scholarly journals Incorporating Hahnemannian principles in the practice of tele-homoeopathy: Current scenario and future possibilities

2021 ◽  
Vol 4 ◽  
pp. 20-28 ◽  
Author(s):  
Yogesh Dhondiraj Niturkar
Keyword(s):  
Disease Spread ◽  
Telecommunication Application ◽  
Logical Framework ◽  
Clinical Experiences ◽  
Provisional Diagnosis ◽  
Severe Stage ◽  
Case Based Learning ◽  
Current Scenario ◽  
Susceptibility Status ◽  
Case Based

Objectives: The COVID-19 pandemic prevented people from accessing medical care in person; in such a scenario, telemedicine emerged as a boon. Telemedicine helped to increase the availability of homoeopathy during the pandemic. The Ministry of Ayurveda, Yoga and Naturopathy, Unani, Siddha and Homoeopathy (AYUSH) formulated guidelines to enable registered homoeopathic practitioners (RHPs) to safely provide healthcare using telemedicine. In this study, we demonstrated the scope of telemedicine in homoeopathic practice by incorporating Hahnemannian principles in a case-based learning (CBL) module. Materials and Methods: A retrospective purposive study was conducted on 10 acute cases that were treated with homoeopathy through telemedicine during the COVID-19 lockdown. Patient-physician communications were analysed using Hahnemannian principles. Cases were assessed based on telecommunication application, type of consent, symptoms, signs, nosological provisional diagnosis, risk assessment, comorbidity, miasm and susceptibility status, totality of symptoms, repetition strategy and type of consult. Therapeutic management included building a logical framework of the case and auxiliary counselling. Patients were followed up to determine their health status. Results: All 10 cases were successfully treated with homoeopathy using AYUSH Telemedicine Practice Guidelines (ATPG) and incorporating Hahnemannian principles. Tele-homoeopathy was found to be effective in the pandemic by preventing disease spread and progression from mild to severe stage. Conclusion: Adhering to the ATPG and incorporating Hahnemannian principles can be effectively demonstrated through CBL modules; these enable RHPs to develop rational thinking and learn from clinical experiences.

Improving Case-Based Learning and Transfer Through Emotionally Rich Cases

2012 ◽  
Author(s):  
Chase E. Thiel ◽  
Lauren N. Harkrider ◽  
Shane Connelly ◽  
Lynn D. Devenport ◽  
Juandre Peacock
Keyword(s):  
Case Based Learning ◽  
Case Based

Application and Evaluation of Case-Based Learning as a Part of Early Clinical Exposure for Undergraduate Medical Education Program

2020 ◽  
Vol 5 (08) ◽  
pp. 284-288
Author(s):  
Vandana Daulatabad ◽  
Prafull K. ◽  
Dr. Surekha S. Kadadi-Patil ◽  
Ramesh S. Patil
Keyword(s):  
Medical Education ◽  
Research Centre ◽  
Muscle Physiology ◽  
Case Scenario ◽  
Clinical Exposure ◽  
Clinical Scenarios ◽  
Case Based Learning ◽  
Nerve Muscle ◽  
Case Based ◽  
Early Clinical Exposure

Introduction: Medical Education is witnessing a significant transition and global shift towards competency based medical education (CBME) which includes early clinical exposure (ECE) program to help students apply and correlate principles of preclinical subjects with clinical scenarios, in various forms and in a variety of settings. One of the easy and feasible methods of ECE being Case Based Learning (CBL), our study aimed to design a case scenario and to evaluate impact of case base learning as a part of ECE module in first year undergraduate medical teaching program in nerve muscle physiology. Methods: The present study was conducted in 96 students at Ashwini Rural Medical College Hospital and Research Centre, Solapur after obtaining institutional ethics committee approval. 3 hrs session of CBL was conducted for a case scenario on myasthenia gravis in the nerve muscle physiology module. The students’ responses on pre-test, post-test and their insights regarding the CBL were taken through a pre validated questionnaire using 5-point Likert scale. Results: High impact of CBL was seen as significant improvement in student’s performance. Maximum students felt CBL to be easy method of learning and was highly appreciated through their feedback. Conclusion: CBL was found to have positive impact on understanding and perception of topic. CBL helped students to understand, evaluate, analyze, diagnose and interpret the case, paving them towards newer approach of self-directed and vertical integrated learning. CBL is easier, feasible an effective method among other early clinical exposure methods as it involves students in deeper and self-directed active learning, encouraging and promoting them to reach higher levels of cognitive domain of Bloom’s taxonomy. This method will be very useful in its practical implementation during online classes for ECE module in the threat of COVID 19 situation as well.

Self‐motivation and self‐direction in team‐based and case‐based learning

2021 ◽  
Author(s):  
Hanann Tomeh ◽  
Ralph Curt Bay ◽  
Kimberly Lovell ◽  
Mitch Hong
Keyword(s):  
Case Based Learning ◽  
Case Based

scholarly journals Building a precision oncology workforce by multidisciplinary and case-based learning

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Srikar Chamala ◽  
Heather T. D. Maness ◽  
Lisa Brown ◽  
C. Brooke Adams ◽  
Jatinder K. Lamba ◽  
...  
Keyword(s):  
Focus Group ◽  
Course Design ◽  
Comparative Method ◽  
Group Session ◽  
Focus Group Session ◽  
Precision Oncology ◽  
Training Experience ◽  
Hands On ◽  
Case Based Learning ◽  
Case Based

Abstract Background Participants in two recent National Academy of Medicine workshops identified a need for more multi-disciplinary professionals on teams to assist oncology clinicians in precision oncology. Methods We developed a graduate school course to prepare biomedical students and pharmacy students to work within a multidisciplinary team of oncology clinicians, pathologists, radiologists, clinical pharmacists, and genetic counselors. Students learned precision oncology skills via case-based learning, hands-on data analyses, and presentations to peers. After the course, a focus group session was conducted to gain an in-depth student perspective on their interprofessional training experience, achievement of the course learning outcomes, ways to improve the course design in future offerings, and how the course could improve future career outcomes. A convenience sampling strategy was used for recruitment into the focus group session. A thematic content analysis was then conducted using the constant comparative method. Results Major themes arising from student feedback were (1) appreciation of a customized patient case-based teaching approach, (2) more emphasis on using data analysis tools, (3) valuing interdisciplinary inclusion, and (4) request for more student discussion with advanced preparation materials. Conclusions Feedback was generally positive and supports the continuation and expansion of the precision oncology course to include more hands-on instruction on the use of clinical bioinformatic tools.

scholarly journals Application and practice of a step-by-step method combined with case-based learning in Chinese otoendoscopy education

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Fanqin Wei ◽  
Qiyang Sun ◽  
Zili Qin ◽  
Huiwen Zhuang ◽  
Guangli Jiang ◽  
...  
Keyword(s):  
Learning Experience ◽  
Step Method ◽  
Innovative Methods ◽  
Before And After ◽  
Case Based Learning ◽  
Group A ◽  
Clinical Thinking ◽  
Group B ◽  
Learning Interest ◽  
Case Based

Abstract Background Standardized training allows more physicians to master otoendoscopic surgery. However, the lecture-based learning (LBL) applied in otoendoscopy teaching may not be conducive to training students in clinical thinking and surgical ability. It is necessary to explore innovative methods for otoendoscopy teaching. This study aimed to determine the effect of a step-by-step (SBS) method combined with case-based learning (CBL) in otoendoscopy teaching. Methods Fifty-nine physicians who participated in otoendoscopy training were selected as the study subjects and randomly divided into two groups (A and B). Group A underwent training with the SBS & CBL method, while Group B underwent training with the LBL & CBL method. The effects of these two methods for otoendoscopy training were compared by evaluation of professional skills and questionnaires before and after the training. Results Proficiency in otoendoscopic anatomy and grades for both professional knowledge and otoendoscopic skills were significantly higher in Group A than in Group B(P < 0.05). In terms of learning interest, surgical ability, acting capacity during surgery, reducing surgical complications, and satisfaction with learning experience, all responses from Group A were better than those from Group B(P < 0.05). Conclusions The SBS & CBL method may help to improve ability in otoendoscopic surgery and clinical thinking and appears suitable for endoscopy teaching.

Sign in / Sign up

Export Citation Format

Share Document