubric of anatomy, physiology structures, physiology and
and psychology psychology (Emotions, intellect
and behaviour) in Kent s
Repertory
 9. Internal Assessment

9A –Scheme of Assessment (Formative)

Sr.No Professional Course 1stterm(1-6 Months) 2ndTerm(7-12 Months) 3rdTerm(13-18 Months)

1 First Professional FirstPA+1STTT 2ndPA+2NDTT 3rdPA ------

BHMS

Sr. Professional 1stterm(1-6Months) 2ndTerm(7-12Months) 3rdTerm(13-

No Course 18Months)
1 First 1stPA 1ST TT 2ndPA 2NDTT 3rdPA
Professional 10 Marks 50 Marks 10 Marks 50 Marks 10 Marks
BHMS Viva Practical/Viva Viva Practical/Viva Viva
9B: Calculation Table of Marks

PA1 PA2 PA3 Periodic TT1 TT2 Termina Final Internal

Pract al Practical/ l Test Assessment
Practical/Vi Practical/ Practical/
Assess Average Marks
ical/ Viva
va (10 Viva (10 ment Viva
TT1+T
Viva Average (50Marks
Marks) Marks) (50Marks)
T2/10
(10M PA1+PA2+PA )
3/3 0*10
arks)

A B C D E F G D+G/2

PA-Periodical Assessment; TT-Terminal Test

9C: Evaluation Methods for Internal Assessment

PA-PeriodicalAssessment TT-TerminalTest

Viva Voce Viva Voce

OSPE

Rubric Hunting

Short case
10. List of Recommended Books
 Dhawale ML (2000) - Principles and Practice of Homoeopathy
 Hahnemann S (2017). Organon of Medicine 6th Edition
 Kent, JT- Repertory of the Homoeopathic Materia Medica (Sixth American Edition)
 Kishore, Jugal (2004) -Evolution of Homoeopathic Repertories and Repertorization
 Munir Ahmed R (2016). Fundamentals of Repertories: Alchemy of homeopathic methodology
 Patel, R.P (1998): The Art of Case Taking and Practical Repertorization
 Tiwari, Shashikant (2005) - Essentials of Repertorisation
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