Rules & Regulations

      Rules and regulations proposed for the BHMS degree course based on the recommendations of the central council of Homoeopathy, 1983, as amended on 2003 are detailed in short under the following heads

 

  1. Introduction.
  2. General considerations and teaching approach.
    1. Introduction.

            Organization of teaching of clinical subjects should be done concentrating on vertical integration, incorporating the teaching staff of pre-clinical and Para- clinical subjects also. Uniform timetable for clinical postings and lectures/ practical is presented.

    2. General considerations and teaching approach.
      1. Graduate medical curriculum is oriented towards training students to undertake the responsibilities of a physician of first contact who is capable of looking after the preventive, curative, rehabilitative aspects of medicine.
      2. With a wide range of carrier opportunities available today, a graduate training through based and flexible should aim to provide an educational experience required for health care in our country.
      3. To undertake the responsibilities of service situations, which is changing condition and of various types, it is essential to provide adequate placement training to the needs of such services as to enable the graduate to become effective instruments of implementation of those requirements. To avail of opportunities and be able to conduct professional requirements, the graduate shall endeavour to have acquired basic training to different aspect of medical care.
      4. The importance of the community aspects of health care and of rural health care service is to be recognized. This aspect of education and training of graduates should be adequately recognized in the prescribed curriculum. Its importance has been systematically upgraded over the past years and adequate exposure to such experiences should be available throughout all the 3 phases of education and training. This has to be further emphasized and intensified by providing exposure to field practice areas and training during the internship period. The aim of the period of rural training during internship is to enable the fresh graduate to function efficiently under such settings.
      5. The educational experience should emphasize health and community orientation instead of-only disease and hospital orientation or being concentrated on curative aspects. As such all the basic concepts of modern scientific medical education are to be adequately dealt with.
      6. There must be enough experiences provided for self-learning. The methods and techniques that would ensure this must became a part of teaching and learning process.
      7. The importance of social factors in relation to the problems of health and diseases should receive proper emphasis throughout the course and to achieve this purpose the educational process should also be community based than only hospital based. The importance of population control and family welfare planning should be emphasized throughout the period of training with the importance of health and development duly emphasized.
      8. Adequate emphasis is to be placed on cultivating logical and scientific habits of thought, clarity of expression, independence of judgment and ability to collect and analyze information and to correlate them.
      9. The educational process should be placed in a historic background as an evolving process and not merely as an acquisition of a large number of disjointed facts without a proper perspective. The history of medicine with reference to the evolution of medical knowledge both in this country and the rest of the world should form a part of this process.
      10. Lectures alone are generally not adequate as a method of training and are a poor menace of transferring / acquiring information and even less effective at skill development and in generating the appropriate attitudes. Every effort should be made to encourage the use of active methods related to demonstration and on firsthand experience students will be encouraged to learn in small groups through peer interactions, so as to gain maximal experience through contacts with patients and the communities in which the live. While the curriculum objectives often refer to ceases of knowledge or science, they are best taught in a setting of clinical relevance and hands on experience for students who assimilate and make this knowledge apart of their own working skills.
      11. Graduate medical education in clinical subjects should be based primarily on outpatient teaching, emergency departments and within the community including health care institutions. The outpatient departments should be suitably planned to provide training to graduates in small groups 12. Proper records of the work should be maintained which will form the basis of the student's internal assessment and should be available to the inspectors at the time of inspection of the college by the CCH.
      12. .Maximal efforts have to be made to encourage students to participate in group discussions and seminars to enable them to develop personality, character expression and other faculties which are necessary for a medical graduate to function either in so as to practice or as a team leader when he begins his independent career. A discussion group shouldn't more than 20 students.
      13. Faculty members should avail modern educational technology while teaching the students and to attain this objective, medical educational units/departments should be established in all homoeopathic medical colleges for faculty development and providing learning resource material to teachers.
      14. In order to implement the revised curriculum in to state Governments and Institutional Bodies must ensure that adequate financial and technical inputs are provided.