Guest guest Posted October 9, 2003 Report Share Posted October 9, 2003 Several reasons why they fail - There is often a misconception about them - that they are a union and this makes some of the schools uncomfortable The meetings are usually held in conjunction with the national meetings - and unfortunately not a lot of teachers get to attend those - because they are teaching. Financial support - needs to come from somewhere - both for faculty to attend them and for the organization to continue to exist. Faculty are busy. They are not always sure what such an association is really for and is this how they want to spend their time? I attending a few meetings - one was very good - a discussion of textbooks - the others did not seem to have a clear focus. The organization Stuart started I believe still exists. Perhaps with new members/new blood it could be rejuvenated. It takes qi! Marnae At 02:48 AM 10/8/2003 +0000, you wrote: > , Marnae Ergil wrote: > > Jim - there have been many attempts to start a teachers >association - none too successful - the last was spearheaded by >Stuart Watts - perhaps it still exists and couuld use an infusion of >new qi. >>> > > > >Marnae: > >Why do you think these associations fail? > > >Jim Ramholz > > > >Chinese Herbal Medicine, a voluntary organization of licensed healthcare >practitioners, matriculated students and postgraduate academics >specializing in Chinese Herbal Medicine, provides a variety of >professional services, including board approved online continuing education. > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted October 9, 2003 Report Share Posted October 9, 2003 Agreed! Not just ACAOM but also the schools need to support it - faculty need to be given the time to attend the conferences (perhaps even have some money to attend from their institution) and support in covering their classes etc. Perhaps a set up where there was a least one representative from each school who attended and reported back? Marnae At 10:58 PM 10/7/2003 -0400, you wrote: >In a message dated 10/7/03 9:38:35 PM, marnae writes: > > > > Jim - there have been many attempts to start a teachers association - none > > too successful - the last was spearheaded by Stuart Watts - perhaps it > > still exists and couuld use an infusion of new qi. > > > > Marnae > > > >Yes. Actually, AAOM supported Stuart and would stilllike to work to establish >a teachers association to provide a place where teachers might work to >establish consistency and enhance the quality of our education. Actually, >I think >that it is one of the jobs of the Accreditation comission to stimulate the >colleges to support this process so that there can be greater interaction >between >professors. We are growing up as a profession, so I think the time is ripe to >make something like this work. >David Molony > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted October 9, 2003 Report Share Posted October 9, 2003 Will, I think if anyone, has a record, or Rebecca, his assistant at the CHA conference. On Thursday, October 9, 2003, at 02:07 AM, WMorris116 wrote: > Z'ev, > > Here comes a string of questions: > > Was there any minutes? Any discussion of bylaws development?...and how > about > strategies for inclusion of the rest of the faculty members? And - how > was the > diversity and cultural representation? > > Will Quote Link to comment Share on other sites More sharing options...
Guest guest Posted October 9, 2003 Report Share Posted October 9, 2003 I doubt it can be pulled together for the next AAOM meeting - but perhaps those who are there would like to have an informal get together to talk. And include Stuart!!! I don't know if I will be there or not - the demands of 2 children make travel difficult. Marnae At 10:58 AM 10/9/2003 -0400, you wrote: >Marnae- > >A school representative at a national meeting would be good. We can get space >at no cost. If the Colleges funded this representative it becomes possible. >That's a big if; it is where the problems occurred in Stuart's program. >Another >issue for this type of program is the faculty governance structures that >would dutifully elect a representative are missing in many institutions. > >Will > > > > > Agreed! Not just ACAOM but also the schools need to support it - faculty > > need to be given the time to attend the conferences (perhaps even have > some > > money to attend from their institution) and support in covering their > > classes etc. Perhaps a set up where there was a least one representative > > from each school who attended and reported back? > > >William R. Morris, OMD >Secretary, AAOM >Academic Dean >Emperor's College of TOM >310-453-8383 > > > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted October 10, 2003 Report Share Posted October 10, 2003 If he's there, he'll be included, even if he isn't he will be. Maybe between he and the CHA group we can reingage some movement. Will > I doubt it can be pulled together for the next AAOM meeting - but perhaps > those who are there would like to have an informal get together to > talk. And include Stuart!!! I don't know if I will be there or not - the > demands of 2 children make travel difficult. > William R. Morris, OMD Secretary, AAOM Academic Dean Emperor's College of TOM 310-453-8383 Quote Link to comment Share on other sites More sharing options...
Guest guest Posted October 10, 2003 Report Share Posted October 10, 2003 , WMorris116@A... wrote: > If he's there, he'll be included, even if he isn't he will be. Maybe between > he and the CHA group we can reingage some movement. > > Will As some of you know, I attempted to convene a teacher's meeting at the last CHA conference and even invited teachers to attend the meeting w/o attending the conference. I had some turnout and it was productive, but we could do better. Here are the long awaited minutes. Please comment. Chinese Herbal Medicine First Annual Conference 2003 MEETING MINUTES Chinese Herbology Teachers Association Meeting Sunday, June 15, 2003 1:20 to 2:00 pm Main objective: The first meeting of a new association formed to share and develop effective methods of teaching Chinese herbology. Items discussed: o Expectations from students o Teaching methods o Programs focused on herbs Supervisors are not satisfied with most students knowledge of formulas. Students have a fear of writing formulas, do not understand why certain formulas and/or herbs are being used and are unaware that the classic formulas can be modified. Students just pull herbs from categories but still do not understand why they are in the category or why they are being used for a specific diagnosis. As discussed, student should be able to: o Memorize and understand classic formulas. They must know when and why they are being used. o Be able to write and explain the steps involved in creating formulas. o Use all resources and know where to look for them. As discussed, below are methods designed to increase the confidence of students and their knowledge in herbal medicine. o Design class exercises so that students can work together to create formulas. o Make charts: take a dozen syndromes and have the students come up with all the formulas that can treat it. o Teach students all the resources that are available. o Compare and contrast. Chart herbs in pairs and triplets to reinforce what is taught in Herbs I to broaden the students knowledge and confidence before they get to the clinic portion of their studies. o Administer tests often. Design tests so that they are not straight memorization. Use case studies, short essays (effective only if teacher grades), and compare and contrast questions. o Review previous material during the first ten minutes of class. A predominant issue with teaching TCM and herbs is that Chinese students learn the details first then form an understanding of the overall medicine, whereas English students learn to understand the overall medicine then focus on the details. This creates difficulty in the students understanding and grasping of the information. To help students grasp the information a foundation must be taught to allow the information to stick. Below are methods discussed to create a framework for students: o Simple herbal formulas in Herbs I are used as building blocks and serve as a framework allowing the information to stick. o Professors need to explain to students how to learn. For instance, they need to specify which methods to use, what concepts need to be understood first, etc. o Try thinking out loud. This may give students an understanding and direction. o The student must think in an abstract way to experience patterns. This inner sense of direction must be taught by the teachers. The following programs are currently being implemented to aid solely on the teaching of herbs: Santa Barbara College has two clinic shifts that are dedicated only for herbal consultations. This was implemented in 1998 and has been very successful. In fact, it is more profitable than the regular acupuncture clinic. The specifics are outlined below: o Two interns per room/patient. Both participate, however, one primarily conducts the consultation. o It is a normal consultation minus the acupuncture. If the patient wants acupuncture they must make another appointment. o The price is cheaper for the herbal consultation which give the patients an incentive. o In the second trimester, students have a good foundation for small formulas. o In the third trimester, students are advanced in herbal formulas. o This opportunity has given students a chance to focus on herbs and gives them confidence at prescribing formulas. o Supervisors rarely have time during standard acupuncture shifts to help students to create formulas, this is why the herbal clinic has been beneficial for both the students and supervisors. In South Baylo, students must observe in the herbal pharmacy early in their career to be able to recognize herbs. South Baylo has three programs: Chinese, English and Korean. The dean believes that the chinese students are the best at herbs. He attributes this to a teaching style used by the chinese faculty, but not the american or korean. Which is to have interns build formulas from dui yao rather than modify base formulas by the following process: o Choose primary treatment principle o select a category of herbs to address that o select and herb from that category as emperor o combine that herb with standard dui yao pair to accentuate and enhance (bensky terms) the chief o follow suit with additional treatment principles o address any acute symptoms Finally, learning the Chinese language would be beneficial for understanding the herbs and acupuncture points. It is proposed that the Chinese language should be required to graduate the program. Quote Link to comment Share on other sites More sharing options...
Guest guest Posted October 10, 2003 Report Share Posted October 10, 2003 Hi Todd - Thanks for sending this - The conversation is similar to our faculty meetings and committee meetings. they seem to be universal. It appears as though a process might be engaged around mission, purpose and organizational structure. I sent a note to Stuart to see if he is interested in starting his organization up again. If so - I think he has bylaws and other useful items for such an organization. And - I am certain that CCAOM would fund some faculty training process given sufficient interest. Will > , WMorris116@A... wrote: > > If he's there, he'll be included, even if he isn't he will be. Maybe between > > he and the CHA group we can reingage some movement. > > > > Will > > As some of you know, I attempted to convene a teacher's meeting at the last > CHA conference and even invited teachers to attend the meeting w/o attending > the conference. I had some turnout and it was productive, but we could do > better. Here are the long awaited minutes. Please comment. > > > Chinese Herbal Medicine First Annual Conference 2003 > > MEETING MINUTES > > > Chinese Herbology Teachers Association Meeting > Sunday, June 15, 2003 > 1:20 to 2:00 pm > > Main objective: > The first meeting of a new association formed to share and develop effective > methods of teaching Chinese herbology. > > Items discussed: > > o Expectations from students > o Teaching methods > o Programs focused on herbs > > > Supervisors are not satisfied with most students knowledge of formulas. > Students have a fear of writing formulas, do not understand why certain > formulas and/or herbs are being used and are unaware that the classic > formulas can be modified. Students just pull herbs from categories but still do > not understand why they are in the category or why they are being used for a > specific diagnosis. As discussed, student should be able to: > > o Memorize and understand classic formulas. They must know when and why > they are being used. > o Be able to write and explain the steps involved in creating formulas. > o Use all resources and know where to look for them. > > > As discussed, below are methods designed to increase the confidence of > students and their knowledge in herbal medicine. > > o Design class exercises so that students can work together to create formulas. > o Make charts: take a dozen syndromes and have the students come up with > all the formulas that can treat it. > o Teach students all the resources that are available. > o Compare and contrast. Chart herbs in pairs and triplets to reinforce what is > taught in Herbs I to broaden the students knowledge and confidence before > they get to the clinic portion of their studies. > o Administer tests often. Design tests so that they are not straight > memorization. Use case studies, short essays (effective only if teacher grades), > and compare and contrast questions. > o Review previous material during the first ten minutes of class. > > > A predominant issue with teaching TCM and herbs is that Chinese students > learn the details first then form an understanding of the overall medicine, > whereas English students learn to understand the overall medicine then focus > on the details. This creates difficulty in the students understanding and > grasping of the information. > > To help students grasp the information a foundation must be taught to allow > the information to stick. Below are methods discussed to create a framework > for students: > > o Simple herbal formulas in Herbs I are used as building blocks and serve as a > framework allowing the information to stick. > o Professors need to explain to students how to learn. For instance, they need > to specify which methods to use, what concepts need to be understood first, > etc. > o Try thinking out loud. This may give students an understanding and > direction. > o The student must think in an abstract way to experience patterns. This > inner sense of direction must be taught by the teachers. > > The following programs are currently being implemented to aid solely on the > teaching of herbs: > > Santa Barbara College has two clinic shifts that are dedicated only for herbal > consultations. This was implemented in 1998 and has been very successful. > In fact, it is more profitable than the regular acupuncture clinic. The specifics > are outlined below: > > o Two interns per room/patient. Both participate, however, one primarily > conducts the consultation. > o It is a normal consultation minus the acupuncture. If the patient wants > acupuncture they must make another appointment. > o The price is cheaper for the herbal consultation which give the patients an > incentive. > o In the second trimester, students have a good foundation for small formulas. > o In the third trimester, students are advanced in herbal formulas. > o This opportunity has given students a chance to focus on herbs and gives > them confidence at prescribing formulas. > o Supervisors rarely have time during standard acupuncture shifts to help > students to create formulas, this is why the herbal clinic has been beneficial > for both the students and supervisors. > > > In South Baylo, students must observe in the herbal pharmacy early in their > career to be able to recognize herbs. > > South Baylo has three programs: Chinese, English and Korean. The dean > believes that the chinese students are the best at herbs. He attributes this to a > teaching style used by the chinese faculty, but not the american or korean. > Which is to have interns build formulas from dui yao rather than modify base > formulas by the following process: > > o Choose primary treatment principle > > o select a category of herbs to address that > > o select and herb from that category as emperor > > o combine that herb with standard dui yao pair to accentuate and enhance > (bensky terms) the chief > > o follow suit with additional treatment principles > > o address any acute symptoms > > > Finally, learning the Chinese language would be beneficial for understanding > the herbs and acupuncture points. It is proposed that the > Chinese language > should be required to graduate the program. > > Quote Link to comment Share on other sites More sharing options...
Guest guest Posted October 10, 2003 Report Share Posted October 10, 2003 Where is Stuart Watts these days? I've lost touch with him. On Friday, October 10, 2003, at 04:11 PM, WMorris116 wrote: > The conversation is similar to our faculty meetings and committee > meetings. they seem to be universal. It appears as though a process > might be engaged around mission, purpose and organizational structure. > I sent a note to Stuart to see if he is interested in starting his > organization up again. If so - I think he has bylaws and other useful > items for such an organization. And - I am certain that CCAOM would > fund some faculty training process given sufficient interest. > > Will Quote Link to comment Share on other sites More sharing options...
Guest guest Posted October 11, 2003 Report Share Posted October 11, 2003 Where is Stuart Watts these days? I've lost touch with him. When I was in Santa Fe (NM) this summer I heard he had moved back there. ~Jody Herriott Quote Link to comment Share on other sites More sharing options...
Guest guest Posted October 12, 2003 Report Share Posted October 12, 2003 Thanks, Jody. I'll look him up on my next visit there. Z'ev On Saturday, October 11, 2003, at 09:22 AM, Jody Herriott wrote: > > > > Where is Stuart Watts these days? I've lost touch with him. > > > > > When I was in Santa Fe (NM) this summer I heard he had moved back > there. > > ~Jody Herriott > > > > Quote Link to comment Share on other sites More sharing options...
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