Climate Change is a global emergency, yet few countries have made plans to face it. Barbados Ministry of Health and Wellness staff and allied sectors recently met at the Accra Beach Resort in Barbados, to understand how climate change is affecting public health in the country, a first step in the creation of a Health National Adaptation Plan (H-NAP). 

The process to assess vulnerabilities and prioritize ways to manage or minimize the impacts of climate change in an area is called adaptation planning. H-NAPs consider the impact of climate change on people’s mental and physical health, and the social effects. These plans present actions to build climate-resilient health systems that can anticipate and protect public health. 

Barbados’ Chief Medical Officer, Dr Kenneth George, participated in the one-day meeting and took the opportunity to thank PAHO for its commitment to the development of the HNAPs. Meanwhile Acting PAHO/WHO Representative for Barbados, Dr Prabhjot Singh said that climate change does affect public health directly and urgent action is required.

Under the European Union-funded CARIFORUM Climate Change and Health project, coordinated by the PAHO/WHO Caribbean Subregional Program Coordination Office, Grenada and St Lucia have completed the H-NAP and plans are underway in Belize, St Vincent and the Grenadines, Bahamas, Haiti, Jamaica, Guyana and the Dominican Republic. Dr Alison Gajadhar, lead consultant for the development of the HNAP in Barbados stated that she was impressed by the level of participation and engagement of public health experts in Barbados.

The final HNAP Report will include key recommendations to inform the development of policy, strategy and plans and programmes to assist countries in the process of adaptation.  For more information on the project and the progress with the H-NAPs please visit the project website.

The post Barbados Begins Health National Adaptation Planning in EU-supported PAHO Project appeared first on Barbados Today.

Canada and PAHO collaborate to strengthen vaccine manufacturing in Latin America and the Caribbean

Cristina Mitchell

21 Apr 2023

On April 13, Democratic Rep. Zooey Zephyr was sitting in the basement of Montana’s Capitol building reflecting on her time as one of the state’s first two openly transgender legislators. She wondered whether she needed to display more anger over anti-LGBTQ+ legislation, or whether she should focus on promoting more of what she called “transgender joy.”

“The thing that keeps me up at night is, am I doing a good job for my community?” Zephyr said.

Five days later, the anger bubbled over as Zephyr spoke against amendments from Republican Gov. Greg Gianforte to Senate Bill 99, which would prohibit minors with gender dysphoria from receiving certain medical and surgical treatments. Zephyr said the lawmakers who voted for the measure should be ashamed.

That prompted Republican Majority Leader Sue Vinton to speak. “We will not be shamed by anyone in this chamber,” Vinton said.

“Then the only thing I will say is: If you vote yes on this bill, and yes on these amendments, I hope the next time there’s an invocation, when you bow your heads in prayer, you see the blood on your hands,” Zephyr said in response.

Later that day, the Montana Freedom Caucus, a conservative group of lawmakers, released a statement calling for Zephyr’s censure for using “inappropriate and uncalled-for language.” The release and a Freedom Caucus post on Twitter used male pronouns to refer to Zephyr, leading to fresh outrage by LGBTQ+ supporters accusing Republicans of deliberately misgendering her.

Two days later, Republican House Speaker Matt Regier would not allow Zephyr to speak during a debate on another bill. Regier said it was because she had committed a breach of decorum.

With two weeks to go in the legislative session, Republican lawmakers, who are in the majority, are sponsoring anti-LGBTQ+ bills. There are at least four related measures, including the bill to ban gender-affirming care for minors.

Many similar bills are being heard in conservative-led statehouses across the U.S. The American Civil Liberties Union has tracked more than 460 anti-LGBTQ+ bills so far in 2023 legislative sessions.

Back in the Capitol on April 13, Zephyr stopped at a storytelling event presented by drag performers on the second floor. Parents, children, and supporters sat in folding chairs and on the floor while drag performers read stories.

Zephyr was visibly emotional. A short time later, former Democratic lawmaker Moffie Funk, who also attended the storytelling event, approached Zephyr to thank her for her work.

“I have just been so impressed to see the way Rep. Zephyr has handled questions on the floor, just keeps her calm, stays cool, and is so powerful in her words and so powerful in the way she represents her community and Montana,” Funk said.

Before the session, Zephyr said she had a goal of changing at least one person’s heart on LGBTQ+ issues.

One lawmaker who typically votes in favor of anti-transgender bills told Zephyr about having read something about her in a far-right blog and said, “That doesn’t sound like Zooey; she wouldn’t do that.” The lawmaker, whom Zephyr didn’t name, subsequently stopped reading the blog.

Proponents of measures like SB 99 and House Bill 359, a bill that would have banned minors from drag shows and would have banned events like drag storytelling in public schools or libraries, frame the legislation as necessary to protect children.

In a small victory for LGBTQ+ supporters, HB 359 was amended to remove references to drag performers and now would prohibit minors from attending “adult-oriented” shows.

Democratic Rep. SJ Howell, who is transgender and nonbinary and uses the pronouns “they” and “their,” has been working at the Capitol for a decade, first as a lobbyist and now as a lawmaker representing Missoula. In all their work, Howell said, it’s very clear that relationships matter. Progress is a long game, and it may take years to pass legislation that promotes the rights and recognition of transgender and nonbinary people, Howell said.

One thing that could hinder that progress is the national debate over anti-LGBTQ+ policy proposals.

Erin Reed, who describes herself as a queer writer and content creator, has been tracking the LGBTQ+ bills nationwide and is also Zephyr’s partner of almost a year.

Four years ago, the debate playing out in statehouses was over transgender rights in sports, Reed said, but that’s shifted. Now, a third of the bills target health care — like gender-affirming hormone therapy, mostly related to minors — and the rest focus on banning drag shows or the use of preferred pronouns and bathrooms, or targeting the rights of transgender people in insurance coverage and workplace protections.

But beyond the flood of anti-LGBTQ+ bills, at least 15 states have passed LBGTQ+ protections, Reed estimated.

Howell said it’s challenging being a state representative trying to focus on Montana when so much focus has been on this national issue.

Personally, Howell said, they came to the legislature to build relationships and make good policy, and they see many of their colleagues as friends.

“When the mutual respect isn’t present, it can be deeply frustrating and harmful, and we can do better as a body,” Howell said.

Republican Rep. Neil Duram sits between Zephyr and Howell on the House Judiciary Committee, which has heard all the LGBTQ+ bills this session. He said having both in the legislature better represents Montana.

“If it was just me, and 99 other people like me on the House floor, we may not set the best policy for the people of Montana,” Duram said.

Duram spoke during a House floor session discussing House Bill 361, which would allow classmates to refer to a transgender student by their birth name or gender assigned at birth, unless it crossed into bullying. He said he’s enjoyed getting to know Judiciary seatmate Zephyr and that he’ll make sure people aren’t “inflicting bullying behavior.”

Duram voted for HB 361. He said his decision was encouraged by his community.

“And, ultimately, that’s where my conscience is going to sit,” he said.

On the morning of April 13, Howell and Zephyr were hearing testimony before the House Judiciary Committee on a bill that would define sex in Montana law, Senate Bill 458. The vibe in the room felt heavy.

Sen. Carl Glimm, sponsor of SB 458, said the bill seeks to define the terms “sex,” “male,” and “female” in state law. Glimm said the bill was necessary because people conflate sex and gender and maintained the bill wasn’t about gender fluidity or expression.

“Gender is obviously something different than biological sex. Biological sex is immutable and that means you can’t change it, and there’s only two biological sexes,” Glimm said. “You may claim to be able to change your gender or express your gender in a different way, but you can never change your biological sex.”

LGBTQ+ advocates, like the Montana Human Rights Network, say that by defining people as simply male and female, the bill would legislate “transgender, nonbinary, and intersex people out of existence.” The Montana Human Rights Network said the definitions used in SB 458 were based “on an unscientific and archaic understanding of basic biology.”

About an hour after the hearing, people gathered outside the Capitol in an April snowstorm for a drag show.

Performers lip-synced for a crowd ranging from kids to college students to retired folks who were waving rainbow-colored flags and carrying umbrellas.

As “Rise Up” by Andra Day played in the background, Katie Fire Thunder said she came to the drag show from Bozeman to show her allyship with the LGBTQ+ community.

Fire Thunder called this session’s anti-LGBTQ+ bills “disgusting,” and said they don’t represent Montana or what young people care about. But having both Zephyr and Howell serving in the Capitol has made a major difference, Fire Thunder said.

“When things are really hard and there’s all these hateful people, they’re a little glimmer of hope,” Fire Thunder said.

Kole Burdick, 20, also of Bozeman, said it’s important to “uplift queer people and show moments of queer joy,” and commended Zephyr and Howell for their work.

“I think they’ve been working really hard to protect our community and keep our community safe, and I really appreciate them for that,” Burdick said.

Keely Larson is the KFF Health News fellow for the UM Legislative News Service, a partnership of the University of Montana School of Journalism, the Montana Newspaper Association, and KFF Health News. Larson is a graduate student in environmental and natural resources journalism at the University of Montana.

KFF Health News is a national newsroom that produces in-depth journalism about health issues and is one of the core operating programs at KFF—an independent source of health policy research, polling, and journalism. Learn more about KFF.

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Risk of vaccine-preventable disease outbreaks at 30-year high, PAHO Director says

Cristina Mitchell

20 Apr 2023

Bachelor of Homeopathic Medicine and Surgery (BHMS) is an undergraduate
course for students who want to study homoeopathy and treat patients using homoeopathic
medicine, which is a form of alternative medicine.

Homoeopathy is
derived from two Greek words, ‘homoio’ meaning ‘similar’ and ‘pathos’ meaning
‘suffering’ or ‘like cures like.’  Homoeopathy is a therapeutic method of
treatment based on the concept of individualization and holism. They do it after
the completion of their 10+2 exam or any other equivalent. The duration of this
undergraduate course is 5½ years. This system aims to prevent illness¸ heal the sick, and preserve life. Homoeopathy originated in Germany and was introduced in India in the early 19th century. 

The course is a
full-time course pursued at various accredited institutes/hospitals nationwide. Some top accredited institutes/hospitals offering this course include the National
Institute of Homeopathy (NIH), Kolkata, North Eastern Institute of Ayurveda and
Homeopathy (NEIAH), Shillong, and more.

Admission to this course is done through the NEET-UG
Entrance exam conducted by the National Board of Examinations, followed by
counselling based on the scores of the exam that is conducted by the Ayush
Admissions Central Counselling Committee (AACCC) of the Ministry of Ayush, Govt. of
India. Dept. of AYUSH,
Union Govt. India regulates AYUSH education in the country.

The fee for pursuing a Bachelor of Homeopathic Medicine
and Surgery (BHMS) varies from college to college and
may range from Rs. 20,000 to Rs.3,00,000 per year.

After completion of their respective course, doctors
can either join the job market or can pursue an MD in Homeopathy program recognized by the Ministry
of Ayush or MBA/MHA in Hospital Administration or Healthcare Management. Candidates can start their clinical practice, Academics, and get into Research, Management, and administration or Drug manufacturing.

The average starting salary range is from Rs.30,000 to Rs. 4 lakhs per year.

What is a Bachelor of Homeopathic Medicine and Surgery (BHMS)?

Bachelor of Homeopathic Medicine and Surgery (BHMS) is
a five-and-a-half-year undergraduate program that includes 4½ years of main course and 1 year of
Internship that
candidates can pursue after completing higher secondary education.

Bachelor of
Homeopathic Medicine and Surgery (BHMS) follows the therapeutic method of treatment based on the concept of
individualization and holism. Remedies offered are made from natural substances
such as parts of plants, animals, their healthy or diseased secretions, minerals, and imponderabilia. Homoeopathy can successfully treat acute, long-standing
chronic diseases whereas allopathy has limitations without its after-effects.

Bachelor of
Homeopathic Medicine and Surgery (BHMS) subjects are Anatomy, Physiology,
Orfanon of medicine with homeopathic Philosophy, HBomeopathic Pharmacy,
Homeopathic materia medica, pathology, Forensic medicine and Toxicology, and
others.

Course Highlights

Course
highlights for Bachelor of
Homeopathic Medicine and Surgery (BHMS):

Name of
Course

Bachelor of
Homeopathic Medicine and Surgery (BHMS)

Level

Undergraduate

Duration of
Course

Five and a half years

Course Mode

Full Time

Minimum
Academic Requirement

Before or on December 31 of the year of admission to the Bachelor of Homeopathic Medicine and Surgery (BHMS) program, the applicant must be 17 years old. The Indian School Certificate examination, which is comparable to the 10+2 Higher Secondary examination, must have been passed by the candidate. The student must have earned 50% or above in the courses of physics, chemistry, and biology in addition to meeting English proficiency requirements. The minimum score for OBC, SC, or ST students is 40%.

Admission
Process / Entrance Process / Entrance Modalities

Entrance Exam NEET-UG

Merit-based Counselling conducted by

Ayush Admissions
Central Counseling Committee

Course Fees

from Rs.20,000 to Rs.3 lakhs per year 

Average
Salary

from Rs.30,000 lakhs to Rs.4 lakhs per year

Eligibility Criteria

The eligibility criteria
for Bachelor of Homeopathic Medicine and Surgery (BHMS) is defined as the set
of rules or minimum prerequisites that aspirants must meet to be
eligible for admission, which includes:

• The candidate must have
  passed intermediate Class 12 or its equivalent examination recognized by the
  concerned State Government and Education Board with the subjects of Physics,
  Chemistry, Biology, and English individually and must have obtained a minimum
  of 50% marks taken together in Physics, Chemistry, and Biology at
  the aforesaid qualifying examination in the case of general category and 40%
  Marks in the case of the Scheduled Castes, Scheduled Tribes, and Other Backward
  Classes.

• In respect of persons
  with disability candidates specified under the Rights of Persons with
  Disabilities Act, 2016 (49 of 2016), the minimum qualifying marks in the said
  qualifying examination in Physics, Chemistry, and Biology shall be 40%.
• Candidate shall be
  admitted to (BAMS), BSMS, BUMS, and BHMS Degree Courses only if he has attained
  the age of seventeen years on or before the 31st December of the
  year of his admission in the first year of the course and not more than of
  twenty-five years on or before the 31st December of the year of admission in
  the first year of the course.
• Provided that the upper
  age limit may be relaxed by five years in the case of the Scheduled Castes,
  Scheduled Tribes, Other Backward Classes, and physically handicapped
  candidates.

Admission Process:

The admission process contains a few
steps to be followed for the candidates for admission to BHMS. Candidates
can view the complete admission process for Bachelor of Homeopathic Medicine
and Surgery (BHMS) mentioned below:

• Pass the NEET Exam: The NEET UG or National Eligibility Entrance Test for Undergraduate Courses is a national-level undergrad level examination conducted by the NTA for admission to MBBS/BDS/ BSMS/BUMS/BHMS/BAMS/ and other undergraduate medical courses in approved/recognized Medical/Dental /AYUSH and other Colleges/ Deemed Universities /Institutes.

• Participate in Online Counselling: Online counselling would be conducted by the Ayush Admissions Central Counselling Committee (AACCC) of the Ministry of Ayush, Govt. of India. Information for online counselling would only be available on the Ministry of AYUSH website for BSMS/BUMS/BHMS/BAMS courses.
• Eligibility for admission to the BAMS course: It is necessary for a candidate to obtain a minimum of marks of 50th percentile in NEET UG to get admission to Bachelor of Ayurvedic Medicine and Surgery (BAMS) course.
• For candidates belonging to Scheduled Castes, Scheduled Tribes, and Other Backward Classes, the minimum marks shall be at the 40th percentile.
• For candidates with locomotory disability of lower amendments, the minimum marks shall be at the 45th percentile. The percentile shall be determined based on the highest marks secured in the All-India common merit list in “The National Eligibility-cum-Entrance Test for admission to the BAMS course.

Common
Counselling:

• An
  All-India Merit List of the qualified candidates shall be prepared based on All India Rank in the Merit List of the NEET (UG) and candidates
  shall be admitted to Undergraduate Ayurveda, Siddha, Unani, and Homeopathy
  Courses (ASU & H Courses) from the said list only, with existing reservation
  policy.
• Counselling
  for all India quota seats of Ayurveda, Siddha, Unani & Homoeopathy
  Government, Government aided Institutes, Central Universities, National
  Institutes, and Deemed Universities will be conducted by Ayush Admissions
  Central Counseling Committee (AACCC), and counselling for AIQ seats of Private
  ASU & H Institutes will be conducted by an authority designated by Central
  Government and Counselling for State quota seats will be conducted by
  respective State Government counselling authority as per the provisions of
  Regulations notified under IMCC Act, 1970 and HCC ACT, 1973.

Fees Structure

The fee structure for the Bachelor of Homeopathic Medicine and Surgery (BHMS) varies from college to college. The fee is generally less for
Government Institutes and more for private institutes. The average fee structure for a Bachelor of Homeopathic
Medicine and Surgery (BHMS) is around Rs. to Rs.30,000 to Rs. 4 lakhs per year.

Colleges offering Bachelor of Homeopathic Medicine and Surgery (BHMS)

There are various accredited institutes across India that
offer courses for pursuing a Bachelor of Homeopathic
Medicine and Surgery (BHMS).

As per the Ministry Of Ayush website, the following accredited
institutes/hospitals are offering courses for the academic year 2021.

S.NO.

Name of the College

State

Ownership

1.

Dr Gururaju Govt.
Homoeopathic Medical College, Gudivada Distt.Krishna- 521 301

Andhra Pradesh

Govt

2.

Dr.Allu Ramalingaiah Govt. Homoeopathic Medical
College, D.No.26-1-11, Near
‘Y’ Junction, Central

Jail Road,

Andhra Pradesh

Govt

3.

Adi
Shiva Sadguru Ali Saheb Shivaryula Homoeopathic Medical
College, Anantapur,

Guntakal, Andhra Pradesh

Andhra Pradesh

Pvt

4.

Govt. Homoeopathic Medical College, Ravindra Nagar Post, Kadapa – 516
003

Andhra Pradesh

Govt

5.

Maharaja’s Institute of Homoeopathic Sciences, D.

No. 31-15, Nellimarla, Vizianagaram-535217, Andhra Pradesh

Andhra Pradesh

Pvt

6.

A.S.R.Homoeopathic Medical College, Prathipadu,

Tadepalligudem, West Godavari District, Andhra Pradesh.

Andhra Pradesh

Pvt

7.

KKC Homoeopathic Medical
College, 1-52, KKC

Nagar, Parameswara Mangalam, Puttur, Andhra Pradesh

Andhra Pradesh

Pvt

8.

North East Homoeopathic Medical College &

Hospital, Vivek Vihar,
P.O. R.K.Mission, Itanagar- 791113

Arunachal Pradesh

Pvt

9.

Assam Homoeopathic Medical
College & Hospital,

Mull Singh Road,
Lakhinagar, P.O. Haibergaon, Nagaon-782002

Assam

Govt

10.

Swahid Jadav
Nath Homoeopathic Medical
College & Hospital, Vill. Bagharbari, P.O. Khanapara,

Guwahati-781002

Assam

Govt

11.

Dr.J.K.
Saikia Homoeopathic Medical College, P.O.-Cinnamara, Club
Road, Jorhat, Assam-785008

Assam

Govt

12.

National Institute of Homoeopathy, Block
GE, Sector III,
Salt Lake, Kolkata – 700106

Bengal

Govt

13.

Metropolitan Homoeopathic Medical
College &

Hospital, Ramchandrapur Sodepur, Kolkata – 700 010

Bengal

Pvt

14.

D.N. De Homoeopathic Medical College
& Hospital, 12,
Gobind Khatik Road, Kolkata – 700 046.

Bengal

Govt

S.NO

Name of the College

State

Ownership

15.

Mahesh Bhattacharya Homoeopathic Medical College and Hospital, H.I.T.Road , Ichapur,

Doomurjala, Howrah
-711101.

Bengal

Govt

16.

The Calcutta Homoeopathic Medical College &

Hospital, 265 – 266, Acharya Prafulla Chandra Rd.,
Kolkata – 700 009.

Bengal

Govt

17.

Netai
Charan Chakravarty Homoeopathic Medical College &
Hospital, 45, F Road, Belgachia 106-107,

Joynarayan Babu Ananda Dutta Lane, Howrah – 711 101.

Bengal

Pvt

18.

Midnapore Homoeopathic Medical College and
Hospital., Midnapore –
721104.

Bengal

Govt

19.

Bengal Homoeopathic Medical College & Hospital, P.O.Asansol, Ismile, Distt. Burdwan – 713 301.

Bengal

Pvt

20.

Burdwan Homoeopathic Medical College
& Hospital, Nimbark Bhavan, Rajganj, P.O.-

Nutanganj, Distt. Burdwan
– 713 102.

Bengal

Pvt

21.

Birbhum Vivekananda Homoeopathic Medical College
& Hospital, Sainthia, Distt. Birbhum – 731

234.

Bengal

Pvt

22.

Kharagpur Homoeopathic Medical
College and

Hospital, Kausallya, P.O.
Kharagpur, District Paschim Medinipur -721301

Bengal

Pvt

23.

Pratap
Chandra Memorial Homoeopathic Medical College and
Hospital, 14/1, Mahanam Brata Sarani

(N.N.Road), Kolkata - 700
011

Bengal

Pvt

24.

R.B.T.S. Govt. Homoeopathic Medical College
& Hospital, Ramdayalu Nagar . P.O. Ramna,

Muzaffarpur – 842 002.

Bihar

Govt

25.

G.D. Memorial Homoeopathic Medical College and Hospital, East Ram Krishna Nagar, Patna – 800
020

Bihar

Pvt

26.

Maharshi Mahi Homeopathic Medical College &
Hospital, Katihar

Bihar

Pvt

27.

Dr
Yadubir Sinha Homoeopathic Medical College
& Hospital, Laheriasarai Distt.Darbhanga – 846002

Bihar

Pvt

28.

Dr Halim Homeopathic Medical College &
Hospital, Eknighat, P.O.
Laheriasarai,

Distt.Darbhanga – 846 001

Bihar

Pvt

S.NO

Name of the College

State

Ownership

29.

Kent Homeopathic Medical College, At &
PO Khilwat, Vaishali-844516

Bihar

Pvt

30.

Dr. Rambalak Singh Gaya Homoeopathic Medical College & Hospital, P.O.Amwa, Bodh
Gaya, Gaya –

824231

Bihar

Pvt

31.

Patna Homoeopathic Medical College &
Hospital Ram Krishna
Nagar, Sorangpur, Patna
-800027

Bihar

Pvt

32.

Homoeopathic Medical College & Hospital, M-671, Sector-26, Chandigarh – 160 019.

Chandigarh

Pvt

33.

Nehru Homoeopathic Medical College
& Hospital, B-Block, Defence Colony, N. Delhi-110024

Delhi

Govt

34.

Dr. B.R.Sur Homoeopathic Medical College,

Hospital & Research Centre, Nanak Pura
Gurdwara, Moti Bagh-
II, New Delhi -110 021.

Delhi

Govt

35.

Kamaxi Devi Homoeo.Medical College & Hospital, Shiv-Shail, Karai Shiroda,-Goa-403103

Goa

Pvt

36.

Government
Homoeopathic Medical College, Dethali, Taluka- Siddhapur, District- Patan,
Gujarat

Gujarat

Govt

37.

C.D.P. College of Homoeopathic Medicine & Hospital, Near Anand Mangal
Society, Bhatar Road,

Surat - 395 001.

Gujarat

Pvt

38.

Smt.A.J.Savla, Homoeopathic
Medical College & Research Institute, Mehsana, Pushpanjali Building, Near Zilla Panchayat Quarters, Visnagar
Road,

Mehsana – 384 001.

Gujarat

Self finance

39.

Lalitaben Ramniklal Shah
Homoeopathy Medical College & Hospital, Rajkot, Gujarat.

Gujarat

Pvt

40.

Shree Mahalaxmiji Mahila Homoeopathic Medical College& Hospital, Nr. Vishwamitri Bridge, Munj

Mahuda Road, Vadodara-390011

Gujarat

Pvt.

41.

Ananya College of Homoeopathy, Kalol,
KIRC Campus,
Ahmedabad-Mehsana Highway,

Gandhinagar, Gujarat

Gujarat

Pvt

42.

Nobel Homoeopathic Medical College And
Research Institute, Junagadh, Gujarat

Gujarat

Pvt

43.

Gujarat Homoeopathic Medical College, AT &
P.O.Savli, Baroda -391770.

Gujarat

Govt-Aided

S.NO

Name of the College

State

Ownership

44.

B. G. Garaiya Homoeopathic Medical College, Rajkot

Gujarat

Pvt

45.

SS Aggarwal Homoeopathic Medical College, Near Devina
Park Society, Viranjali Marg, Gandevi Road,

Navsari, Gujarat.

Gujarat

Pvt

46.

Rajkot
Homoeopathic Medical College, Behind Jainath Petrol
pump, Gondal Road,
Rajkot-360002

Gujarat

Pvt

47.

Jawahar Lal Nehru
Homoeopathic Medical College & Hospital, Parul
Institute, P.O.Limbda,Ta.

Waghodia District, Vadodara Pin-391760

Gujarat

Pvt

48.

Parul Institute of Homoeopathy and
Research, at

Ishwarpura, P.O.Limbda, Ta. Waghodia District, Vadodara Pin-391760

Gujarat

Pvt

49.

Anand Homoeopathic Medical College & Research

Institute, Near Sardar
Baug, Bhalej Road, Anand - 388 001.

Gujarat

Govt-Aided

50.

Baroda Homoeopathic Medical
College, Near

SonarKui, opp. Xavier
Technical Institute, Sindhrot Road,
Sevasi, Vadodara-391101

Gujarat

Pvt

51.

Dr V.H.
Dave Homoeopathic Medical College, Hahnemann House, Amul Dairy Road,
Anand –388001.

Gujarat

Govt-Aided

52.

Sri Shamlaji Homoeopathic Medical College,

Hospital &
Research Institute, Dahod Road, Godhra, Distt. Panchmahal – 389 001

Gujarat

Pvt

53.

Smt.Malini Kishore Sanghvi Homoeopathic Medical

College , Oppsite Sumeru Navkar Tirth,
Amod Road, Kajan, Distt Vadodara-391240

Gujarat

Pvt.

54.

Swami
Vivekanand Homoeopathic Medical College & Hospital, Near Sports Complex
Sidsar Road, New

Bhavnagar-364060.

Gujarat

Pvt.

55.

Jay Jalaram Homoeopathic Medical College, At &

PO- Morva (Rena),
TA-Shahera, District- Panchmahal, Gujarat-389001.

Gujarat

Pvt

56.

(Pioneer)
M.S. Pathak Homoeopathic Medical College
& Hospital (OM Gayatri Charitable Trust), Ist Floor, Crystal
Plaza, Gotri Main
Road, Vadodara

-390021

Gujarat

Pvt

57.

Ahmedabad
Homoeopathic Medical College, Bhopal-Ghuma Road,
Ghuma, Ahmedabad

– 380 058.

Gujarat

Pvt

S.NO

Name of the College

State

Ownership

58.

C.N.
Kothari Homoeopathic Medical College & Research Centre, Near Van Chetna,
Kakanagar Bypass Highway, Tadkuva, Vyara,Distt.Surat-394

650

Gujarat

Pvt

59.

Bhargava Homoeopathic Medical College,

Vidyagram, At &
post-Dahemi, Ta-Borsad, Dist- Anand-388560.

Gujarat

Pvt

60.

Shri
Swaminarayan Homoeopathy College, Ahmedabad-Mehsana National Highway, AT & PO-

Saij, Kalol District Gandhinagar, Gujarat, Gujarat

Gujarat

Pvt

61.

Merchant Homoeopathy Medical College and
Hospital, Mehsana, Gujarat

Gujarat

Pvt

62.

JR Kisan Homeopathic Medical College &
Hospital, Rohtak-124001

Haryana

Pvt.

63.

Solan Homoeopathic Medical College & Hospital, Barog Bypass,
Kumarhatti, Solan-173229

Himachal Pradesh

Pvt.

64.

State Homoeopathic Medical College, Godda,
Jharkhand

Jharkhand

Govt

65.

Govt. Homoeopathic Medical College, Dr Siddaiah

Puranik Road, (Near
Govt. Medical Stores, Basaweshwara Nagar, Bengaluru-560079.

Karnataka

Govt.

66.

Dr
Malkareddy (old HKE’s) Homoeopathic Medical College and Hospital, Medical
College

campus, Kalaburgi, Gulbarga-585105

Karnataka

Pvt

67.

A.M. Shaikh Homoeopathic Medical College, Nehru
Nagar, Belgaum – 590 010.

Karnataka

Pvt

68.

Yenepoya
Homoeopathic Medical College & Hospital, S No-29,30,31, Naringana Village, Post-

Deralakatte(Mangalore), Talk-Bantwal, District Dakhin Kannada, Karnataka-575018.

Karnataka

Pvt

69.

KLE Academy of Higher
Education & Research,

JNMC Campus, Nehru Nagar, Belagavi-590010, Karnataka.

Karnataka

Pvt

70.

Alva's Homoeopathic Medical College, Alva's
Hospital Road, Moodbidri - 574227, Dakshin

Kannada, Karnataka

Karnataka

Pvt

71.

Father Muller’s Homoeopathic Medical College
& Hospital, University Road, Deralakatte, Mangalore

– 575018.

Karnataka

Pvt

S.NO

Name of the College

State

Ownership

72.

Rosy Royal
Homoeopathic Medical College & Hospital, Mallapura, Nelamangala, Bangalore-

562162, Karnataka

Karnataka

Pvt

73.

Bhagwan Buddha
Homoeopathic Medical College & Hospital, Srinidhi Complex, Outer Ring Road, Mallathalli, Bengaluru - 560056

Karnataka

Pvt

74.

Bhartesh Homoeopathic Medical College & Hospital, B.C.188, Old P.B.
Road, Belgaum – 590016.

Karnataka

Pvt

75.

Dr B.D.Jatti Homoeopathic Medical College &

Hospital, PG Research Centre, D.C. Compound, Dharwad – 580001

Karnataka

Pvt

76.

Sri Satyasai Homoeopathic Medical College &

Hospital, Karnataka High School, Regal
Circle, Dharwad- 580001

Karnataka

Pvt

77.

A.G.M. Homoeopathic Medical College
& Hospital, Navagrha Teerth Kshetra, Varur-Hubli, Karnataka

Karnataka

Pvt

78.

Aadhar's (Shri
Shiv Basav Jyoti)Homoeopathic Medical College & Hospital, CTS No.

10564A(P)M, M Extension, Next
to Vidhyadhiraj Sabhagraha Ramachandra, Belgaum - 590010.

Karnataka

Pvt

79.

SVE Trust
Veeerbhadreswara Homoeopathic Medical College, Karnataka

Karnataka

80.

BVVS Homoeopathic Medical
College & Hospital, Bagalkot -587101

Karnataka

Pvt

81.

Govt. Homoeopathic Medical College, Iranimuttom, Thiruvananthapuram -695009.

Kerala

Govt

82.

Govt.
Homoeopathic Medical College, Karamparamba, Distt.Kozhikode – 673010.

Kerala

Govt

83.

Dr Padiar Memorial Homoeopathic Medical College &
Hospital, Chottanikkara,
P.B.No.1,Distt. Ernakulam – 682312.

Kerala

Govt-Aided

84.

National Homoeopathy Research Institute in Mental Health (NHRIMH) at CRI (H), Kottayam, Kerala

Kerala

Govt

85.

Shri Vidyadhiraja Homeopathic Medical College, P.O.Nemom, Thiruvananthapuram-695020

Kerala

Govt-Aided

86.

Athurasramam
N.S.S. Homoeopathic Medical College, Sachivothamapuram, Kottayam – 686532.

Kerala

Govt-Aided

S.NO

Name of the College

State

Ownership

87.

Govt. Homoeopathic Medical College and Hospital, MACT HILLS, AYUSH Campus, beside
Kalia Sot

Dam, Chuna Bhatti,
Bhopal-462003 (M.P.)

Madhya Pradesh

Govt.

88.

Narayan Shree
Homoeopathic Medical College & Hospital, Pushpa
Nagar, Near Bhopal Railway

Station, Bhopal - 462 010

Madhya Pradesh

Pvt

89.

Ayushmati Education & Social Society,202, Ganga Jamuna Complex, Zone-I, M.P Nagar,
Bhopal- 462016; Madhya
Pradesh, [Ram Krishna
College of

Homoeopathy, Gandhi Nagar,
Bhopal]

Madhya Pradesh

Pvt

90.

R.K.D.F Homoeo.Medical College, Hospital &
Research Centre, NH-12,
Hoshangabad Road, Bhopal

Madhya Pradesh

Pvt

91.

Mahatma
Gandhi Homoeopathic Medical College &
Hospital, Delite Talkies Campus, Near Main

Railway Station, South
Civil Lines, Jabalpur(MP)

Madhya Pradesh

Pvt

92.

Anushree Homoeopathic Medical College, 112 Near Samdariya, Green City, Kashodhan Nagar,
Madhotal , Jabalpur-482002

Madhya Pradesh

Pvt

93.

Hahnemann Homoeopathic Medical
College &

Hospital, New Jail Bye Pass Road, Karond, Bhopal - 462038.

Madhya Pradesh

Pvt

94.

Shri
Gujarati Samaj Homoeopathic Medical College, Hospital & Research Centre
Scheme

No.54, A.B. Road,
Indore - 452010

Madhya Pradesh

Pvt

95.

Rani Dullaiya Smriti
Homoeopathy Medical College

and Hospital, Bhopal, Barkhedi kalan
Bhadbhada Road, Bhopal.

Madhya Pradesh

Pvt

96.

K.S.Homoeopathic Medical College, Gwalior, Madhya Pradesh

Madhya Pradesh

Pvt

97.

District Homoeopathic Medical College & Hospital,475 & 478,
Katju Nagar, Ratlam-457001

Madhya Pradesh

Pvt

98.

Y.M.T. Homoeopathic Medical College and Hospital, P.G. Institute, Institutional Area, Sector-4, Khargar, Navi Mumbai
- 410210.

Maharashtra

Pvt

99.

Dr M.L. Dhawale Memorial Homoeopathic Institute, Opp. S.T. Workshop, Palghar Boisor Road,

Palghar-401 404 (M.S.)

Maharashtra

Pvt

100.

Dhanwantari
Homoeopathic Medical College Hospital &
Research Centre, Dhanwantari Campus, Kamatwade, CIDCO, Nashik – 422 008

Maharashtra

Pvt

S.NO

Name of the College

State

Ownership

101.

Dhondumama Sathe
Homoeopathic Medical College, F.P.No.23, Off Karve Road, Pune –

411004.

Maharashtra

Pvt

102.

Kaka
Saheb Mhaske Homoeopathic Medical College & Hospital & P.G. Institute, Nagapur,

Bolhegaon Phata, Ahmednagar – 414111.

Maharashtra

Pvt

103.

Anantrao Kanase Homoeopathic Medical College &
Hospital , Junnar, Alephata, Pune-412411

Maharashtra

Pvt

104.

SNJB’s
Smt.Kanchanaburi Babulalji Abad Homoeopathic Medical
College, Neminagar,

Chandwad, Distt. Nashik
– 423 101.

Maharashtra

Pvt

105.

Dr D.Y.Patil Homoeopathic Medical College &
Research Centre, PIMPRI, Pune - 411 018

Maharashtra

Pvt

106.

Ahmednagar Homoeopathic Medical College &
Hospital, Savedi Road, Ahmednagar – 414003.

Maharashtra

Pvt

107.

Shri Jagat Guru
Panchacharya Edu. Society’s

Homoeopathic Medical College & Hospital, 200 E, Tararani Chowk, Kolhapur – 416003.

Maharashtra

Pvt

108.

Vamanrao
Ithape Homeopathic Medical College, New Nagar,
Sangamner, Distt. Ahmednagar-422605

Maharashtra

Pvt

109.

Smt. ChandaBen MohanBhai Patel Homoeopathic Medical College,Natakkar Ram Ganesh Gadkari

Marg, Irla , Vile Parle
(West), Mumbai – 400056

Maharashtra

Pvt

110.

Bharati Vidyapeeth's Homoeopathic Medical

College & Hospital,
Katraj, Dhankawadi, Pune- 411043

Maharashtra

Pvt

111.

Gulabrao Patil
Homoeopathic Medical College, 795, Gulabrao Patil
Eductional Campus, Near
Govt. Milk

Dairy, Miraj, Distt.

Maharashtra

Pvt

112.

KES,
LADP Homoeopathic Medical College
& Hospital, Bhatwadi, Balasaheb Khardekar Road,

Vengurla, Sindhudurg-416516.

Maharashtra

Pvt

113.

D.K.M.M. Homoeopathic Medical
College &

Hospital, Shree
Guru Ganesh Nagar,
Behind Bibi Ka Maqbara,
Aurangabad - 431 004.

Maharashtra

Pvt

114.

Motiwala
Homoeopathic Medical College & Hospital, Motiwala Nagar,Gangapur-Satpur Link

Road, Gangapur, Nashik
– 422 222.

Maharashtra

Pvt

115.

S.V.P Homoeopathic Medical College and Research Centre, Hingoli, Aurangabad, Maharashtra.

Maharashtra

Pvt

S.NO

Name of the College

State

Ownership

116.

Janseva
Mandal’s Sai Homoeopathic Medical College, Dugad Phata,
Tq.Bhiwandi, Distt. Thane

Maharashtra

Pvt

117.

Dr.J.J. Magdum Homoeopathic Medical College, Jayasingpur, Shirol, Distt. Kolhapur - 416 101.

Maharashtra

Pvt

118.

Sahakar Maharshi (Baliraja Shikshan Prasarak Mandal’s) Padmashri Shyamraoji Kadam

Homoeopathic Medical College, CIDCO, New
Nanded – 431603

Maharashtra

Pvt

119.

Guru Mishri
Homeopathic Medical College
& Hospital, Shelgaon, Tq Badnapur, Distt
Jalna-

4310202 (M.S,)

Maharashtra

Pvt

120.

Gondia Homoeopathic Medical College
& Hospital, Surya Tola ,Gondia-441614

Maharashtra

Pvt

121.

Purushottam Das
Bagla Homoeopathic Medical College and Hospital, Bagla Nagar, Babupeth,

Chandrapur – 442 403.

Maharashtra

Pvt

122.

Samarth
Edu. Trust's Homoeopathic Medical College &
Hospital A.M.1/1 Additional MIDC

Dagaon Road Satara - 415004

Maharashtra

Pvt

123.

Shri Takhatmal, Shrivallabh Homoeopathic Medical College, Homoeo. Sadan,
Rajapet, Amravati

Maharashtra

Pvt

124.

Vasantrao
Kale Homoeopathic Medical College & Hospital , P-12, M.I.D.C. Kallam Road,
Latur – 413531.

Maharashtra

Pvt

125.

Foster Developments
Homoeopathic Medical College, N-5,
CIDCO, Gulmohar Colony,

Aurangabad - 431001.

Maharashtra

Pvt

126.

K.E.S
C.H.Keluskar Homoeopathic Medical College & Hospital, Alibag, Distt.
Raigad-402 201.

Maharashtra

Pvt

127.

Adarsh Shikshan Sanstha's

Sonajirao Kshirsagar Homoeopathic Medical Vidyanagar(W), Beed - 431122.

Maharashtra

Pvt

128.

Sharad Chandra Homoeopathic Medical College, Ahmednagar, Maharashtra

Maharashtra

Pvt

129.

Vidya Vaibhav Dapoli
Homoeopathic Medical College, at Apti, P.O.
Talsure, Dapoli, Distt.

Ratnagiri-415712

Maharashtra

Pvt

130.

Nootan Homoeopathic Medical College &
Hospital, Gat. No-412,
Landgewadi, Tal.Kavethemahankal,

Sangli, Maharashtra.

Maharashtra

Pvt

S.NO

Name of the College

State

Ownership

131.

Atal
Bihari Vajpayee Homoeopathic Medical College, at Jalke(BK), Ahmednagar, Maharashtra.

Maharashtra

Pvt

132.

Sh. Chamundamata Homoeopathic Medical College &
Hospital, Plot No.9,10,11, Gayatri Nagar, Near

Telephone Nagar, Distt.
Jalgaon-425201

Maharashtra

Pvt

133.

P.D.Jain
Homoeopathic Medical College & Hospital, Vakil
Colony, Parbhani - 431401.

Maharashtra

Pvt

134.

Sayali Charitable Trust
College of Homoeopathy, Gut No. 141, 150, 55, Mitmita,
Nashik Road,

Aurangabad, Maharashtra.

Maharashtra

Pvt

135.

Godawari Foundation Dr. Ulhas Patil
Homoeopathic

Medical College, Godavari Hospital, M.J. College
Road, Distt.
Jalgaon-425001.

Maharashtra

Pvt

136.

L.M.F. Homoeopathic Medical
College, Near elpro Company, Behind
PCMC Auditorium, Chinchwad, Pune – 411033.

Maharashtra

Pvt

137.

Panchsheel Homoeopathic Medical
College &

Hospital, Civil Line, Khamgaon, Distt.- Buldhana - 444
303.

Maharashtra

Pvt

138.

Shri Bhagwan Homoeopathic Medical College, and Indira Gandhi
Memorial Hospital, CIDCO
N-6,

Aurangabad – 431003, Maharashtra

Maharashtra

Pvt

139.

Late Mrs Housabai Homoeopathic Medical College

& Hospital,
Nimishirgaon, Kolhapur District, Maharashtra

Maharashtra

Pvt

140.

North East
Institute of Ayurveda and Homoeopathy, Shillong

Meghalaya

Govt

141.

Dr Abhin Chandra Homoeopathic Medical College

& Hospital, Unit III,
Kharavela Nagar, Bhubaneshwar – 751001
Distt. Puri.

Orissa

Govt

142.

Odisha Medical College of Homoeopathy & Research, Majhipali, Sasan,
Distt.Sambalpur – 768

200.

Orissa

Govt

143.

Biju Pattnaik Homoeopathic Medical College, Behrampur –
760001, Ganjam, Orissa

Orissa

Govt

144.

Utkalmani Homoeopathic Medical College &
Hospital, Nayabazar, Rourkela – 769010.

Orissa

Govt

145.

Lord Mahavira Homoeopathic Medical College
&

Hospital, Dr
Hahneman Chowk, Kitchlu Nagar, Civil Lines, , Ludhiana – 141001.

Punjab

Pvt

S.NO

Name of the College

State

Ownership

146.

Homoeopathic
Medical College, Abohar, Hanumangarh Road,
Near bye pass,

Abhohar- 152 116.

Punjab

Pvt

147.

Mangilal Nirban
Homoeopathic Medical College & Research Instt., M.N.
Hospital Campus, Near Dr.

Karan Singh Stadium, Bikaner-334001

Rajasthan

Pvt

148.

Rajasthan Vidyapeeth
Homoeopathic Medical College Vidyapeeth Campus, Dabok,Udaipur-313

022

Rajasthan

Pvt

149.

Dr. M.P.K.Homeopathic Medical College, Hospital

& Research Centre, Station
Road, Jaipur – 302 006.

Rajasthan

Pvt

150.

Madhav Homoeopathic Medical College and
Hospital, Madhav Hills,
Sirohi, Rajasthan.

Rajasthan

Pvt

151.

Shri
Ganga Nagar Homeopathic Medical College, Near RIICO,
Hanuman Garh Road
Sri Ganga Nagar– 335002.

Rajasthan

Pvt

152.

Swasthya Kalyan
Homoeopathic Medical College and Research Center,
10A, Swasthya Kalyan

Bhawan, Sitapura Institutional Area, Tonk Road, Jaipur-302004.

Rajasthan

Pvt

153.

Arogya Homoeopathic Medical College. Naila,
Jaipur - 303012, Rajasthan

Rajasthan

Pvt

154.

Govt. Homoeopathic Medical College & Hospital, Thirumangalam, Distt. Madurai - 625 706.

Tamil Nadu

Govt

155.

Sarada Krishna
Homoeopathic Medical College, Kulasekharam, Distt.Kanyakumari - 629161

Tamil Nadu

Pvt

156.

Vinayaka Mission's Homoeopathic Medical College

& Hospital, Sankari Main Road (NH-47), Seeragapadi, Salem- 636308.

Tamil Nadu

Pvt

157.

Venkateswara Homoeopathic Medical College
& Hospital, 6/177-A, Mount Poonamallee Road,
Porur,

Karambakkam, Chennai - 600116

Tamil Nadu

Pvt

158.

Maria Homoeopathic Medical College & Hospital, Perai, Thiruvattar, Kanyakumari,
Tamil Nadu-

629177.

Tamil Nadu

Pvt

159..

White
Memorial Homoeopathic Medical College, Attoor, Veeyannoor Distt. Kanyakumari – 629 177.

Tamil Nadu

Pvt

160.

Sri Sairam Homoeopathic Medical College & Research Centre, Sai Leo
Nagar, West Tambaram,

Tamil Nadu

Pvt

S.NO

Name of the College

State

Ownership

Chennai-600044

161.

Dr Hahnemann Homeopathic Medical
College & Research Centre, Koneripatty, Rasipuram,

Namakkal Distt.-637408

Tamil Nadu

Pvt

162.

Excel Homoeopathy Medical
College, Ranganoor

Road, Paalkapalayam Village, Sankari West psot- 637303, Namakkal district,
Tamil Nadu

Tamil Nadu

Pvt

163.

R.V.S. Homoeopathic Medical College, 242
B Trichy Road,
SULUR Coimbatore – 641 402

Tamil Nadu

Pvt

164.

Sivaraj Homoeopathic Medical College & Research

Institute, Siddhar Kovil
Road, Thumbanthulipatty, Salem
- 636 307

Tamil Nadu

Pvt

165.

Jaisoorya
Potti Sreeramulu Govt.Homoeopathic Medical College, Ramanthapur, Hyderabad-500 013

Telangana

Govt

166.

Jeeyar Integrated Vwedic
Academy, Sri Ram
Nagar,

Muchintal Road, palmakol P.O, Shamshabad, Hyderabad, Telangana- 509325

Telangana

Pvt

167.

MNR Education Trust, Bhagyanagar Colony,
Madhapur, Hyderabad, Telangana 500081

Telangana

Pvt

168.

Devs Homoeopathic Medical College, Devnagar, R R Distt.,
Andhra Pradesh

Telangana

Pvt

169.

Shreeyan Ishan Education
Society- Hamsa Homoeopathy Medical College, Hospital And

Research Centre, Ksheersagar village, Mulugu Mandal, Telangana

Telangana

Pvt

170.

State Lal Bahadur Shastri
Homoeopathic Medical College & Hospital, 24,Chaitham Lines,

Phaphamau, Allahabad – 211 002

Uttar
Pradesh

Govt

171.

State National Homoeopathic
Medical College & Hospital, 1, Viraj Khand,
Gomti Nagar, Lucknow –

226001.

Uttar
Pradesh

Govt

172.

Pt. Jawaharlal Nehru
State Homoeopathic Medical College, Block – A/1, Scheme – 38, Lakhanpur, Kalyanpur, Kanpur, UP

Uttar
Pradesh

Govt

173.

State K. G. K. Government Homoeopathic Medical College,
Moradabad, UP

Uttar
Pradesh

Govt

S.NO

Name of the College

State

Ownership

174.

State Shri
Durgaji Homoeopathic Medical College & Hospital, Chandeshwar, Azamgarh – 276
128.

Uttar
Pradesh

Govt

175.

State Dr. Brij Kishore Homoeopathic Medical College & Hospital, Deokali, Faizabad – 224 001.

Uttar
Pradesh

Govt

176.

State Ghazipur Homoeopathic Medical College, Rauza, Ghazipur,
UP

Uttar
Pradesh

Govt

177.

Government Homoeopathic Medical College and Hospital, Kasimpur Road, Chherat, Aligarh-202122.

Uttar
Pradesh

Govt

178.

State Homoeopathic Medical College and Hospital, Barhalganj, Gorakhpur-273402.

Uttar
Pradesh

Govt

179.

Bakson Homoeopathic Medical College, Plot

No.36B, Knowledge Park,
Phase-I, Greater NOIDA,
Distt.-Gautam Budh Nagar-201306

Uttar
Pradesh

Pvt

180.

Chandola
Homoeopathic Medical College & Hospital, Kichha
Road Rudrapur P.O
Lalpur District

U.S.Nagar, Nainital, Uttrakhand- 263148

Uttarakhand

Pvt

Syllabus

Bachelor of
Homeopathic Medicine and Surgery (BHMS) is a five-year undergraduate course
that provides training in Homeopathy.

Given below is the Syllabus
for B.H.M.S. (Direct
Degree) Course according to
the HOMOEOPATHY (DEGREE COURSE) B.H.M.S. REGULATIONS, 1983 (As Amended up to
June 2005).

INTRODUCTION

The basic objective
of education and training in a Homoeopathic institution is to prepare a competent Homoeopathic Physician who is capable of functioning independently and effectively under
Rural and Urban setups.

In order to achieve
this, the following
syllabus and curriculum have been designed:-

A.
Sound
Foundation:-

To function
effectively as a Homoeopathic physician
a thorough grasp of medical
concepts is imperative. For this, the educational process shall be perceived as an integrated evolving process and not
merely as an acquisition of a large number of
disjointed facts.

A
student shall have to pass through a Training procedure that encompasses the above well, right from Ist BHMS to IV BHMS
and also during the internship period.

He shall undergo an education process wherein
learning of Facts and Concepts right from 1st
Year is in continuity, in an evolutionary
& progressive pattern. In 1st BHMS, students shall study the fundamental principles of
Homoeopathy and will also learn more of applied
anatomy than a multitude
of minor anatomical details.

In
IInd BHMS, a student shall be exposed to very vital concepts of susceptibility and symptomatology with Analysis-Evaluation and details of the Homoeopathic concepts, old logic of Homoeopathy. These will attain much
deeper significance (if care is taken
by teachers of pathology and Organon-Philosophy) when the current knowledge of INFLAMMATION, IMMUNITY, is
correlated well with concepts of susceptibility.

In IIIrd BHMS, there is an opportunity
to fortify the foundation at the best by correlating the Theory of Chronic
Diseases and the Pathophysiological facts on Gynecology, Surgery, and Medicine.
A student shall have to be taught the spectrums
of various diseases in correlation with the spectrum of miasmatic
manifestations. He will then be able to use a well-concluded EVALUATION ORDER OF Characteristics to derive an Operationally valid reportorial Totality.

The knowledge
gathered in this pattern will keep him constantly aware of his objectives
and his role as a Homoeopathic Physician. The integration will eliminate the state of confusion. The Therapeutics
Actions then will be right and complete, utilizing
the full repertories of the Medicinal and Non-medicinal measures, keeping him up-to-date about all fresh scientific developments and inculcating values of continuous Medical Education.

B.
Execution:-

Maximum
emphasis shall be placed on the applied aspects of all the subjects. Thus teachings
of Anatomy, Physiology, and Biochemistry will demand greater
emphasis on applied aspects of these
sciences. The teaching of Pathology will demand a sharp focus on general Pathology, while Regional Pathology will come up as
an application. It shall require
correlation with Medicine, Surgery, and Gynecology. All these need to be studied
from a Homoeopathic perspective, hence the emphasis on the applied aspect of Organon Philosophy & Homoeopathic
Therapeutics representing application to all
other subjects.

C.
Inter-Departmental Co-ordination:-

Essentially,
the entire approach becomes an integrated approach. All departments shall develop
a cohesive well defined program
that demands marked inter-departmental coordination.

It is therefore desirable
to have teaching programs wherein,
by rotation, each department
participates in the teaching coordinating well with the other faculties with constant updating and evaluation. The
coordination has to be in the way given in
the text under each subject inside these Regulations. This will ensure
fundamental and exceptional clarity.

D.
Deductive-Inductive Teaching:-

While teaching, there shall be balance in
designing deductive and inductive processes in
mind. There shall be less emphasis on didactic lectures. A major portion of the time of the
students shall be devoted to demonstrations, group discussions, seminars, and clinics.
Every attempt shall be made to encourage students to participate in all these
to develop their personality,
character, and expressions and to ensure their grasp of concepts rapidly.

E.
Patient-Oriented
Teachings:-

In
order to impart integrated medical education the PATIENT has to be in the
Centre right from day one of the IInd BHMS.

The importance of social factors in relation to
the problem of health and disease shall receive
proper emphasis throughout the course and to achieve this objective, the educational process
shall be community as well as hospital-based.

Based
on the above concepts the course of studies, as laid down in these Regulations, will help to fulfill these needs. While doing so, the need of the hour, past experience in learning
and teaching is taken into
consideration.

ORGANON OF MEDICINE
AND PRINCIPLES OF HOMOEOPATHIC PHILOSOPHY &PSYCHOLOGY FIRST
B.H.M.S

INTRODUCTION TO THE SCIENCE OF HOMOEOPATHY

Organon-Philosophy
is a vital subject that builds up the conceptual base for the Physician. It illustrates those principles which when
applied in practice enable the Physician to obtain results, that he can explain rationally and repeats in
practice with greater competence. The Focus of Education and Training should be to build up the
conceptual base.

Homoeopathy should be introduced as a Complete Rational System of Medicine with its Holistic, Individualistic,
and Dynamistic approach to life, Health, Disease, Remedy, and cure.

In
order to achieve this, the study of logic, psychology, and the fundamentals of Homoeopathic Science
become quite important.

It
is imperative to have a clear grasp of Inductive-Deductive Logic, and its
application and to comprehend the
fundamentals of Homoeopathic Science. The homeopathic approach for the patients
is a Holistic approach. Science
demands the Homoeopathic Physician, to comprehend his
patient as a PERSON, his dispositional state of Mind (and Body), along with the disease process with its causes. Since
we lay great emphasis on knowing the mind, knowledge of psychology becomes imperative for a Homoeopathic Physician. This introduction to
Psychology will assist Homoeopathic students to build up their conceptual base in their
direction.

I.
Fundamental of Homoeopathic Science.

Preliminary lectures on the evolution of medicinal practice
by the ancients gave stress
to rationalistic and vitalistic thoughts.

1. A short history
   of Hahnemann’s life and contributions.
2. Brief life and
   contributions of early pioneers after
   Hahnemann.
3. Brief study
   of the early history of spread of homoeopathy & position of Homoeopathy in various countries.
4. Hahnemann’s
   Organon of Medicine from aphorism
   1 to 70.
5. Fundamental Principles of Homoeopathy.
6. Health: Hahnemann’s and modern concept.
7. Introductory lectures
   on diseases, their classification, drug diseases, case taking and drug proving.

II.
Logic

The
term ‘Logic’ means ‘though’ ‘reason’ ‘Law’ and is used to denote the totality
of rules to which the process of
thought is subjected, a process that reflects the reality. It is also used to denote the science
of the rules of reasoning and the
forms in which it occurs.

As
discussed earlier, to comprehend ORGANON-PHILOSOPHY, it is essential to
acquaint with an understanding of
LOGIC in order to grasp inductive-deductive reasoning.

III.
Introduction to Psychology.

1. Definition of Psychology – as a Science and its differences from
   other Sciences. Concept of Mind –
   Contemporary schools of psychology with special reference to Behaviouristic and psychoanalytic approaches.
2. The scientific study of behaviour, intelligence, cause–effect relation
   – behaviouristic (Pavlov, Watson, Skinner) and dynamics of behaviour (Freud and Neo Freudians).
3. Basic concepts
   of sensation, perception, illusion, Hallucination, Delusion,
   Image, Intelligence, aptitude, attention, thinking and memory.
4. Emotion, motivation, personality, anxiety, conflict,
   frustration, psychomatic manifestations and dreams.
5. Developmental psychology – normal developments since birth to maturity (both
   physical and psychological) and deviations – its
   effects on later behaviour.

*The attempt should be made to make a student receptive
to various terms in the teachings of Materia Medica and Homoeopathic Philosophy.

II. B.H.M.S.

- IN THREE SECTIONS-

Section 1

Hahnemann’s
Organon of Medicine Aphorism: 1 to 145

The purpose
of Homoeopathic case taking is not merely the collection of symptoms but comprehending
the PERSON IN WIDER DIMENSIONS with the
correct appreciation of the factors
responsible for the genesis and maintenance of illness i.e. Fundamental
Cause, PREDISPOSING CAUSE,
MAINTAINING CAUSE & ONE SIDED DISEASES.

There should be compulsory case taking term for each student wherein
he learns to ‘build up PORTRAIT of the disease
by undertaking:-

• Evolutionary study of the patient comprising of well-defined
  characteristics.
• Studying individual in His life-span
  and in relation to his family environment and work.
• Processing of the interview
  and the entire case so as to grasp the principles of MANAGEMENT of these patients.

He
should be taught to classify various symptoms which he has elicited in his case-taking. He puts down his evaluation
of those characteristics. His capacity for analysis and synthesis should evolve. In the appendix, the Analytical
paper for symptom classification and Evaluation is attached. If practised properly, has the potential to improve the analytical faculty of the student.

Physicians,
Teaching Staff, R.M.O. and House Staff shall spend enough time with the students and interns and scrutiny of their written
cases, discuss the mode of interview and process the case.

There
should be standardization in imparting training in ANALYSIS AND EVALUATION. Each Institute shall
keep the standard guidelines of Case – taking.

GUIDELINES ANALYSIS –EVALUATION OF OBJECTIVES OF ANALYSIS EVALUATION OF SYMPTOMS

• To individualize
  the case so as to prepare an effective totality which allows us to arrive at the Similimum, prognosis the
  case, and advise management and impose necessary restrictions on the mode of life and diet.
• To infer about
  state susceptibility by appreciating the quality of characteristics state of susceptibility and diagnosis
  of miasmatic state would allow physicians to formulate a comprehensive plan
  of treatment.
• Order of evaluation
  of the characteristics, of the case would become a stepping stone for the reportorial
  totality.

• CLASSIFICATION OF SYMPTOMS: Their scopes and limitations in
  arriving as a totality.

Symptoms
should not be considered superficially at its face value. It should be analyzed
and evaluated by taking into account the following factors.

• Through a grasp
  of the underlying dynamics. (Psychological, Physiological, Pathological aspects).
• This would demand
  thorough comprehension of the evolution of DISEASE, taking into account
  FUNDAMENTAL, EXCITING & MAINTAINING CAUSES.
• Knowledge of socio-cultural background is quite imperative for correct analysis
  and evaluation. Details
  regarding SYMPTOMATOLOGY can be comprehended by referring to the
  classical books in philosophy.

The
Department of Organon & Philosophy while training in Case Taking shall
coordinate with various other
departments where student is sent for pre-clinical and clinical training. This would ensure not only streamlining of the clinical
Centres but also cultivate Homoeopathic perspective when student is attending other
special clinics.

EVALUATION-EXAMINATION

1. Students’ performance shall be evaluated periodically. There shall
   be periodical card tests and internal
   (theory and practical) examinations in each academic year. The concerned teaching staff shall file
   his general report on the conduct of internal
   examinations and also on student’s
   performance, which shall be
   discussed in departmental and
   interdepartmental meetings.
2. Each student appearing for II and III BHMS shall maintain one
   journal comprising of 20 cases (10
   short and 10 long cases) with complete processing of the case material
   for each examination, which shall be evaluated by the head of the department.
3. There shall be provisions for the internal assessment of all these
   examinations and journal work in
   the Final II and III BHMS
   examinations respectively.

III. BHMS

When a student
enters the third year, he has already grasped the basic Sciences of Anatomy, Physiology, and Pathology and has been
introduced to Clinical Medicine, Surgery, Gynaecology, and Obstetrics.

Organon
including Philosophy is the subject that builds up the conceptual base for the physician. It illustrates those principles
which when applied in practice enable physician to obtain results which he can explain rationally and repeats them
in practice with greater competence.
Focus of the Education & Training should be to build up this conceptual
base. This can be delivered
effectively if there is proper integration of various disciplines, various knowledge
throughout the subject of ORGANON-PHILOSOPHY.

(I)
HAHNEMANN’S THEORY
OF CHRONIC DISEASE

Proper
emphasis should be made on the way in which each miasmatic phase evolves and
the characteristic expressions which are thrown off at various level. This will bring out the characteristic
PATTERN of each miasm. A definite attempt should be made to understand the theory of CHRONIC MIASM in the light of
our knowledge of basic sciences of ANATOMY,
PHYSIOLOGY, PATHOLOGY & MEDICINE. This would demand CO-RELATION OF

HOMOEOPATHIC PHILOSOPHY with allied sciences.

Teachers should bring out clearly therapeutic implications of the THEORY OF CHRONIC
MIASM in practice. This will demand comprehension of the EVOLUTION OF
NATURAL DISEASE from a miasmatic angle.
This will require to be correlated with applied Materia Medica. Here you demonstrate how various drugs would come up in
Psoric, Sycotic and Syphilitic state of the clinical
diseases.

Thus ORGANON
& PHILOSOPHY will bring out effectively integration of Anatomy, Physiology Psychology, Pathology, Clinical
Medicine, Materia Medica and Therapeutics. This would demand greater interdepartmental coordination.

(II)
HAHNEMANN’S ORGANON
OF MEDICINE Vth & VIth EDITIONS

(including Aphorism 1 to 294).

• Kent’s lectures,
  Robert and Stuart's close works in
  Philosophy.
• POSOLOGY.
• DIET, ANCILLARY
  MODE OF TREATMENT.
• INTRODUCTION OF REPERTORY.

Students
should maintain a journal of 20 cases wherein thoroughly worked out cases from
their clinic attendance would be there.

Cases should demonstrate the student’s
work on CASE TAKING - CASE ANALYSIS-
EVALUATION-DISEASE, DIAGNOSIS-MIASM-POSOLOGY-REMEDY SELECTION.

IV.
BHMS

Here
the focus is on applied aspect of Organon & Philosophy. Maximum emphasis
shall be given on practice-oriented teaching
of Organon and Philosophy.

This can be effectively achieved
by studying the various cases taken by students in OPD & IPD.

Case analysis,
evaluation and synthesis
takes into account
the application of the entire ORGANON from Aphorism 1 to 294 and all
principles of Philosophy as illustrated in I, II, III BHMS.

More
emphasis to be given on case taking, case analysis, evolution, posology
miasmatic diagnosis, potency
selection and repetition of doses, second prescription, diet, regimen and other pressures with the principle of
management during OPD and IPD visits, so that the students can have the practical
knowledge of the treatment and management of the patient.

The following topics shall
be taught during
IV BHMS in depth:-

1. History of Medicine.
2. History of Homoeopathy, its spread to different countries.
3. Life and living environment.
4. Concepts of health and factors modifying it.
5. Concept of susceptibility and vital reaction.
6. Concept of disease and totality of symptoms.
7. Concepts of Drug, Medicine
   and Remedy.
8. Concept of Cure and Disease and Drug relationship.
9. Scope and limitations of different modes of employing
   medicines in disease
   Antipathy, Allopathy and Homoeopathy.
10. Various methods
    of classification and evaluations of symptoms common and characteristic General and particular.
11. Concepts of incurable
    disease, suppression and palliation.
12. Prophylactics.
13. Scope and limitations of Homoeopathy.
14. Remedy response, prognosis after administration of a remedy.
15. Principles and criteria
    for repetition and selection of potency.

Paper I – Topics from 1-15

Paper II- Topics from Kent’s lectures, Stuart Close and Roberts Philosophy, Case taking at beside.

APPENDIX

The purpose of Homoeopathic Case taking is not merely collecting the symptoms but comprehending the person in wider dimensions, with correct appreciation of the causes
for the illness.

The
adequacy in Case Taking and Physical examination should be judged from the
following angle:-

• To carry out
  successful individualization of the case and to conclude about state of the susceptibility.
• Finding out a simillimum with correct potency
  and doses.
• Prescribing proper diet to the patient.
• Advising the management of the case.
• The pathology
  and homoeopathic prognosis.

Anatomy and Physiology

Study of Normal Man in
Pre-clinical Period.

Human
economy is the most difficult of all sciences to study. Man is conscious
mentalised, living being and
functions as a whole. Human knowledge has become so vast that for precise comprehension of man as a whole
development of different branches of science like anatomy physiology and psychology was necessary.
But such a division is only an expedient; man
nevertheless remains
indivisible.

Consciousness,
life and its phenomena cannot be explained in terms of cell physiology or of quantum mechanics nor by physiological
concepts which in their turn are based on chemico- physical concepts.

Though
anatomy and physiology are hitherto being taught as entirely different
subjects, a water-tight barrier
should not be erected between them; structure (anatomy) and function (physiology) are but correlated aspects
and the physio-chemical processes are but an external expression of an inexplicable phenomenon which is
life.

So anatomy
and physiology shall
be taught with the
following aims:-

• to provide
  for the understanding of the morphological, physiological and psychological
  principles which determine and influence the organism of the living
  body as a functioning unit;
• to co-relate and
  interpret the structural organism and normal physiology of the human body and thus to provide the data on
  which to anticipate disturbance of functions;
• to enable the
  student to recognize the anatomical
  and physiological basis of the
  clinical signs and symptoms of disorders due to injury, disease and mal development;
• similarly, to give the student to understand the factors involved
  in the development of pathological processes and the possible
  complications which may arise there from;
• to give the
  student such knowledge on pre clinical subjects as will enable him ultimately to employ competently and rationally all the ordinary
  methods of

examination and treatment (including surgery) that may involve such knowledge; and

• for enabling the
  student to pick out strange, rare and uncommon symptoms from pathognomonic symptoms for individualization of patients
  and drugs for the purpose
  of applying the law of similar
  in Homoeopathic practice.

Anatomy

Instructions
in anatomy shall be so planned as to present a general working knowledge of the structure of the human body. The amount of
detail which he is required to memorize should
be reduced to the minimum. Major emphasis should be laid on functional
anatomy of the living subject rather
than on the static structures of the cadaver, and on general anatomical positions and broad relations of the
viscera, muscles, blood-vessels, nerves and lymphatic. Study of the cadaver is only a mean to this end. Students should
not be burdened with minute anatomical details which have no clinical
significance.

Though
dissection of the entire body is essential for the preparation of the student
for his clinical studies, the burden
of dissection can be reduced and such saving of time can be effected, it considerable reduction of the
amount of topographical details is made and the following points:-

1. Only such details as have professional of general educational value for the medical student should be presented to him.
2. The purpose
   of dissection is not to create technically expert prosecutors but to give the student an understanding of the
   body in relation to its function, and the dissection
   should be designed to achieve this end, for example, ignoring of small and clinically unimportant blood vessels
   results in such clearer dissection and a much clearer
   picture of the main structures and their natural relationships.
3. Much that is at present taught by dissection could be demonstrated
   as usefully through prepared dissected specimens.
4. Normal radiological anatomy may also form part of practical
   training. The structure
   of the body should be presented linking functional
   aspect.
5. Actual dissection should be preceded
   by a course of lectures on the general
   structure of the organ or the system under discussion and then its
   function. In this way anatomical and
   physiological knowledge can be presented to students in an integrated form and the instruction of the whole course of anatomy and physiology made more interesting, lively and practical.
6. A good part of
   the theoretical lectures on anatomy can be transferred to tutorial classes
   with demonstrations.

A
few lectures or demonstrations on the clinical and applied anatomy should be
arranged in the later part of the
course. They should preferably be given by a clinician and should aim at demonstrating the anatomical basis of
physical signs and the value of anatomical knowledge to the clinician.

Seminars and group discussions to be arranged
periodically with a view or presenting different
subjects in an integrated manner.

Formal class room lectures to be
reduced but demonstrations and tutorials to be increased. There should be joint teaching-cum demonstration sessions with clinical
materials illustrating applied
aspect of Anatomy
in relation to clinical subjects.
This should be arranged once a fortnight and even form part of
series of introductory lectures if be needed.

There
should be joint seminars with the departments of Physiology and Bio-chemistry
and should be organized once a month.
There shall be a close correlation in the teaching of gross Anatomy,
Histology, Embryology and Genetics. The teaching of areas and systems in Anatomy, Physiology including Bio-chemistry shall be
integrated as far as possible.

THEORETICAL

A complete course of human anatomy with general working
knowledge of different
anatomical parts of the body. Emphasis
should be laid down on the general anatomical positions and broad relations
of the viscera, muscles, blood vessels, nerves and lymphatic,
Candidates should not be burdened with minute anatomical details of every description
which has no clinical significance.

Candidates
will be required to recognize anatomical specimen and to identify and answer questions on structures displayed in
recent dissections, to be familiar with the bones and their articulations including the vertebrae, the
skull and with the manner of classification of the long bones.

Emphasis will not be laid on minute details
except in so far as is necessary
to the understanding or in their application to medicine and surgery.
Candidates are expected to know the
attachments of muscles sufficiently to understand their action, but not be
precise- details of the origin and
insertion of every muscle. A knowledge of the minor details of the bones of the hand, foot, their
articulations and details of the small bones of the skull will not be required.

The curriculum of Anatomy should
be divided under
the following headings:-

1. Gross Anatomy-to be dealt under the following categories:-

• Introductory lectures
  with demonstrations.
• Systematic series.

The study to be covered by deductive lectures,
lecture, demonstrations, surface
and radiological anatomy,
by dissection of the cadaver
and study of dissected specimen.
Knowledge thus obtained together with co-relation of facts should be
integrated into living anatomy.
Details of topographical relation should be stressed for these parts which are
of importance in general practice.

• Superior extremity, inferior extremity, head, neck, thorax,
  abdomen and pelvis to be studied regionally and system by system (special
  reference to be made to development and its anomalies, regional, innervations, functional groups of muscles
  in relation to joints of otherwise and Applied Anatomy).
• Endocrine organs
  with special reference to development and
  applied anatomy.
• Development anatomy –
  General principles of development and
  growth and the effect of hereditary and environment
  factors to be given by lectures, charts, models and slides.
• Neuro-anatomy,
  Gross anatomy of brain and spinal cord and the main nerve tracts.
  The peripheral nerves.
  Cranial nerves their relations course and distributions.

Autonomic nervous system-Development and anomalies, applied Anatomy.

The
study to be covered by lectures, lecture demonstrations of brain and cord, and
clinical co-relation.

N.B:- The practical study should proceed the
study physiology nervous system, Early co- relation with the
clinical course desirable.

1. Micro anatomy
   (Histology) – Modern concepts of cell, epithelial tissue, connective tissue,
   muscular tissue, nervous
   tissue and systemic structure.
2. Introductory Lectures:-

• Modern conception of cell components and their functions, why a cell divides, cell division, types with their signification.
• Genetic individuality:- (i) Elementary genetics
  definition, health and
  diseases, result of interaction between organism and its environments, utility of knowledge from a homoeopathic point of view.

(ii)
Mandel’s laws and their significances. (iii)Applied genetics.

• Embryology.
• General anatomy & Micro-anatomy.
• Regional anatomy-Regional Anatomy shall be taught with emphasis on developmental anatomy, broad relationship,
  surface marking, Radiological anatomy, and applied anatomy.

(a) Extremities:-

(i). Skeleton, position
and functions of joints. (ii). Muscle groups,
lumber plexus,

• Arterial supply,
  venous drainage, neurovascular bundles,
  lymphatic and lymph nodes, relation of nerves to bones.
• Joints with
  special emphasis on lumbo-sacral, hip, knee and ankle joints, muscles producing movement, results of nerve injury.
• Radiology of bones
  and joints. Classification, determination of age. (vi). Applied anatomy.

(vii). Surface marking of main arteries, nerves.

(b) Thorax:-

• Skeleton of joints, of muscles, of chest wall-diaphragm, innervation of abdominal and thoracic respiration, different
  with age. The mammary gland,
  lymphatic drainage.
• The pleura & lungs.
• Arrangements
  structures in the mediastinum, heart, coronary artery great vessels, trachea, oesophagus, lymph
  nodes, thymus.
• Radiology of heart, aorta,
  lungs, bronchogram.
• Surface marking-pleura, lungs, heart-valves of heart, border,
  arch of aorta, superior venacava, bifurcation
  of trachea.
• The abdominal
  wall-skin and muscles, innervation of fascia,
  peritoneum, blood vessels, lymphatics, autonomic ganglia and plexuses.
• Stomach, small
  intestine, caecum, appendix, large intestine.
  (iii). Duodenum, pancreas, kidneys, uterus,
  supra-renals.
• Liver and gall
  bladder.
• Pelvis, skeleton
  and joints, muscles
  of the pelvis, organs internal
  and external genitalia in male and in the female, lumbosacral plexus,
  vessels, lymphatics, autonomic ganglia, and plexuses.
• Blood vessels
  and nerve plexuses of abdomen and pelvis, the portal venous
  system.
• Applied anatomy
  of referred pain, portal systemic anastomosis,
  catheterization of the urinary bladder
  in the male and female.
• Surface marking
  of organs and blood vessels.
• Scalp-Innervation, vascular
  supply middle meningeal artery.
• Face-main muscles
  groups, muscles of facial expression muscles of mastication, innervation of skin and repair muscles,
  vascular supply, principles of repair scalp
  and face wrinkles.
• The eyelids,
  eyeball, lackrymal apparatus, the muscles that move the eyeball.
• The nasal cavity and nasopharynx, septum,
  conchae, paranasalsinus, Eustachian tube, lymphoid masses.
• Oral cavity
  and pharynx.
• Larynx and laryngeal part of Pharynx
  structure (No details)
  functions, nerve supply,
  larynage-scopic appearances.
• Cervical vertebrae, joints of head and neck.
• Structures of neck, sternomastoid, brachial plexus, main arteries and veins, disposition of lymph nodes,
  areas of drainage, phrenic nerve,
  thyroid gland and its blood supply, para-thyroid, the trachea, oesophagus. The position of the
  Sub-mandibular and sublingual salivary glands.
• Teeth and dentition.
• The external,
  middle and internal ear. (xi). Applied
  anatomy.

(c) Abdomen and pelvis:-(d) Head
and neck:-

(xii). Surface marking:
Parotid gland, middle meningeal artery, thyroid gland, common internal and external carotid arteries.

(e) Neuro anatomy:-

• Meanings-functions of
• Cerebrum-areas of localization, vascular
  supply basal ganglion,
  internal capsule.
• Cerebellum-functions.
• Pens, medullar
  midbrain, cranial nerves,
  palsies.
• The cerebrospinal fluid formation, circulation function, and absorption.
• (vi). Cranial nerves, origin, courses (with minimum anatomical details) areas of distribution;

• The sympathetic and parasympathetic nervous
  system location, distribution, and function.
• Applied anatomy of lumbar puncture, referred pain, spinal
  anesthesia, and increased intracranial
  pressure.
• Histological study systemic

PRACTICAL

Demonstration of dissected parts/Dissection of the whole human body.

Identification
of histological specimen of tissues and organs viz, liver, kidney, lungs, thyroid, pancreas, spleen,
trachea, oesophagus, stomach, tongue,
intestine, large intestine, testes, every bone, adipose tissue, spinal cord, suprarenal gland, parotid
gland, anterior pituitary salivary glands,
skin, parathyroid gland, cerebellum, cerebral cortex, cardiac muscle.

The written
paper in Anatomy
shall be distributed as follows:-

Paper
I - Upper extremity, head, face, Neck, brain and Embryology Paper II - Thorax, abdomen, pelvis, lower extremity and Histology.

PHYSIOLOGY INCLUDING BIOCHEMISTRY

The purpose of a course in physiology is to teach the functions,
processes and inter-relationship of the different
organs and systems of the normal disturbance in disease and to equip the
student with normal standards of reference for use while diagnosing and treating deviations from the normal.
To a Homoeopath the human organism is an integrated whole of body
life and mind; and though life includes
all the chemico-physical processes it transcends them. There can be no symptoms
of disease without vital force
animating the human organism and it is primarily the vital force which is
deranged in disease. Physiology shall be taught from the stand point of description physical processes underlying them in health.

There
should be close co-operation between the various departments while teaching the
different systems. There should be
joint courses between the two
departments of anatomy and physiology
so that there is maximum
co-ordination in the teaching
of these subjects.

Seminars
should be arranged periodically and lecturers of anatomy, physiology and
bio-chemistry should bring home the point
to the students that the integrated approach is more meaningful.

THEORETICAL

Introductions

Fundamental phenomena of life. The cell and its differentiation. Tissues
and organs of the body.

Biochemical Principles

Elementary constituents of protoplasm, Chemistry
of proteins, carbohydrates and lipids, Enzymes.

Biophysical Principles

Units of concentration of ablutions, ions, electrolytes and non-electrolytes filtration, diffusion, ultrafiltration,
dialysis, surface tension, absorption, hydrotrophy, domain equilibrium colloid,
acid-base concentration.

Environmental Physiology

1. Skin structure and functions.
2. Regulations of body temperature hypothermia.
3. General introduction and classification of muscle
   fibers.
4. Excitation-construction coupling
   and molecular basis of construction.
5. Properties of skeletal muscles
   and factors affecting
   development of tension.
6. Energy metabolism of muscles.
7. Structure and function of nerve
   cell.
8. Bioelectric phenomena in the nerve and muscle. R.M.P., Action
   and its propagation, neuromuscular transmission.
9. Classification and properties of nerve fibers.
10. Wellerian degeneration, regeneration and reaction of degeneration.
11. Composition and functions in general.
12. Physiology of plasma proteins, normal values, E.S.R. & other blood indices.
13. Physiology of
    R.B.C., W.B.C. and platelets formation, fate and physiological and functions of formed
    elements of blood.
14. Body fluid compartments, their measurements, blood
    volume and its regulation.
15. A.B.O. and RH Blood group systems.
16. Lymphatics and R.E. system.
17. Coagulation & haemostasis.
18. Structure and properties
    of cardiac muscle.
19. Generation and conduction of cardiac impulse,
    E.C.G. (Normal).
20. Cardiac cycle with reference
    to pressure, volume changes, heart sounds etc.
21. Heart rate and its regulations.
22. Haemodynamics, B.P. and its regulation.
23. Nervous and chemical control of blood vessel.
24. Physiological basis of shock.
25. Introduction, general
    organization.
26. Mechanics of respiration, compliance.
27. Pulmonary volumes
    and capacities.
28. Pulmonary and alveolar ventilation
29. Physical principles of gaseous exchange
    a transport of respiratory gases.
30. Nervous and chemical control of respiration.
31. Hypoxia, acclimatization, cyanosis, dyspnoea, asphyxia,
    abnormal respiration.
32. Pulmonary function tests.
33. Effect of high
    and low atmospheric pressure effect of respiration on circulation, artificial respiration.

Skeleton-Muscular SystemNerveBloodCardio Vascular System:
(C.V.S.)Respiratory SystemDigestive System

1. General introduction, Organisation plan and evolutionary significance.
2. Composition, function
   and regulation of salivary, gastric
   pancreatic intestinal and biliary’s secretions.
3. Movements of G.I. tract.
4. Absorption of G.I. tract.
5. Physiology of Liver and Gall
   bladder structure and functions.
6. General introduction, structure and
   functions of kidney.
7. Mechanism of formation of urine.
8. Mechanism of concentration and dilution of urine.
9. Physiology of micturation.
10. Physiology of pituitary, thyroid,
    parathyroid, pancreas adrenal cortex and adrenal medulla.
11. Regulation of secretion of endocrine glands.
12. Introduction in general and types of reproduction.
13. Physiology of testes and ovaries.
14. Physiology of menstruation, pregnancy and lactation.
15. Placenta and its function, foetal circulation and respiration.
16. General Organisation, structure and
    function of nerve cell and neuralgia.
17. Cerebrospinal fluid.
18. Physiology of synapse and receptor organs.
19. Physiology of reflex
    action-classification properties etc. of reflexes.
20. Sensory and motor tracts and effects
    of sections transaction & hemisection of the spinal
    cord.
21. Spinal, decereberate and decorticate preparations
    and Regulations of posture and equilibrium.
22. Reticular formation.
23. Cerebellum and basal ganglia.
24. Sensory and motor
    cortex.
25. Physiology of voluntary movements.
26. Higher functions
    of cortex: sleep and wakefulness, EEG, memory, speech, learning.
27. Physiology of thalamus and hypothalamus and limbic system.
28. Physiology of autonomic nervous system, peripheral and central mechanism.
29. Physiology of taste and smell
    sensation.
30. Ear-General anatomy,
    conduction of sound waves
    through external, middle
    and internal ear.
31. Peripheral and central mechanism of hearing
    and auditory pathways.
32. General anatomy
    refractory media and protective mechanisms in Eye.
33. Formation, circulation and functions of aquous humor.
34. Physiology of optics,
    Formation of image, accommodation errors of refraction, acuity of vision.
35. Physiology of
    retina photographer functions, dark and light adoption, photochemistry of
    vision, colour vision.
36. Visual pathway
    and effects of various levels.

Excretory SystemEndocrineReproductionCentral Nervous SystemSpecial SensesNutrition

1. Balanced diet and special
dietary requirements during pregnancy, lactation and grown.

BIOCHEMISTRY

Biochemical principles and elementary constituents of protoplasm Chemistry of proteins

Chemistry of carbohydrates Chemistry of lipids Enzymes
and vitamins

Metabolism of proteins, fats carbohydrates, minerals,
Biophysical process and their principles in relation to human body

LIST OF PRACTICALS IN PHYSIOLOGY

1. Method of Collection of Blood.
2. Haemoglobinometry.
3. The Microscope-Construction; Use & Care.
4. Total White Blood Cell Count.
5. Differential WBC count.
6. Packed Cell Volume.
7. Packed Cell Volume.
8. Calculation of Blood Indices.
9. E.S.R.
10. Bleeding Time.
11. Clotting Time.
12. Blood Groups.
13. History taking and General
    Examination.
14. Examination of Alimentary System.
15. Examination of the cardiovascular system.
16. Pulse.
17. Determination of
    Arterial Blood Pressure in Humans and effect of posture, exercise and Cold stress.
18. Clinical Examination of the Respiratory system, E.C.G.
19. Stethography.
20. Spirometry.
21. Examination of Higher Functions.
22. Cranial Nerves.
23. Motor Functions.
24. Reflexes.
25. Sensory system.
26. Recording of Body
    Temperature.
27. Varieties of Stimuli: Faradic
    or induced and Galuanic or Constant Current Apparatus Used in the Laboratory.
28. Excitability of Muscle.
29. Effect of Graded Stimuli.
30. Simple Muscle
    Twitch, Effect of temperature on the muscle.
31. Effect of two successive stimuli on the Skeletal Muscle of Frog.
32. Genesis of Tetanus.
33. Fatigue.
34. Effects of Fee and after Loading on Frog’s Gastrocnemius Muscle.
35. Heart Block.
36. Properties of Cardiac Muscle.
37. Perfusion of Mammalian Heart and effect of various
    ions on it.
38. Effect of stimulation of Vagosympathetic Trunk and Crescent on Frog’s Heart.
39. Effect of Acetylcholine on Heart.
40. Effect of Adrenaline on Frog’s Heart.
41. Action of Nicotine on Frog’s Heart.
42. Photokinetic stimulation, Ophthalmoscopy and Tonometry.
43. Recording Mammalian
    blood pressure and respiration and study of factors influencing them.
44. Specific Gravity
    of Blood.
45. Gastric Analysis.
46. Introduction to Biochemistry and familiarization with laboratory Instruments.
47. Study of Disaccbarides-
    Lactose, Maltose & Sucrose.
48. Study of Polysaccharides – Starch,
    Dextrin & Glycogen.
49. Introduction of Proteins.
50. Normal Urine report (Inorganic and Organic Constituents).
51. Unknown solutions
    – Study.
52. Quantitative &
    Estimation of Glucose
    in Urine.

LIST OF DEMONSTRATIONPRACTICAL IN BIOCHEMISTRYPaper-I

Elements
of Biophysics, Biochemistry, Blood and lymph, Cardiovascular system,
Reticuloendothelial system, spleen,
Respiratory system Excretory System, Skin, regulation of body temperature,
sense organs.

Paper-II

Endocrine organs, nervous system,
nerve muscles physiology, Digestive system and metabolism, Biochemistry of protein,
carbohydrate and lipoid,
enzymes, Nutrition.

Practical Examination

1. Examination of Physical
   and chemical constituents of normal
   and abnormal urine (qualitative).
2. Enumeration of total cell count of Blood (R.B.C.
   or W.B.C.) or differential
   count of peripheral blood or estimation
   of percentage of HB.
3. Viva-voce on instruments and apparatus.
4. Biochemistry examination of proteins/carbohydrate/lipoid.
5. Experimental physiology.
6. Laboratory Note-Book.
7. Viva-voce on experiments.

Homoeopathic Pharmacy

Theory

Instruction
in Homoeopathic Pharmacy should be so planned as to present general working
knowledge of an industry and
dispensing various preparation. Major emphasis should be laid on evolution and relationship of Homoeopathic Pharmacy to
Organon and Materia Medica, the concept of drug Proving and Dynamisation.

The curriculum of Homoeopathic Pharmacy should be divided under
following headings:-

Part I:- Orientation to subject – elementary history
of Botany, Zoology
and Chemistry with rules of their nomenclature and their respective terminologies.

1. (A) Explanation of terms like common names,
   synonyms, Hyponyms, typonyms, invalid names.

• Advantages and disadvantages of Commercial names
  and botanical names.
• Anomalies in the nomenclature of Homoeopathic Drugs.

Schools of Medicine: their discovery, principles pharmacology and Materia Medica, scope and limitations.

History of the art and science
of Pharmaceutics.

Literature on Homoeopathic Pharmaceutics.

Sources of Homoeopathic Pharmacy.

Homoeopathic Pharmacy: its speciality and originality.

Importance of the knowledge
of Pharmacy.

Sources of knowledge about curative powers
of the technique of Drug proving in Homoeopathy.

Aspects of Pharmacy.

Relation of Pharmaceutics with other sciences.

Inter-relationship of different schools
of Pharmacy with emphasis
on relationship of Allopathic and Homoeopathic Pharmacy.

Properties of Drugs.

(a) Routes
of Administration of drugs in general.

Routes of Administration of Homoeopathic remedies.

1. Action of Drugs.
2. Uses of Drugs.

Part-II

Explanation and definitions of:-

• Foods, Poisons,
  cosmetics.
• Drug substance, Drug, Medicine, Remedy.
• Pharmacy, Pharmacology and Pharmacopoeia, Pharmacodynamics and other related
  terms used in relation to the subject.
  Homoeopathic Pharmacopoeia,

Homoeopathic Pharmacy
in relation to:-

• Organon of Medicine Aphorism
  264 to 285.
• Materia Medica.
• National Economy.

Pharmacy and Pharmacopoeia; its Sources and relation with other sciences. Classification of Homoeopathic Medicines according to
their.

• Botanical and
• Zoological natural
  orders.

English name of each medicine.

Common
names in Indian Languages like Assamese, Bengali, Hindi, Gujarati, Kannad,
Konkani, Maithili, Malayalam,
Marathi, Sanskrit, Tamil, Telgu, Urdu, Oriya etc. with emphasis on the students learning
the common names of their
region.

Posology

Homoeopathic Posology: Its logic,
advantages and disadvantages. Potentisation: Its logic, scientificity and evolution and scales.

Vehicles

Scales for preparation of drugs

Pharmacological Action of
Polychrest medicines (50 medicine list attached) Abbreviations used
in prescription writing.

Legal part: legislation in respect
of Homoeopathic Pharmacy, Drug and Cosmetic Act, Poison Act, Pharmacy Act.

PRACTICAL

• Identification, and uses of Homoeopathic Pharmaceutical instruments and appliances and their cleaning.
• Identification of important Homoeopathic Drugs (vide list attached).
• Macroscopic study of 30 drugs
  substances and listed
  in Appendix I,
• Collection of 30 drugs substances for herbarium.
• Microscopic study of two triturations up to 3x potency.
• Estimation of moisture content
  of one drug substance with water bath.
• Purity test of ethyl alcohol, distilled
  water, sugar of milk, including
  determination of specific
  gravity of distilled water and alcohol.
• Estimation of size of globule, its medication of milk sugar and
  distilled water making of doses.
• Preparation and dispensing and dilute alcohol
  solutions and dilutions.
• Preparations of mother tinctures
  of 3 polycrests.
• Preparations of trituration of 3 crude drugs upto 3X.
• Preparation of mother tinctures
  and solutions other
  than 10 percent
  Drug strength.
• Potentisation of 3 mother tinctures upto 6 decimal scale and 3 centesimal scale.
• Trituration of 3 drugs upto 6x and their
  conversion into liquid
  potencies.
• Preparation of external applications – one of each.
• Writing of prescriptions
  and dispensing of the same.
• Laboratory methods:-
• Sublimation
• Distillation
• Decantation
• Filtration
• Crystallization
• Percolation
• Visit to a Homoeopathic Laboratory to study the manufacturing of drugs
  on a large scale.

APPENDIX:

PHARMACOLOGICAL ACTION

List of Drugs included
the Syllabus of Pharmacy for study of Pharmacological
action (30)

1. Aconite nap 16.
   Glononie
2. Adonis vernalis 17. Hydrastis Can
3. Allium cepa 18. Hyoscynamus n
4. Argentum nit 19. Kali bich
5. Arsenic alb 20. Lachesis
6. Belladonna 21. Lihium
   carb
7. Cactus G 22. Mercurius cor
8. Cantharis 23. Naja t
9. Cannabis ind 24. Nitric acid
10. Cannabis sat 25. Nux vomica
11. Cinchonna off 26. Passiflora incarnata
12. Coffea crud 27.
    Stannum met
13. Crataegus 28. Stramonium
14. Crotalus hor 29. Symphytum
15. Gelsemium 30. Tabacum

LIST OF DRUGS FOR IDENTIFICATION

VEGETABLE KINGDOM

1. Aegle
folia 2. Anacardium orientale

3. Andrographis penniculata 4. Calendula
offic

5. Cassia sophera 6. Cinchonna
off

7. Cocculus
indicus 8. Coffeea cruda

9. Colocynth
cittrallus 10. Crocus
sativa

11. Croton tig 12. Cynodon

13. Ficus religiosa 14. Holerrhena antidysentrica

15. Hydrocotyle 16.
Justisia adhatoda

17. Lobelia
inflata 18. Nux vomica

19. Ocimum 20. Opium

21. Rauwolfia
serpentine 22. Rheum

23. Saraca
indica 24. Senna (cassia acutifolia)

25. Stramonium met 26. Vinca minor

II.
CHEMICALS

1. Acetic Acid

2. Alumina

3. Argentum metallicum

4. Argentum nitricum

5. Arsenic alb

6. Calcarea carb

7. Carbo veg (charcoal)

8. Graphitis

9. Magnesium

10. Mercury (the metal)

11. Natrum mur

12. Sulphur

II.
ANIMAL KINGDOM

1. Apis malefic
2. Sepia
3. Blatta orientalis
4. Tarentula cubensis
5. Formica ruba

HOMOEOPATHIC MATERIA
MEDICA

1. Homoeopathic
   Materia Medica is differently constructed as compared to other Materia Medica. Homoeopathy considered that study of the action of drugs on individual parts or systems of the body or on animal or their isolated organs is
   only a partial study of life processes under such action and that it does not lead us to a full appreciation
   of the action of the medicinal agent; the drug agent as a whole is lost
   sight of.
2. Essential and
   complete knowledge of the drug action as a whole can be supplied only by qualitative synoptic drug experiments on healthy persons and this alone can make it possible to view all the scattered data in relation to the
   psychosomatic whole of a person and it is just such a person as a whole
   to whom the knowledge of drug
   action is to be applied.

3. The Homoeopathic Materia Medica consists
   of a schematic arrangement of symptoms produced by each drug, incorporating no
   theories for explanations about their interpretation or inter- relationship. Each drug should be studied
   synthetically, analytically and comparatively, and this alone would enable a Homoeopathic student to
   study each drug individually and as a whole and help him to be a good prescriber.

4. Polychrests and
   the most commonly indicated drugs for every day ailments should be taken up first so that in the clinical classes
   or outdoor duties the students
   become familiar with their applications. They should be thoroughly dealt with explaining all comparisons and relationship. Students should be conversant
   with their sphere or action and
   family relationship.

The less common and rare drugs should be taught in outline, emphasizing only their most salient features and symptoms. Rare drugs
should be dealt with later.

5. Tutorials must be
   introduced so that students in small numbers can be in close touch with teachers and can be helped to study and
   understand Materia Medica in relation to its application in the treatment
   of the sick.
6. While teaching
   therapeutics an attempt should be made to recall the Materia Medica so that indications for drugs in a clinical
   condition can directly flow out from the proving of the drugs concerned. The student should be
   encouraged to apply the resources of the vast Materia Medica in any sickness and not limit himself to memorize
   a few drugs for a particular disease. This Hahnemannian approach will not only help him in understanding the proper
   perspective of symptoms as applied and their
   curative value in sickness but will even lighten his burden as far as formal
   examination are concerned. Otherwise
   the present trend produces the allopathic approach to treatment of diseases and
   it contradictory to the
   teaching of Organon.

Application of Materia Medica
should be demonstrated from cases in the outdoor and hospital wards. Lectures
on comparative Materia
Medica and therapeutics as well as tutorials should
be as far as possible be integrated with lectures on clinical medicine in the
various departments.

7. For the teaching
   of drugs the college should keep herbarium sheets and other specimens for demonstrations to the students. Lectures
   should be made interesting and slides of plants and materials may be projected.

8. Introductory lectures:
   Teaching of the Homoeopathic Materia
   Medica should include:-

• Nature and scope of Homoeopathic Materia
  Medica.
• Sources of Homoeopathic Materia
  Medica.
• Different ways of studying
  the Materia Medica.

1. The drugs are to be taught under the following heads:-
1. Common name, natural,
   order, habitat, part used, preparation.
2. Sources of drug proving.
3. Symptomatology of the drug emphasizing the characteristic symptoms
   and modalities.
4. Comparative study of drugs.
5. Complimentary, inimical, antidotal and concomitant remedies.
6. Therapeutic applications (applied Materia
   Medica).

1. A study of 12 issue
   remedies according to Schusler’s biochemic system of medicine.

APPENDIX-I

1. Acontile nap

2. Aethusa cyan

3. Allium cepa

4. Aloe socotrina

5. Antimonium crud

6. Antimonium tart

7. Apis malefic

8. Argentum nit

9. Arnica Montana

10. Bryonia alb

11. Chamomilla

12. Cina 25. Silicea

13. Colchicum autumn.

14. Colocynthis

15. Dulcamara

16. Euphrasia

17. Ipecac

18. Ledum Pal

19. Nux vomica

20. Rhus tox

21. Calcarea flour

22. Calcarea phos

23. . Calcarea sulph

24. Ferrum phos

25.

APPENDIX-II

Syllabus of Materia
Medica for the II B.H.M.S.
Examination.

In addition to the list of drugs for the first B.H.M.S. Examination (Appendix I), the following additional drugs are included
in the Syllabus of Materia Medica
for the II B.H.M.S. Examination.

EXAMINATION

1.

Acetic acid

2.

Actea recemosa

3.

Agaricus muscarius

4.

Agnus castus

5.

Alumina

6.

Ambra grisea

7.

Ammonium carb

8.

Ammonium mur

9.

Anacardium ori

10.

Apocynum can

11.

Arsenic album

12.

Arsenic iod

13.

Aurum met

14.

Arum triph

15.

Baptisia tinctor

16.

Berberris vulg

17.

Bismuth

18.

Borax

19.

Bromium

20.

Bovista

21.

Cactus g

22.

Calcarea ars

23.

Calendula

24.

Camphora

25.

Cantharis

26.

Chelidonium maj

27.

Conium mac

28.

Digitalis per

29.

Drosera

30.

Ferrum met

31.

Gelsemiun

32.

Helliborus

33.

Hepar sulph

34.

Ignatia

35.

Kali brom

36.

Kreosatum

37.

Natrum carb

38.

Nux
moschata

39.

Opium

40.

Petroleum

41.

Phosphorus

42.

Phytolocca

43.

Platina met

44.

Sepia

45.

Spongia tost

46.

Veratrum alb

47.

Kali mur

48.

Kali phos

49.

Magnesia Ph

50.

Natrum sulph

APPENDIX III

In addition to the drugs mentioned in Appendix I&II, the
following additional drugs are included in
the syllabus of Materia
Medica for the 3rd BHMS Examinations:-

1. Actea spicata

2.

Adonis vernalis

3. Antimonium ars

4.

Argentum metallicum

5. Asafoetida

6.

Asterins rubens

7. Baryta
carb

8.

Belladonna

9. Benzoic
acid

10.

Bufo rana

11. Caladium

12.

Calcarea carb

13. Cannabis indica

14.

Cannabis sativa

15. Carbo
vegitabilis

16.

Causticum

17. Crotalus hor

18.

Croton tig

19. Cuprum
met

20.

Cyclamen

21. Diaoscorea villosa

22.

Equisetum

23. Graphitis

24.

Hyoscymus n

25. Hypericum

26.

Iodum

27. Kali carb

28.

Kali sulph

29. Kalmia latfolia

30.

Lachesis

31. Lycopodium

32.

Mercurius sol

33. Mercurius cor

34.

Mercurius sulph

35. Moschus

36.

Murex

37. Muriatic acid

38.

Naja t

39. Natrum
mur

40.

Natrum phos

41. Nitric
acid

42.

Onosmodium

43. Oxalic
acid

44.

Petroleum

45. Phosophoric acid

46.

Physostigma

47. Picric
acid

48.

Plumbum met

49. Podophyllum

50.

Pulsatilla

51. Secale
cor

52.

Selenium

53. Staphisagria

54.

Stramonium

55. Sticta
p

56.

Sulphur

57. Sulphuric acid

58.

Symphytum

59. Syphylinum

60.

Tabacum

61. Taraxacum

62.

Tarentula C

63. Teribinthina

64.

Thalapsi bursa
p

65. Theridion

66.

Thuja

67. Thyroidinum

68.

Vaccinum

69. Zincum met

APPENDIX IV

List of drugs
included in the Syllabus
of IV B.H.M.S. examination:-

1. Abies can

2. Abies nig

3. Abroma Augusta

4. Abrotanum

5. Acalypha indica

6. Anthracinum

7. Bacillinum

8. Baryta mur

9. Bellis per

10. Calotropis indica

11. Capsicum

12. Carbo animalis

13. Carbolic acid

14. Carrica papaya

15. Cassia saphora

16. Caulophyllum

17. Cedron

18. Cicuta virosa

19. Clematis

20. Cocculus indica

21. Coffea cruda

22. Collinsonia

23. Condurango

24. Corallium

25. Crataegus

26. Crocus sativa

27. Eupatorium per

28. Ficus religiosa

29. Flouric acid

30. Glonoine

31. Hellonius

32. Hydrastis can

33. Hydrocotyle as

34. Jonosia asoka

35. Justicia adhatoda

36. Lac can

37. Lac def

38. Lilium tig

39. Lithium carb

40. Lobelia inf

41. Lyssin

42. Magnesia carb

43. Magnesia mur

44. Medorrhinum

45. Melilotus a

46. Mephitis

47. Mercurius cynatus

48. Mercurius dull

49. mezerium

50. Millifolium

51. Occimum sanct

52. Psorinum

53. Pyrogenum

54. Radium bromide

55. Rananculus bulb

56. Raphanus

57. Rathania

58. Rauwolfia serpentine

59. Rheum

60. Rhododendron

61. Rumex

62. Ruta G.

63. Sabadilla

64. Sabal Serulatta

65. Sabina

66. Sambucus

67. Sangunaria can

68. Sanicula

69. Sarasaparilla

70. Spigelia

71. Squila

72. Stannum met

73. Syzygium jambolanum

74. Trillium pendulum

75. Urtica urens

76. Vaccinum

77. Variolinum

78. Veratrum viride

79. Vibrinum opulus

80. Vinca minor

81. Vipera

II. B.H.M.S.

GENERAL PATHOLOGY AND MICROBIOLOGY (INCLUDING PARASITOLOGY, BACTERIOLOGY AND VIROLOGY)

Study of pathology must be in relation with concept of Miasm as evolved by Dr. Hahnemann
and further developed by Kent, Boger, Robert
and Allen.

Concept of Miasm in view of Pathology, Reference
to Koch’s Postulate.

Importance of susceptibility and immunity thereby
homoeopathic concept of Disease and Cure.

• Characteristic expression of each miasm.
• Classification of symptoms/disease according to Pathology.
• Correlation of Miasm and Pathology for e.g.
  Psora –inflammation etc.
• Natural evolution in Pathology.

Resolution – Inflammatory
exudative. Degeneration, Suppurative

• Interpretation of Pathological report
  of all diseases and correlate the utility of it in Homoeopathic system of
  Medicine.

Similarly
all the topics in General Pathology and Systemic Pathology must be co-related,
at each juncture, so that the
importance of Pathology is understood by a Under-Graduate student in Homoeopathy.

Topics of General
Pathology in Relation
with Miasms

• Inflammation Repair Healing
  Injury
• Immunity
• Degeneration
• Neoplasm
• Thrombosis
• Embolism
• Oedema
• Disturbances of Pigment
  Metabolism

Calcium Metabolism Uric Acid Metabolism Amino Acid Metabolism

Carbohydrate Metabolism Fat Metabolism

• Hypertrophy Healing
• Hyperplasia
• Anaplasia
• Metaplasia
• Ischaemia
• Hemorrhage
• Shock
• Atrophy
• Relaxation
• Hyperemia
• Infection
• Pyrexia
• Necrosis
• Gangrene
• Infarction

SYSTEMIC PATHOLOGY

In each system the important and common disease
should be done.
By keeping in view its evolution, mode of presentation, progress and outcome of the disease.
For e.g.

In Alimentary System

· Tongue - Ulcer, Tumour

· Oral Cavity - Thrush, Tumour

· Oesophagus - Inflammatory Disease, Tumour

· Stomach - Inflammatory Disease

· Auto-Immune Disease

· Tumour

· Duodenum - Inflammatory Disease, Acid Pepsin
Digestion

· Intestine Small and Large - Ulcers, Infection,

· Tumour, Malabsorption

· Appendix - Inflammatory Disease

· Liver - Inflammatory Disease Tumours

Cirrhosis Jaundice

• Gall Bladder - Inflammatory Disease Tumour
• Pancreas - Inflammatory Disease Tumour
• Cardio Vascular
  Disease - Common Disorders
• Central Nervous
  Disease - Common Disorders
• Respiratory Disorders - Common Disease
• Kidneys - Common disorders Tumours
  Urodynamics
• Genitals Male and Female - Common Disorder

Tumors

• Skeletal and Muscular Disease - Common Disorders
• Skin - Common Disorders, Melanoma, etc.

Clinical Pathology - Complete Haematology

Practical

Clinical and Chemical Pathology:-

Estimation of haemoglobin (by acidometer) Count of R.B.Cs.
and W.B.Cs. staining
of thin and thick
films, differential counts and parasites.

Erythrocyte
sedimentation rate, urine, physical, chemical microscopical, quantity of
albumin and sugar, faces-physical chemical
(occult blood) and microscopical for ova and protozoa.

Methods of sterilization, preparation of a media, use of microscope. Gram and acid fast stains.
Motality preparation. Gram positive and negative cocci and bacilli. Special
stains for corynebacterium-gram and acid fast stains of pus and sputum.

Haconkeys
plate-sugar reactions-gram stain and motility of gram negative intestine
bacteria, Widal and demonstration of
Pasteur and of spirochetes by dark field illumination Fountain’s strain-Lovaditt’s stain. Demonstration of Methods
of nacrobiosis.

Histopathology:

Common teaching side from each systems.
Demonstration of gross Pathological specimen. Practical demonstration of Histopathlogical techniques i.e. Fixation, Embedding.

Sectioning staining by common dyes and strain. Frozen
section. Its importance.

Electron Microscopy Phase contrast
microscopy.

1.
BACTERIOLOGY:

Morphology,
biology, sterilization, chemotherapy, principles of artificial media,
infection, defence reaction,
immunity, hypersensitiveness, skin tests, systematic study of bacteria
habits, importance morphological, cultural biochemical, serological and toxic behaviour
of the common pathogenic and non-pathogenic species.
Pathologic changes produced
by diseases bacteria
and their laboratory diagnosis. Staphylococci, streptococci, displococci, Neisseria, Mycobacterium tuberculosis (Types)
mycobacterium leprae, names and differentiation of spirochetes from
pathogenic mycobacterium
corynobacterium diphtheria. Aerobic
spore bearing bacteria-bacillus anthreis, anaerobes, general and special features of the pathogens. Names of some important non-pathogens. Gram
negative, intestinal bacteria classification, identification of the pathogen
salmonella, vibric, bacterium, pasteruella, general idea about haemophiles, pseudomonas, brucella, ricktsia,
proteus, spirochaetes- general
idea details of treponema
palladium and leptospiraictero haemorrhagica.

Viruses-general
characters, classification of disease, e.g. varecella, Rabies, bacteriophage. Koch’s
postulates

2.
PARASITOLOGY:

Protozoa-classification names of important
rhizopoda, ent. Histolytica, pathogenesis and pathogenecity, diagnosis, difference from ent. Coli, sporozen species
of plasmodia life history and pathogenesis differentiation of species.

Mastigophora-general broad morphological features classification, pathogenesis, vectors, pathology of Kala-Azar, important features
source disease due to balantidium coli.

Helimnths-definition
of certain terms, simple classification, differences between nematodes cestodoes
and treamatodes Broad differentiating morphological features and broad life history
and pathogenesis of important species,
Cestodes and Nematodes-infecting liver, lungs, intestines and blood-general differences between schislosomes and other trematodes.

3. VIROLOGY: Diagnosis
   of Infectious Diseases
   Host Parasite Relationship Disinfectants Mode of
   action

Practical aspects of Immunology i.e. Application in diagnosis, Passive
Immunization, Immunopathies in brief
including AIDS.

Bacteria Genetics (briefly)

KIDNEY BLADDER URETER
URETHRA

• Glemerulo Nephritis
• Pyelonephritis
• Tuberecular Pyelonephritis
• Nephrotic Syndrom
• Metabolic Diseases and Kidney
• Systemic diseases and Kidney
• Acute and Chronic Renal Failure
• Kidney Tumours
• Calculi
• Cystitis
• Ureteric Stricture
• Urethritis, Specific
  and Non Specific
• Renal Function
  Test in Relation
  to Homoeopathy
• Ischaemic Heart
  Disease
• Rheumatic Heart Disease
• Valvular Heart Disease
• Hypertension
• Cardiomyopathy
• Infective Endocarditis
• Congestive Cardiac
  Failure
• Diseases of Pericardium
• Cardiogenic Shock
• Testicular Tumors
• Acute and Chronic Prostatitis
• Prostatic Tumours
• Sterlity
• CA Penis
• Ovarian Tumours
• Fibroids
• CA Cervix
• Infertility
• Endometriosis and Endometrium
• Breast Inflammation and Tumours
• Pulmonary function test
• Bronchial Asthma
• Bronchitis
• Bronochiactesis
• Emphysema
• Empyema
• Cor. Pulmonari
• Pheumonia
• Bronchogenic Carcinoma
• Interstitial Lung Diseases
• Tongue, Stomatitis, Ulcers, Tumours
• Oesophagus, Reflex Oesophagitis
• Tumour of Oesophagus
• Stomach, Gastritis, CA Stomach, Gastric
  Ulcers
• Liver Cirrhosis, Hepatitis, CA Liver
• Liver abscess.
• Liver Function
  Test
• Gall Stones
• Pancreas Acute
  and Chronic Pancreatitis, CA pancreas
• Intestines Ulcers, Duodenal colics, CA Colon and Rectum
• Tumours
• Mal absorption syndrome
• Infections
• Appendix, Acute Appendicitis
• Infection and Tumours
• Sarcoma, Osteoma,
  Paget’s diseases
• Osteomyelitis, Tubercular Osteomyelitis
• Rheumatoid Arthritis, Osteo Arthritis
• Meningitis Pyogenic/Tubercular
• Picture of various Diseases
• Thyroid, Diabetes
  Mellitus

CARDIO VASCULAR DISEASESMALE AND FEMALE GENITAL DISEASESRESPIRATORY DISEASESGASTRO-INTESTINAL DISEASESSKIN DISEASESBONES DISEASESGENERAL NERVOUS SYSTEMCEREBRO SPINAL FLUIDSENDOCRINAL SYSTEM

Ist Paper – General
Systemic Pathology and Miasms

IInd Paper- Bacteriology, Parasitology, and clinical
Pathology (Each divided into Two Sections)

Pathology Practical

Experimental/Microbiological Spots, Readings
and Interpretation of Pathological Reports.

IInd BHMS

FORENSIC MEDICINE AND TOXICOLOGY

The subject
is of practical importance to the students
of homoeopathic medicine
as homoeopathic physicians are to be employed by Government in areas
where they may have to handle medico-legal cases, and perform autopsies, apart from giving evidence in such
cases. The training in forensic medicine at present conducted is inadequate to meet
these needs.

The course consist of a series
of lectures and demonstrations including

1.
Legal Procedure:

Definition of medical Jurisprudence. Courts, and their
Jurisdiction.

2.
Medical ethics:

Law
relating to medical registration and Medical relation between practitioners and
the State. The Homoeopathy Central Council
Act, 1973 and the Code of Ethics under it, the practitioners and the patients,
Malpractices covering professional secrecy, the practitioner and the various legislations (Acts) Provincial
and Union such as Workman’s compensation Act,
Public Health Act, Injuries Act, Child Marriage
Registration Act, Brostal
Schools Act, Medical
Termination of Pregnancy
Act. Lunacy Act, Indian Evidence
Act etc.

3.
Forensic Medicine:

Examination
and identification of person living and dead: parts, bones, stains, etc.
health, Medicolegal: putrefaction,
mummification, saponification, forms of death, causes, agencies, onset etc. Assaults,
wounds, injuries and death by violence. Asphyxial
death, blood examination, blood stains, seminal
stains: burns, scalds,
lighting stroke etc. Starvation, pregnancy, delivery, abortion,
Infanticide, sexual Crimes, Insanity in relation to the State life and accident
insurance.

Toxicology

A
separate course of lectures dealing poisoning in general, the symptoms and
treatments of various poisons,
post-mortem appearance and test should be given, study of the following poisons:-

Mineral Acid, corrosive, sublimate, arsenic and its compound alcohol,
opium and its alkaloids,
carbolic acid, carbon monoxide, carbon dioxide. Kerosene oil, cannabis indica, cocaine, Belladonna, strychnine and nux
vomica, aconite, oleander, snake poisoning, prussic acid, lead.

4.
Medico legal post-mortem:

Recording post-mortem appearance, forwarding materials
to chemical examiner:
Interpretation of laboratory and chemical examiner’s findings. Students
who are attending a course of lecture
in forensic medicine should avail themselves of all possible opportunities of attending medico-legal post-mortems
conducted by the professors of forensic medicine. It is expected that each
student should attend at least 10 post-mortems.

5.
Demonstration:

• Weapons,
• Organic & Inorganic poisons
• Poisonous plants
• Charts, diagram,
  models, x-ray films
  etc. of medico-legal interest

PRACTICE OF MEDICINE

Homoeopathy
has a distinct approach to the concept of Disease. It recognizes an ailing individual by studying him as a whole
rather than in terms of sick parts. It emphasizes the study of the Man from his
State of Health, till it travels to state of presenting illness, incorporating all major events and contributing factors in the
process.

The
individualization study as above needs following background so that the
striking aspects which are
characteristic to the individual become clear, In
contrast to the common picture of the respective Health disturbances:

1. Primary
   correlation of the Health disturbances with basics of Anatomy – Physiology- Biochemistry.
2. Knowledge of common evolution
   of study about its causation, manifestations, maintenance
   and prognosis details.
3. Knowledge about
   factors which will worsen and improve the disturbance, including various medicines and non-medical measures
   and respective possible response elucidation by application of measures.

The study
obviously emphasizes more on:

1. Comprehension of Applied part.
2. Sound clinical training
   at bedside to be able to apply the learning
   accurately.

These can lead towards
developing a Homoeopathic Physician who will not be deficient at the
practical Science of Medicine. He should be trained in a manner in which he is
not locked up in Rare syndromes
as Theoretical Exercise.
Exercises but as a sound clinician with adequate
discrimination, sharp observation and conceptual clarity. He will then be able
to mould an effective appreciation of the patients
picture utilizing his knowledge of Medicine.

To
evolve the above, following distribution of Theory and Practical Training in suggested
so that there is gradual but clear and firm comprehension.

Course of Study - 3 years

i.e.
in II (Second) BHMS in III (Third)
BHMS and in IV (Fourth)
BHMS

Examination
to be conducted at the end of the IV (Fourth) BHMS. Also in the side of the topics are suggested co-ordinations (with
other department) which will improve the caliber of imparting training in Medicine. The distribution is made
keeping in mind about other subjects in II, III and IV BHMS and the respective state of learning
of student.

IIND BHMS

1. Clinical Methods
   of Examination of patients as whole:
2. Respiratory diseases -Respective portion
   in surgery
3. Alimentary Tract and Pancreas Disease -Respective portion
   in surgery
4. Genetic Factors -Chronic
   Diseases and Miasms Dept. of Organon & Philosophy
5. Nutritional diseases -Nutrition,
   Hygiene in Dept. of Community Medicine
6. Immunological Factors
   in Diseases -Epidemiology in Dept. of Community medicine
7. Climatric Factors
   in Diseases
8. Metabolic Disease
9. Endocrinal Diseases -Menstrual
   Disorder in Dept. of Gynaecology

IIIRD BHMS

The above all need to follow up with respective Therapeutics Topics
also.

IVTH BHMS

1. Liver and Biliary Tract Diseases
2. Hematological Diseases
3. Cardiovascular system
   Diseases
4. Kidneys & Urinary Tracts
   – Diseases
5. Water and Electrolytes balance
   – Diseases
6. Connective Tissue
   Disorders Bones and Joints Disorders
7. Skin Diseases
8. CNS & peripheral nervous
   system-Mental Diseases
9. Acute Emergencies including poisonings
10. Paediatrics

The above in these terms will require a follow up of strong
and emphatic training
on Homoeopathic Therapeutics for the same.

It will be conducted
in IV (fourth) BHMS at the end of 3 years of course of study in Theoretical and Practical aspects of
Medicine.

Eligibility for examination shall include submission
of 10 complete case histories,
5 each prepared in III and IV BHMS.

PRACTICAL & CLINICAL EXAMINATION

The examination procedure will include one case to be prepared
and presented to the examiner.
The examiners will put stress
on

1. Comprehensive case taking
2. Bedside procedure
   Investigations for diagnosis
3. Principles of management

GENERAL GUIDANCE:
THERAPEUTICS

Homoeopathy
has a distinct approach to disease. Concept of individualization and concept of chronic
miasm makes it distinct.

It
recognizes an ailing individual by studying him as a whole rather than in terms
of sick parts. It emphasizes that study of man from the state of Health i.e. DISPOSITION DIATHESIS DISEASE,
taking into account all predisposing and precipitating factors i.e. FUNDAMENTAL CAUSE,
MAINTAINING CAUSE & EXCITING CAUSE.

Hahnemann’s
theory of chronic miasm provides us an evolutionary understanding of the
chronic disease:
PSORA-SYCOSIS-SYPHILIS & acute manifestations of Chronic Disease, Evolution
of the natural disease shall be
comprehended in the light of theory or chronic miasm. How our current
knowledge of Pathology
and clinical medicine
assist in defining
this must be demonstrated.

Study
of therapeutics does not mean simply list of specifics. For the clinical
condition, but teaching of applied
Materia Medica. Here we demonstrate how various drugs would come up in psoric, sycotic, tubercular or syphilitic
state of the clinical conditions. Thus emphasis would be in correlating pace of evolution of disease, peculiar, respectively and cluster of characteristics.

Thus
teaching of therapeutics of Hypertension would demand delineation of various
phases of hypertension taking into
account what is happening to the STRUCTURE and what kind of forms are thrown off. Psoric phase would be
characterized by LABILE hypertension which shoots up under stress especially with rise in systolic and manifesting flushes
and emotional disturbances.

This
would draw our attention to drugs like GELSEMIUM, GLONINE, FERRUM MET etc. This is the functional phase. Tubercular hypertension would be
characterized by fairly high systolic and diastolic B.P. oscillating wildly at
higher range, manifesting bleeding like epistaxis etc. with erratic
mental state. This will draw attention to PHOSPHORUS, LACHESIS etc.

Syphilitic
dimension would be characterized by immense destructive damage at target organs
like heart, kidney and retina.

Thus teachings of THERAPEUTICS would essentially demand an effective correlation of:

• Knowledge of clinical/medicine/Surgery
• Appreciation of Natural disease its evolution
  in the light of Theory
  of chronic miasm. Thus correlation with Organon
  Philosophy.
• Applied Materia
  Medica and Repertory:

Comprehending drug picture from the evolutionary angle- Boger’s approach
towards Materia Medica
and its application for the study of various
clinical patterns of Natural
disease.

Correlation
with MATERIA MEDICA and with REPERTORY. PAPER
I: As per syllabus of II & III BHMS

PAPER
II: As per the syllabus
of IV BHMS

PAPER III: Homoeopathic Therapeutic

SURGERY

Homoeopathy as a Science need clear application on part of the physician
to decide about the best
course actions required to
restore the sick to health.

Knowledge about surgical Disorders
is required to be grasped will so that the Homoeopathic Physician is able to:-

1. Diagnose common surgical cases.
2. Institute homoeopathic medical treatment wherever
   possible.
3. Organise Pre and Post-operative Homoeopathic medicinal care as total/partial responsibility.

And

4. Organize a complete Homoeopathic care for restoring
   the susceptibility of the patient
   to normally.

The conceptual clarity and Database needed
for above is possible only by an effective co- ordination of the care of the patients.

The study shall include training
on :

1. Knowledge of causation, manifestation, maintenance and prognosis
   of Health Disorders related to Surgery with stress on miasmatic evolution.
2. Bedside clinical
   procedures.
3. Correlation of applied aspects,
   with factors which can modify
   the course of illness, including medicinal and non-medicinal
   measures.

The
above can assist a Homoeopathic Physician who will be a Rational Physician not
one locked up in whirlpools of rare
conditions but one who can apply all the basics for an ailing individual.

It will also facilitate him for individualization of the patient,
necessary for final
Homoeopathic management.

The study will start in II (Second) BHMS and complete in III
(Third) BHMS. Examination will be
conducted in III (Third)
BHMS.

Following is a plan to achieve the above, it takes into account about the II (Second)
and III (Third) year BHMS syllabus and respective stage of development.

Some points are made co-ordinating with other departments (for a better training in Surgery, ultimately).

That the SURGERY as a subject
will include:-

1. Principles of Surgery
2. Fundamentals of Examination of a patient
   with surgical problems.
3. Use of common Instruments for Examination of a patient,
   asepsis, antisepsis, Dressings, plaster, operative surgery etc.
4. Practical Instruments, Training in Minor
   surgical Methods.
5. Physiotherapy measures.
6. Include also applied study
   in Radiology, etc. Diagnostics.
7. Includes Orthopaedics, Ophthalmology, Dental Diseases,
   Otorhinolaryngiology and Neonatal Surgery.

IV BHMS

1. What are surgical
   cases? Orientation towards case taking and Examination of Surgical patients (Details to be done as part of Practical Training).
2. Applied anatomy
   and physiology – its importance demonstration with good examples.
3. Basics of general surgical
   procedures.
4. Inflammation, Infections (Specific and Non-specific) Suppuration, Bacteriology, Immunity.
5. Injuries of various kinds- wound healing and management including Ulcers, Sinuses,
   Gangrene, etc.
6. Hemorrhage, shock,
   their management
7. Resuscitation and support in emergencies.
8. Accidents and Warfare injuries
   management.
9. Burns Management.
10. Fractures and Dislocation: general
    principles.
11. Diseases of the bones: general principles including growing
    skeleton.
12. Diseases of the joints:
    general principles including
    Rheumatology.
13. Diseases of the muscles, tendons, Fascia, etc: General
    principles.
14. Diseases of the Arteries:
    general principles.
15. Diseases of the veins: general principles.
16. Diseases of the
    Lymphatic system: general
    principles.
17. Diseases of the nerves:
    general principles.
18. Immunology: general
    Organ rejection, Transplants, etc.
19. Oncology: Tumors,
    Cysts, etc. general
    principles of management.
20. Congenital disorders: orientation and correction procedures.
21. Lectures cum Demonstration on bandages, surgical
    appliances, etc.
22. Lecture Demonstrations on X-rays.
23. Surgical Diseases of the
    Infancy and Childhood.

The above has to be followed
up with relevant systemic Surgery Topics so as
to cover:

1. All common clinical conditions of various parts.
2. Their evolution, examination methods and diagnosis.
3. Their investigations and prognosis
4. Their management especially principles
5. Relevant minor surgical procedures
6. Preventive aspects

ORTHOPAEDICS: Study as above about injuries, inflammation, ulcer, sinus, tumors,
cysts, etc. (related to common condition of all bones and joints
including spine) with relevant management correlating with Physiotherapy etc.

OPHTHALMOLOGY: Knowledge of common diseases, accidents,
injuries etc. of various parts
of Eyes.

Clinical Examination of Eyes (various parts) using various instruments including
Ophthalmoscopy.

Common Eye operations and relevant care of the patients.

OTORHINOLARYNGOLOGY (ENT): Study as above of Ears, Nose, Throat,
Tracheobronchial Tree, Oesophagus.

Management Of Common SURGICAL PROCEDURES AND EMERGENCY PROCEDURES: To be taught
in theory as practice.

1. Wounds, Abscesses, etc. Incision and Drainage.
2. Venesections
3. Dressings and plasters.
4. Suturing of various types.
5. Preoperative and post-operative care.
6. Management of post operative
   complications.
7. Management of shock
8. Management of Acute Haemorrhage.
9. Management of acute injury
   cases.
10. Management of a Head Injury case.

The above is
utmost necessary for any
physician.

The above basically consists
of Mechanical skilled
procedure, supplementation, etc., measures which
in no way interferes with scope and application
of Law of Similars.

EXAMINATION

It will be conducted
in III (THIRD) BHMS at end of 2 years of Course
of study in theory and Practical Training of Surgery.

Eligibility for examination will include the submission of 10 complete
case histories, 5 (five) each
from the study in II and III BHMS.

Paper
–I: Inflammation; infection; hemorrhage; shock; burns; ulcers and gangrene; tumors; cysts; injuries and diseases of
nerves, muscles, tendon burase; lymphatic system, vascular system,
spleen; general diseases, Ophthalmology.

Paper-II: Head, Neck, Thyroid, Breast, Congenital
anomalies, Abdominal Surgeries, Gastrointestinal system,
Bones Joints, Spine, Thoracic Surgery,
Otolaryngology, Dental Surgery.

Paper-III: Exclusively on Homoeopathic Therapeutics.

PRACTICAL AND CLINICAL
EXAMINATIONS

The
examination will include one case to be prepared and presented by the
examinees. The assessing examiners
shall stress on: 1) Comprehensive Case taking: 2) Bedside Training: 3) Adequate
grasp over the process of Diagnosis: 4) Adequate grasp over principles of management.

GYNAECOLOGY AND OBSTETRICS INCLUDING
INFANT CARE

The
attitude towards study of this subject remains same as for Surgery. It will
have to be emphasized that the
Training in special clinical methods or investigation and treatment of local conditions
will go a long way in managing Gynae & Obst. Cases.

There
is a quite large part of the clinical territory of this subject which is
amenable to Homoeopathic Treatment.
Pregnancy and Development Phase of the foetus are very useful phases to treat a lot of familial
dyscrasias. The problems studied herein constitute delicate phases
of Female patients and have strong correlation with their general well being.

The
study will start in II (Second) BHMS and complete in III (Third) BHMS,
Examination will be held
in III (Third) BHMS.

Following is the plan to achieve
the above.

II
BHMS OBSTETRICS

1. A Review of the Applied
   Anatomy.
2. A Review
   of the Applied Physiology.
3. Development of the
   Intra Uterine Pregnancy.
4. Diagnosis of pregnancy.
5. Ante-natal care.
6. Abnormal Pregnancy: Introduction
7. Normal labour
8. Abnormal labour:
   Introduction.
9. Post natal care Puerperal
10. Abnormal Puerperal
11. Care of the New born
12. Applied Anatomy and Physiology
13. Gynaecological Examination
14. Development abnormalities
15. Endocrinal Axis:
    abnormalities
16. Uterine displacements
17. Abnormal
    Pregnancies: Abortions, Molar pregnancy, Extra Uterine, Diseases
    of placenta and membrane,
    Toxaemia of Pregnancy, Antepartum Hemorrhage, Disorders of Genital
    tract Retroversion, prolapse,
    Tumours, etc. Multiple
    Pregnancy, Protracted gestation.
18. Common disorders and systemic diseases
    associated with Pregnancy.
19. Labour Abnormal Position
    and Presentation, Twins, Prolapse of Cord and limbs, abnormalities in the action of the Uterus
    Abnormal condition of soft parts contracted Pelvis, obstructed labour, Complications of third
    stage of labour,
    injuries of birth canals.
20. Common Obstetrical operations.
21. Abnormal Puerperal: infections etc.

GYNAECOLOGYIII
BHMS OBSTETRICSGYNAECOLOGY

Inflammation, ulceration
and traumatic lesions of the female genital organs, Malignant/Non- malignant Growths, Common Gynaecological operations and radiotherapy.

Infant Care Neonatal hygiene Breast
feeding Artificial feeding

Management of premature child
Asphyxia

Birth injuries

Common disorders of newborn

EXAMINATION

It will be conducted
in III (Third) BHMS at the end of 2 years of Course of studying Theoretical and Practical aspects of Gynaecology and Obstetrics.

Eligibility for examination will include submission of 20 complete
cases of different types (10 each in Gynaecology and Obstetrics).

Paper I: Obstetrics and Infant Care

Paper II: Gynaecology

Paper III: Exclusively for Homoeopathic Therapeutics

PRACTICAL & CLINICAL
EXAMINATION

The Examinee will take and present one case.
The examiners shall stress
on:

1. Comprehensive Case Taking.
2. Bedside training.
3. Adequate grasp over Diagnostics.
4. Adequate grasp over Management Principles.

COMMUNITY MEDICINE

(including Health Education and Family Medicine)

Instructions
in this course should be given in the Fourth year of medical studies by
lectures, demonstrations and field
studies. This subject is of utmost importance, and throughout the period of medical studies the attention of
the student should be directed to the importance of preventive medicine and the measures
for the promotion of positive health.

His function
is not limited merely to prescribing homoeopathic medicines for curative
purposes but he has a wider role to play, in the community. He has to be
well conversant with the national
health problems both or rural as well as urban areas, so that he can be
assigned responsibilities to play as
effective role not only in the filed of curative but also of preventive and social
medicine including family
planning.

1. Introduction to
   preventive and social medicine concept, man and society: aim and scope of preventive and social medicine,
   social causes of disease and social problems
   or the sick, relation of economic factors
   and environment in health and disease.
2. Physiological hygiene:-

• Food and nutrition-food in relation to health and disease. Balanced
  diets. Nutritional deficiencies and nutritional survey.
  Food processing, pasteurization of milk. Adulteration of food and food inspection, Food poisoning.
• Air, light and sunshine.
• Effect of climate-humidity temperature, pressure and other meteorological conditions-comfort zone, effect of overcrowding.
• Personal hygiene-
  (Cleanliness, rest, sleep,
  work) Physical exercise
  and training care of health in tropics.

Environmental sanitation:

• Definition and importance.
• Atmospheric pollution-purification or air,
  air sterilization, air borne diseases.
• Water
  supplied-sources and uses, impurities and purification. Public water supplies
  in urban and rural areas.
  Standards of drinking
  water, water borne
  diseases.
• Conservancy-Methods
  in villages, towns and cities, septic tanks, dry earth latrines-water closets. Disposal
  of sewage, disposal
  of the deceased, disposal of refuge incineration.
• Sanitation of fairs and festivals.
• Disinfection – disinfectants, deodorants, antiseptics, germicides. Methods
  of disinfection and sterilization.
• Insects-insecticides and disinfection-insects in relation to disease. Insect
  control.
• Protozoal and
  helminthic diseases Life cycle of protozoan and helminthes, their prevention.

4.
Medical Statistics

Principles
and elements of vital statistics Preventive Medicine

• General principles of prevention and control of communicable diseases.
  Plague, Cholera, Small Pox
  Diphtheria, Leprosy, Tuberculosis, Malaria, Kala-Azar, Filariasis, Common viral diseases e.g. Common
  Cold Measles, Chicken Pox, Poliomyelitis, Infective
  Hepatitis, Helminthic infections, Enteric fever, dysenteries and also animal diseases transmissible to man. Their
  description and methods of preventive spread by contact, by droplet infection by environmental vehicles, (water,
  soil, food insects, animals, foundries, prophylaxis and vaccination).
• General principles of prevention and control of non-communicable diseases
  e.g. obesity, hypertension etc.
• Maternal and
  Child Health, school health services, health education, mental hygiene- elementary principles: school medicine its
  aim and methods.
• Family Planning
  – Demography, channels
  of communication, National
  Family planning programme, knowledge, attitudes regarding
  contraceptive practices. Population and growth control.
• Public health administration and international health relation.
• Homoeopathic concept
  of prophylaxis, vaccination, Immunology and personal
  hygiene.

Natural history
of the disease

N.B: Field demonstration-water purification plant, infectious diseases
hospital etc.

REPERTORY IV BHMS

Repertorization
is not the end but means to arrive to the simillimum together with Materia Medica based on sound principles of Philosophy. Homoeopathic Materia Medica is an encyclopedia of Symptoms. No mind can
memorize all the symptoms or all the drugs with their characteristic gradation. The repertory is an index and
catalogue of the symptoms of the Materia
Medica, nearly arranged in a practical form and also indicating the relative
gradation of drugs, and it greatly
facilitates quick selection of indicated remedy. It is impossible to practice Homoeopathy without the aid of repertories.

Each repertory
has been compiled
on distinct philosophical base, which determines its structure. In order to exploit full advantage of each repertory
it is important to grasp thoroughly its conceptual base and construction. This will help student to learn scope, limitations and adaptability of the repertory.

Case taking:

Difficulties of taking a chronic
case. Recording of cases and usefulness of record keeping. Totality
of symptoms, prescribing symptoms: uncommon peculiar
and characteristic symptoms. Analysis of the case uncommon
and common symptoms.
Gradation and evaluation of Symptoms. Importance of Mental symptoms. Kind and sources
of general symptoms. Concomitant symptoms.

Teaching of repertorisation should not merely be reduced to rubric hunting
exercises. Patient is not
a bundle of rubrics.

Logic of Repertory, is delivered from Organon of Medicine as such Repertory
should not be taught in isolation. Due emphasis should be made to:-

1. Learning the language of repertory i.e. meaning of rubrics in correlation with Materia Medica
   and clinical experiences.
2. Correlation of Repertory with Therapeutics
   and Materia Medica.
1. History and development of repertories till date.
2. Types of repertories.
3. Explanation of terminologies used in various
   repertories.
4. Boenninghausen’s
   therapeutic pocket book and Boger Boenninghausen’s repertory.
5. Kent’s repertory.
6. Introduction to card repertory.
7. Specific regional
   repertories ALLEN’S FEVER, BELL’S DIARHOEA
   with their comparison.
8. Brief introduction to puritan group of
   repertory as Knerr, Gentry,
   Robert in respect
   of their Clinic
   use.
9. Introduction to Computer Repertorization.

PRACTICAL

Students shall repertories:-

• 10 acute cases
  on Kent.
• 5 chronic
  cases on Kent.
• 5 chronic
  cases on Boenninghausen.
• 5 chronic
  cases on Bogar-Boeinninghausen.
• 5 cases to be cross
  checked on computer.

Career Options

A Homeopathic practitioner can get employment as a medical
officer or doctor with government and private homeopathic centers. Graduates of Homeopathy can also start their own practice. Employment opportunities are
also available in Health centers as professionals or supervisors.

Further, one
can pursue a career in academics after completing post-graduation. Research
& development is another field as a career option to pursue Homeopathy post-doctoral and postgraduate scholars. In addition to this pharmaceutical
industry manufacturing Homeopathic products is open for Homeopathic graduates and post-graduates as a career option.

Interested Homeopathic professionals can also opt for the hospitality industry as health and
wellness experts. Herbal drug cultivation and trade is another prominent area to
explore as huge demand of Homeopathoic drugs is there across the globe. One can
also go for hospital administration and other administrative services after his
graduation.

Courses After
Bachelor of
Homeopathic Medicine and Surgery (BHMS)

After
pursuing Bachelor of Homeopathic Medicine and Surgery (BHMS), a candidate could
pursue the following courses programs, where Bachelor of Homeopathic Medicine
and Surgery (BHMS) is a feeder qualification.

These
include:

MD In Homeopathy:

• MD (Hom) Allopathy
• MD (Hom) Psychiatry
• MD (Hom) Pharmacy
• MD (Hom) Paediatrics
• MD (Hom) Practice of Medicine
• MD (Hom) Material Medical
• MD (Hom) in Endocrinology

MSc Courses after BHMS:

• MSc Human Genome
• MSc Applied Psychology
• MSc Clinical Research
• MSc Medical Biochemistry
• MSc Genetics
• MSc Food Science
• MSc Health Sciences and Yoga Therapy
• MSc Epidemiology

MBA/MHA after BHMS:

• MSc Medical Biochemistry
• MBA in Healthcare Management
• MBA in Hospital Management
• MBA in Pharmaceutical Management
• Master of Hospital Administration

Frequently Asked Questions (FAQs) – Bachelor of Homeopathic Medicine and Surgery 

• Question: What is the full form of BHMS?

Answer: The full form of BHMS is Bachelor of Homeopathic Medicine and Surgery.

• Question: What is a Bachelor of Homeopathic Medicine and Surgery (BHMS)?

Answer: Bachelor of
Homeopathic Medicine and Surgery (BHMS) is an undergraduate course for students
who want to study Homeopathy. It is done by them after the completion of their
10+2 exam or any other equivalent.

• Question: What is the duration of Bachelor of
  Homeopathic Medicine and Surgery (BHMS)?

Answer: B.H.M.S. is an
undergraduate program of five and a half years which includes 4 and a half
years of study and one year of internship.

• Question: What is the eligibility for Bachelor of Homeopathic Medicine and Surgery (BHMS)?

Answer: The candidate must complete the age of 17
years on or before 31st December of the year of admission to the Bachelor of
Homeopathic Medicine and Surgery (BHMS) course. The candidate must have passed
the higher secondary examination or the Indian School Certificate examination
which is equivalent to 10+2 Higher Secondary examination. The student must have
obtained 50% marks in the subjects of Physics, Chemistry, and Biology, and must have
qualifying marks in English. For SC, ST, or OBC, the minimum marks shall be 40%.

• Question: What is the
  scope after doing Bachelor of Homeopathic Medicine and Surgery (BHMS)?

Answer: Bachelor of
Homeopathic Medicine and Surgery (BHMS) offers candidates various employment
opportunities and career prospects.

• Question: What is the
  average salary for a Bachelor of Homeopathic Medicine and Surgery (BHMS)
  candidate?

Answer: The Bachelor of
Homeopathic Medicine and Surgery (BHMS) candidate’s average salary ranges
between Rs.30,000 to Rs.4 lakhs depending on the experience. The average salary may vary with experience.

• Question: How
  selection is done?

Answer: The selection is done on an annual basis which
is based on performance in NEET UG and counseling conducted by Ayush Admissions Central Counseling
Committee (AACCC).

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