MEDICINES: COMPARATIVE MATERIA MEDICA
(i) Asthma from suppressed itch.(ii) Suitable for attacks occurring as consequence of suppressed catarrh.
(iii) Chill in water; eating ices.
(i) Cold, dry, winds.(ii) Land wind (open fields).
(iii) Suppressed eruptions.
Every fresh cold brings on an attack of asthma.
(i) Strong odours, flowers.(ii) Exposure to drenching rains, washing cloths.
Exposure to cold air.
2) COUGH &ASTHMA
(i) Dry cough.(ii) Cough as if from sulphur fumes.
(iii) Cough after drinking.
(iv) Apex of the right lung is more affected.
(i) Dry & hoarse cough.(ii) Choking cough.
(iii) Croupy & rattling cough.
(i) Asthma: Wheezing.(ii) Asthma: Bronchitis.
(iii) Asthma: Dry hard cough.
(iv) Base of the right lung is more affected.
(i) Asthma: Dyspnoea of damp weather.(ii) Asthma: Humid asthma.
(iii) Asthma: in children.
(iv) Base of the left lung is more affected.
(i) Cough: From tickling in larynx.(ii) Cough: Racking cough.
(iii) Cough: Nervous cough, aggravation read more [...]
Being a university approved teacher of repertory from 1994 till today, I have witnessed a huge transformation in the subject of repertory, in India. Way back in 1994, when I started teaching the subject, there were no textbooks as such. There were reference books for few to refer to, and the articles in I. C. R Symposium Volumes. There were very few in print and they were difficult to procure. I had to study each repertory with some help from the reference books if available. Fortunately, my teachers guided me a lot whenever I had queries, including how to approach each repertory. We learned and studied repertory as a subject (with various repertories ). Repertory as a subject is taught in the final year of graduation when all the pre clinical and para clinical subjects have been covered by then. So, repertory is an “all” inclusive subject , from case taking -> diagnosing -> analysis of symptoms -> totality formation -> selection of a repertory ( book) ->, forming the “ reportorial totality ” -> conversion of symptom to rubric -> selection of rubrics -> P.D.F ** -> miasmatic cleavage/analysis -> remedy differentiation -> selection read more [...]
MODERN CLASSICAL-PRACTICAL PRESCRIBING: METHODOLOGY
NON-SUPPRESSED CASES: CASES WITH CLARITY OF SYMPTOMS:
MTEK is an useful memory aid to arriving at a correct prescription.
M = Miasmatic Totality
T = Totality of Symptoms
E = Essence (should include gestures, postures, behaviours etc)
K = Keynotes (which should encompass PQRS symptoms, refer §153 and §209 of Hahnemann’s Organon)
When the above criteria are considered and the steps below followed, a correct prescription can be made.
Step-I: Make the miasmatic diagnosis of the case, i.e. ascertain the surface miasm.
Step-II: Assess the Totality of Symptoms + Essence + Keynotes and PQRS (if any) of the case and formulate the indicated remedy.
Step-III: Ensure that the indicated remedy covers the surface miasm, as diagnosed in Step I.
Step-IV: Administer the remedy, which encompasses the miasm as well as the Totality of Symptoms.
Make the miasmatic diagnosis of the case, i.e. ascertain the surface miasm. This can be done by:
(a) Head to foot assessment of symptoms (please refer to Miasmatic Prescribing by Subrata K. Banerjea)
(b) Through clinical manifestation of disease, read more [...]