Professional Documents
Culture Documents
COURSE OUTLINE
2006-2007 Term II
E-mail: melfacca@hotmail.com
COURSE DESCRIPTION
This task is of importance for the naturopathic student, because the entire curriculum of the ND
program is relevant to the task of understanding the state of a patient, what factors led to their
state of health or illness, and what to do about it. FNM 200W was created on the premise that
naturopathic medicine can be approached as a coherent discipline, and is not merely a collection
of therapies with certain elements in common. At its core, naturopathic medicine involves an
understanding of the Vis Medicatrix Naturae and the intelligent use of therapeutics to assist,
unblock and augment the Vis. While the philosophical implications of this were discussed in
Naturopathic History, Philosophy and Principles, FNM 200W takes these to the next point of
action. The Vis can only be properly understood by the examination of specific cases, and the
personalities, processes and events that one finds in actual clinical situations. The therapeutic
approach that results from this close observation of the patient is ordered and purposeful.
Therefore, it is the intention as much as the actual therapy that makes a treatment “naturopathic”.
The tutorial style of the course allows students to interact as medical colleagues, who will begin
elaborating a school of thought that will eventually be applied to patients in practice.
The student will learn how to approach a patient with an understanding of naturopathic principles.
Through discussion and debate with instructors and fellow students, the student will develop
insight into each of our modalities. Eventually, the student will be able to apply these modalities
effectively in a clinical setting while at the same time adhering to our naturopathic principles.
LEARNING OUTCOMES
This course assumes that diagnostic skills and therapeutic knowledge will be acquired in other
classes. The goal of this course is to integrate this information and learn how to apply it to
patients while adhering to our naturopathic principles. The conceptual information about what
constitutes a thorough treatment, as well as a more detailed examination of the concepts of
disease and healing are summarized in the following learning outcomes:
To synthesize detailed information about a patient, conceptualize the disease process in
that particular person, plan and make provisions for a process of healing, and choose a
therapeutic regimen based on clearly defined naturopathic principles.
To recognize key determinants of health and what their impact is on the patient’s
health
To acquire and implement into practice relevant clinical information required to
assess and manage healthcare concerns within a clinical setting (i.e., etiology,
epidemiology, pathogenesis and clinical information)
To understand the naturopathic principles and how to apply them in a clinical setting
To gain knowledge in the theory and practice/application of core naturopathic
modalities in order to effectively assess and treat patient health concerns
To understand how to identify, analyze and clinically manage safe and effectively
patient care within the practice of naturopathic medicine
To be able to critically appraise and integrate new medical research into clinical
practice
To learn how to promote patient empowerment and health through personalized
education and support
To engage in ethical decision making, through an adherence to honesty, integrity and
respect for all persons in the context of naturopathic philosophy
Attendance to all lectures is expected and will be monitored. Attendance is mandatory in small
groups and will be taken each week by your teaching assistant. Due to the nature of the course,
there is no make-up for any missed class. As all practicals are mandatory, any practical session
missed by the student without medical documentation will result in a 10% deduction off their
final grade FOR EACH PRACTICAL SESSION MISSED. If the student is absent for more
than 2 small group sessions for ANY reason, it will result in failure of the course (this includes
absence due to medical reasons, even if the student has medical documentation).
REQUIRED TEXTBOOKS
At least 2 textbooks from the recommended textbook list must be brought by each student to
every small group session or else participation marks will be deducted.
Recommended Textbooks
Below are some general textbook recommendations, but any textbook you prefer or find useful is
acceptable. Typically each group member will volunteer to always bring the same 2 books each
week. This method ensures all topics are covered and students do not have to bring in a multitude
of books. Each small group should have at least one reference book on the following subjects:
TCM (The Foundations of Chinese Medicine, Clinical handbook of Internal Medicine vol. 1
& 2, Healing with Whole Foods, The Practice of Chinese Medicine, Obstetrics and Gynecology
in Chinese Medicine, Chinese Acupuncture and Moxibustion)
Homeopathy (Synthesis Repertorium Homeopathicum 8.1, Concordant Materia Medica 2nd ed.)
Differential Diagnosis (Ferri’s Clinical Advisor, Merck Manual, Problem Solving in Clinical
Medicine, Harrison's Principles of Internal Medicine, McQue 18th Ed., Clinical Guidelines in
Family Practice, Essentials of Family Medicine)
Lab Diagnosis (Mosby’s Manual of Diagnostic and Laboratory Tests, Laboratory Tests and
Diagnostic Procedures, Common Laboratory and Diagnostic Tests)
Certainly some modalities will lend themselves better to certain questions. It is not a
formal presentation, and no formal references are required, although you are free to use
any materials you wish.
PANEL DEBATE
Students participating in the panel discussion are not required to do a presentation in the
small groups.
There will be a 10% deduction for each day an assignment is handed in late.
Topics covered:
Description of the course and details of how the course will be executed
Overview of the evaluation criteria
Questions from students will be addressed
Distribution of 2 articles by Jared Zeff N.D. (to be read for next class)
Discussion of the therapeutic order and the principles of naturopathic medicine
Understand the integration of naturopathic treatment and the therapeutic order
How does naturopathic medicine differ than the application of natural therapies to
symptoms?
Does the therapeutic order reflect naturopathic principles?
Appropriate questioning of the patient
How to ask difficult questions of the patient
Topics covered:
Why do only some get sick?
Why does disease begin?
How does naturopathic medicine describe/view the disease process?
How is the naturopathic view of disease different from allopathic models?
What information you need to obtain from a patient
Asking questions surrounding the determinants of health (inborn, disturbances,
lifestyle factors)
Overcoming obstacles to cure (when possible)
How do we re-establish the basis for health in patients?
How do we stimulate the vital force in the individual? (generally vs. specifically?)
Palliation of symptoms vs. cure
Time Format
3:00pm to 4:30pm 1st week: Patient (TA) intake done as a group. 1 student will
serve as a facilitator.
2nd week: Patient assessment and treatment summary done
as a group (see attached form).
* Remember that active participation includes bringing at least 2 textbooks to each small
group session
1st week: Students will be interviewing the patient (TA). Students will be provided with a case
summary of the patient similar to that of an intake form including physical examination findings
and laboratory data (if applicable). Students are responsible for obtaining all necessary and
pertinent information in the time allotted. Each student is responsible for his/her own note taking.
One student will act as a facilitator each week.
2nd week: Students will exchange information and ideas about the case. The TA will serve as the
facilitator. Discussion should follow a specific format. Each student is expected to make valuable
contributions and share opinions. Disagreement and debate is encouraged and is to be done in a
respectful manner. TA’s will also give insight into areas of the case that should have been more
deeply delved into or that were missed altogether by the students. Remember that in many
situations there is no one correct answer and that there are many routes one can take to achieve
their ultimate goal; healing the patient.