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I recently was informed that the California state acupuncture board has

decreased the herb portion of the exam from 17% to 11%. They did this based on

an occupational analysis of existing practitioners. I don't know about any of

you, but I never received a questionnaire asking me about this. Apparently, they

found that so few practitioners use herbs, they needed to decrease the amount of

herb questions on the exam! They expect the schools to model their curriculum

based on this nonsense.

 

This will not affect the upcoming exam next month, but it will come into effect

in the winter exam. The board told me that they received no comments against

this proposal from the schools, but I doubt if many of them were aware of it.

The school where I teach plans to send them a letter, and I would recommend that

others do the same. We can't affect the winter exam, but maybe we can get this

ruling reversed for future exams.

 

There are numerous reasons why this is a bad idea:

 

1. The questionnaire should have been sent out to ALL California practitioners.

 

2. People will continue to use herbs, and insufficient training will only lead

to adverse events.

 

3. Education should not be determined by what people are doing in the field, but

it should be based on what is considered to be a proper education.

 

There are plenty of other reasons as well.

 

I know many of you don't practice in California, but your letters are still

welcome. Here is a web page with contact info:

 

http://www.acupuncture.ca.gov/contact_us.shtml

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I know there is a response from one Los Angeles school and I thought I heard

that it would be a joint statement from many, if not all, of the California

schools.

I don't know to what degree this shift is mandated by the consumer Boards or

whether it comes from the testing agency. I believe it is the former and thus

will be a hard thing to change.

 

Doug

 

 

 

, " bill_schoenbart " <plantmed2

wrote:

>

> I recently was informed that the California state acupuncture board has

decreased the herb portion of the exam from 17% to 11%. They did this based on

an occupational analysis of existing practitioners. I don't know about any of

you, but I never received a questionnaire asking me about this. Apparently, they

found that so few practitioners use herbs, they needed to decrease the amount of

herb questions on the exam! They expect the schools to model their curriculum

based on this nonsense.

>

> This will not affect the upcoming exam next month, but it will come into

effect in the winter exam. The board told me that they received no comments

against this proposal from the schools, but I doubt if many of them were aware

of it. The school where I teach plans to send them a letter, and I would

recommend that others do the same. We can't affect the winter exam, but maybe we

can get this ruling reversed for future exams.

>

> There are numerous reasons why this is a bad idea:

>

> 1. The questionnaire should have been sent out to ALL California

practitioners.

>

> 2. People will continue to use herbs, and insufficient training will only lead

to adverse events.

>

> 3. Education should not be determined by what people are doing in the field,

but it should be based on what is considered to be a proper education.

>

> There are plenty of other reasons as well.

>

> I know many of you don't practice in California, but your letters are still

welcome. Here is a web page with contact info:

>

> http://www.acupuncture.ca.gov/contact_us.shtml

>

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I teach Board exam prep classes and agree that reducing the herb/ formulas

portion

is ridiculous. Mind as well just burn all of the classics and dispense

vitamins.

 

K

 

 

 

On Wed, Jul 22, 2009 at 6:44 PM, wrote:

 

>

>

> I know there is a response from one Los Angeles school and I thought I

> heard that it would be a joint statement from many, if not all, of the

> California schools.

> I don't know to what degree this shift is mandated by the consumer Boards

> or whether it comes from the testing agency. I believe it is the former and

> thus will be a hard thing to change.

>

> Doug

>

>

> --- In

<%40>,

> " bill_schoenbart " <plantmed2 wrote:

> >

> > I recently was informed that the California state acupuncture board has

> decreased the herb portion of the exam from 17% to 11%. They did this based

> on an occupational analysis of existing practitioners. I don't know about

> any of you, but I never received a questionnaire asking me about this.

> Apparently, they found that so few practitioners use herbs, they needed to

> decrease the amount of herb questions on the exam! They expect the schools

> to model their curriculum based on this nonsense.

> >

> > This will not affect the upcoming exam next month, but it will come into

> effect in the winter exam. The board told me that they received no comments

> against this proposal from the schools, but I doubt if many of them were

> aware of it. The school where I teach plans to send them a letter, and I

> would recommend that others do the same. We can't affect the winter exam,

> but maybe we can get this ruling reversed for future exams.

> >

> > There are numerous reasons why this is a bad idea:

> >

> > 1. The questionnaire should have been sent out to ALL California

> practitioners.

> >

> > 2. People will continue to use herbs, and insufficient training will only

> lead to adverse events.

> >

> > 3. Education should not be determined by what people are doing in the

> field, but it should be based on what is considered to be a proper

> education.

> >

> > There are plenty of other reasons as well.

> >

> > I know many of you don't practice in California, but your letters are

> still welcome. Here is a web page with contact info:

> >

> > http://www.acupuncture.ca.gov/contact_us.shtml

> >

>

>

>

 

 

 

--

 

Turtle Island Integrative Health

 

 

TCM Review director

CA State Board Prep Courses

www.tcmreview.com

 

 

 

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, " bill_schoenbart " <plantmed2

wrote:

>

> I recently was informed that the California state acupuncture board has

decreased the herb portion of the exam from 17% to 11%. They did this based on

an occupational analysis of existing practitioners. I don't know about any of

you, but I never received a questionnaire asking me about this. Apparently, they

found that so few practitioners use herbs, they needed to decrease the amount of

herb questions on the exam! They expect the schools to model their curriculum

based on this nonsense.

 

Well spoken, Bill. I heard about this change a few weeks ago, and I agree with

you that it is quite a tragic shift in policy. I wrote the following blog at

Bluepoppy.com to expand upon the discussion that you've raised here. While I

typically don't cross-post my blogs to our discussion group, this one seems

relevant because it was inspired by Bill's comments.

 

Below is the original from the Blue Poppy blog. By this point, we have nearly

200 articles on the blog, so one can find all manners of topics by digging

through the archives at http://www.bluepoppy.com/blog/blogs/blog1.php

 

California Acupuncture Licensing Exam Reduces Herbal Portion

 

By Eric Brand

 

The California Acupuncture Board recently announced that they will reduce the

proportion of herbal medicine questions on the licensing exam from 17% to 11%.

Apparently this decision was made following an occupational assessment-

practitioners weren't using herbs so the emphasis on herbal medicine will

decline in the exam. Yet again, instead of raising the bar so that people rise

to the challenge, the bar is being lowered. Like an army that can only march at

the speed of the slowest soldier, the entire Chinese medicine field suffers when

our professional standards drop.

 

In the past, the California board exam was harder than any other exam in the

country. The California exam required more comprehensive study of Chinese

medical theory than the old national exam required, because herbal medicine was

a mandatory aspect of the California test. Now that the new test will have only

22 questions on herbal medicine, there is a fear that the schools will reduce

their emphasis on herbs in response to the widespread student demand for easier

curriculum that teaches to the test.

 

The schools themselves would prefer to maintain a stronger emphasis on herbal

medicine, since this allows them to sell more classes and produces graduates of

a higher caliber. Word on the street is that some schools are organizing a

response to the Board, but the potential impact is still unclear. As they say in

Spanish, " cosas de palacio van despacio " (affairs of the palace move slowly).

 

Most practitioners would prefer to see the exams get progressively more

rigorous, because students will always rise to pass a harder test. By making the

test easier, we risk bringing in new practitioners who lack adequate training in

herbs. This will create more adverse events and more negative press and

regulation. The graduates of today are our public face of tomorrow, so already

licensed practitioners want to see only the most educated new practitioners

entering the market. We don't want the market flooded with poorly-trained

practitioners.

 

Already, our schools lack adequate training in many aspects of herbal medicine,

such as herbal pharmacy. Unlike China, where pharmacy is a specialized subject

and trained pharmacists manage ordering and dispensing, practitioners in the

U.S. are often doubling as both the doctor and the pharmacist. Yet our training

in pharmacy issues such as avoiding dangerous substitutes and ineffective

counterfeits is often lacking. Schools have no place for these classes in their

curriculum, and the many students that do not want to use herbs already complain

bitterly about the emphasis on herbs in California schools. Having an exam that

further reduces the herbal emphasis allows the non-herbally inclined students to

complain more vigorously, which further limits the potential of all students to

study herbs at an advanced level.

 

At the moment, we are fighting just to maintain our right to practice herbal

medicine. The new generation of FDA laws requires greater vigilance on the part

of the herbalist, and the increasing scrutiny on our profession demands that we

be well-informed on the safe practice of herbal medicine. Herbs are the most

effective tool we have, but their responsible use requires solid training. Many

practitioners have never even heard of high-profile safety issues like

aristolochic acid and substitute medicinals. We are already sitting ducks for

regulators because most schools offer no training on the key public safety

issues of herbal pharmacy. The last thing we need to do is reduce the amount of

herbal medicine material on our exams.

 

On the bright side, the field of herbal medicine is expanding tremendously.

Acupuncture had explosive growth in the early arrival of Chinese medicine to the

West, and the next era of explosion will revolve around herbal medicine. Anyone

wishing to distinguish themselves can easily focus on herbs, simply because

there is so little professional competition. Assuming that poorly trained

practitioners don't get herbs banned for all of us, it will be progressively

easier to distinguish oneself as a TCM internal medicine specialist if most of

the community lacks sophisticated herbal skills. But it seems a bit twisted to

squeeze even a drop of optimism out of such a poor shift in examination policy.

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Having dug into the Shang Han Lun tradition via Arnaud Versluys this Spring, it

has crossed my mind more than once that there are some problems in the way the

herbal education is structured in our T.C.M. schools in Ca. It occurs to me that

it might be easier for students to learn a more concise materia medica than the

several hundred that students are required to memorize as a foundation. I also

believe that it could be useful to give students more information about

classical formulas and their construction earlier in the curriculum as to give

more time to see the rubber meet the road. Knowing that Arnaud teaches students

around the world, including M.D.'s who are quickly implementing the SHL methods

in hospital settings, helps confirm this belief.

 

 

 

From my observation, and this comes from only a couple of years supervising

students in a clinic in one school, many students will see very little modeling

of the bulk of the materia medica they are required to study. I have even heard

students in their internships say that they saw bulk formulas made only a couple

of times and that they didn't know what the formulas were yet so it didn't sink

in.

 

We also have most students taking formulas classes up into their 6th semester

thus having little chance to implement, let alone see modeling of these formulas

in action after having studied them.

 

 

 

Another problem seems to be that many of the formulas required for study are not

representative of classics nor current standards of Chinese hospital internal

medicine formulas. I know a lot of people on this list could speak more

authoritatively than I could about this and I welcome this. Is there a way to

make this officially updated?

 

 

 

While I will personally write a letter to support the retention of the current %

of testing in the Ca. exam, I think there are a lot of problems with the ways

students and practitioners enthusiasm is being retained for herbal medicine. I

think that if students had herb-centric externships and other residency type

settings to look forward to towards the end of their education or after they've

completed the standard education, the value might be realized.

 

 

 

Pardon the disjointed nature of this as I am concurrently doing some post haste

baby proofing of the home.

 

Ben

 

 

 

 

 

 

 

 

 

 

 

 

_______________

Bing™ brings you maps, menus, and reviews organized in one place. Try it now.

http://www.bing.com/search?q=restaurants & form=MLOGEN & publ=WLHMTAG & crea=TXT_MLOGE\

N_Local_Local_Restaurants_1x1

 

 

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Ben, there is no way to write a linear analysis of this... All these issues

swirl around endlessly. Let me throw my thoughts into the vortex.

 

I would say to Eric that I don't think that the Exam will be any easier because

of this change. It will just be easier for the student to justify spending less

time on herbs throughout the program. But I'm not sure they would be wise to do

so because...

 

Looking at the criteria on their website, one sees that all of herbal medicine

is " still' 17 percent when factoring in herbal identification. Diagnostics is 20

percent (minus 4 percent for biomed) so if we add these two together potentially

there is 33 percent that could concern " CM herbs " . One has to get through

diagnosis to eventually circle one of those 11 (or 17) percent herbal answers.

 

To tell you the truth I don't see that as an unrealistic assessment of what I do

in my own office. The herbs are one answer to the many problems I have to answer

for my patient. Critical - more than 17 percent critical- but still just one

answer to circle. ( a little devil's advocate here)

 

I think the community has to answer for the push for the increase in Western

curriculum a few years back. I'm one of those who believes that the program has

been drained of CM emphasis.

 

 

Doug

 

 

 

_______________________

 

 

 

Examination Content

 

The content of the California Acupuncture Licensing Examination is based on the

results of a comprehensive occupational analysis, which is revised every four or

five years, most recently in 2001. Licensed acupuncturists in California were

surveyed in order to identify the tasks, knowledge, skills and abilities that

are important components of the acupuncture professions.

 

The following percentages indicate the portion of the test devoted to each major

topic. For further definition of the content areas, please refer to Table 13

(page 15) in the 2001 Occupational Analysis / Validation Report found on this

web site

Content Area: Patient Assessment

25%

 

The practitioner obtains patient's history and performs a physical examination

to determine presenting complaint and interrelationship among symptoms. The

practitioner determines the effects of Western medications the patient is

taking. The practitioner uses modern diagnostic testing procedures to augment

traditional assessment methods.

 

1. (A) Obtaining Patient History (12%)

2. (B) Performing a Physical Examination (9%)

3. © Evaluation for Western Pharmacology (2%)

4. (D) Implementing Diagnostic Testing (2%)

 

Content Area: Developing a Diagnostic Impression

20%

 

The practitioner evaluates clinical manifestations to determine the relative

strength and progression of disease. The practitioner evaluates patterns of

disharmony according to theories of Oriental medicine to arrive at a final

diagnosis. The practitioner demonstrates a knowledge of how pathology in Western

medicine relates to disease in traditional Oriental medicine.

 

1. (A) Forming a Diagnostic Impression (8%)

2. (B) Differentiation of Syndromes (5%)

3. © Biomedical Disease (4%)

4. (D) Oriental Treatment Planning (3%)

 

Content Area: Providing Acupuncture Treatment

29%

 

The practitioner implements knowledge of the therapeutic effects of points and

combinations of points in modifying pain, normalizing functioning, and treating

disharmonies. The practitioner uses anatomical landmarks and proportional

measurements in locating points on or near body surfaces. The practitioner

identifies clinical indications for using alternate treatment modalities.

 

1. (A) Point Selection Principles (6%)

2. (B) Point Categories in Acupuncture Treatment (7%)

3. © Point Location and Needling Technique (4%)

4. (D) Performing Auxiliary Treatment (4%)

5. (E) Implementing Microsystems in Treatment (1%)

6. (F) Treatment Observation and Modification (2%)

7. (G) Acupuncture Treatment Contraindications (5%)

 

Content Area: Prescribing Herbal Medicinals

17%

 

The practitioner prescribes herbs and formulas based on diagnostic criteria. The

practitioner modifies formulas and dosage of herbs according to patient's

condition. The practitioner identifies situations and conditions where herbs and

formulas would produce undesired effects.

 

1. (A) Identification of Herbs (6%)

2. (B) Prescribing and Administering Herbs (11%)

 

Content Area: Regulations for Public Health and Safety

9%

 

The practitioner understands and complies with laws and regulations governing

hygiene and the control of pathogenic contaminants. The practitioner applies

legal guidelines for office practices and maintenance of patient records. The

practitioner adheres to legal requirements for reporting known or suspected

child, elder, or dependent adult abuse.

 

1. (A) Practice Requirements (2%)

2. (B) Patient Protection (7%)

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I have recently seen Huang's 10 Key Formula Families and it is Good.

 

To take your idea, using a book such as this as required for the State Board

would get us more in line with Kampo. We could bridge the TCM and Western. (oh

lord, what am I saying???!!) At least, there would be a positive way for us to

show the Japanese-Western health care system works with Chinese herbs.

(Prescribed only by MD's unfortunately).

 

It is clear that our herbal teaching has a lot to be desired. As Dr. Huang says

in the introduction, this is not just confined to the West.

 

The California State Board is now (is it too late?) reviewing its Book list.

 

Doug

 

 

 

, ben zappin <btz23 wrote:

>

>

> Having dug into the Shang Han Lun tradition via Arnaud Versluys this Spring,

it has crossed my mind more than once that there are some problems in the way

the herbal education is structured in our T.C.M. schools in Ca. It occurs to me

that it might be easier for students to learn a more concise materia medica than

the several hundred that students are required to memorize as a foundation. I

also believe that it could be useful to give students more information about

classical formulas and their construction earlier in the curriculum as to give

more time to see the rubber meet the road. Knowing that Arnaud teaches students

around the world, including M.D.'s who are quickly implementing the SHL methods

in hospital settings, helps confirm this belief.

>

>

>

> From my observation, and this comes from only a couple of years supervising

students in a clinic in one school, many students will see very little modeling

of the bulk of the materia medica they are required to study. I have even heard

students in their internships say that they saw bulk formulas made only a couple

of times and that they didn't know what the formulas were yet so it didn't sink

in.

>

> We also have most students taking formulas classes up into their 6th semester

thus having little chance to implement, let alone see modeling of these formulas

in action after having studied them.

>

>

>

> Another problem seems to be that many of the formulas required for study are

not representative of classics nor current standards of Chinese hospital

internal medicine formulas. I know a lot of people on this list could speak more

authoritatively than I could about this and I welcome this. Is there a way to

make this officially updated?

>

>

>

> While I will personally write a letter to support the retention of the current

% of testing in the Ca. exam, I think there are a lot of problems with the ways

students and practitioners enthusiasm is being retained for herbal medicine. I

think that if students had herb-centric externships and other residency type

settings to look forward to towards the end of their education or after they've

completed the standard education, the value might be realized.

>

>

>

> Pardon the disjointed nature of this as I am concurrently doing some post

haste baby proofing of the home.

>

> Ben

>

>

>

>

>

>

_______________

> Bing™ brings you maps, menus, and reviews organized in one place. Try it now.

>

http://www.bing.com/search?q=restaurants & form=MLOGEN & publ=WLHMTAG & crea=TXT_MLOGE\

N_Local_Local_Restaurants_1x1

>

>

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, ben zappin <btz23 wrote:

>

>

> Ben: Having dug into the Shang Han Lun tradition via Arnaud Versluys this

Spring, it has crossed my mind more than once that there are some problems in

the way the herbal education is structured in our T.C.M. schools in Ca. It

occurs to me that it might be easier for students to learn a more concise

materia medica than the several hundred that students are required to memorize

as a foundation.

 

Eric:

Maybe, but I worry that this just lowers the bar even further. I can appreciate

the take of a Shang Han Lun scholar, and my most respected teachers all had a

great appreciation for the classics. Personally, I felt like I learned much

more about herbs after revisiting my Shang Han Lun studies, simply because so

many of the eloquent dui yao combinations that make up everyday practice come

from the SHL and Jin Gui.

 

But nonetheless, the simple fact is that fewer medicinals were available during

the era in which the Shang Han Lun was written. A SHL practitioner may think

that all the later developments were less sophisticated than the earliest

classics, and indeed some of the most advanced herbal pairs that have persisted

for centuries did come out of those early classics. However, limiting the range

of herbs studied to the major ones that appear in classical texts does a

disservice to all the progress of the last 1800 years. Major schools of thought

that came much later were very innovative, such as Li Dong-Yuan's work or Wen

Bing theory. Important medicinals (such as Dang Shen and Xi Yang Shen) did not

come into play until only a few centuries ago, but knowing how to use these

herbs is essential if one is to be a properly educated and versatile

practitioner.

 

Ben:

> From my observation, and this comes from only a couple of years supervising

students in a clinic in one school, many students will see very little modeling

of the bulk of the materia medica they are required to study. I have even heard

students in their internships say that they saw bulk formulas made only a couple

of times and that they didn't know what the formulas were yet so it didn't sink

in.

 

Eric:

This is a true shame, and it is all too common. But mostly it reflects the fact

that there is too little consistency in the education and the supervisors. A

school should have a clear goal. If they want to train people in Chinese

medicine based on primary sources and the standard professional level of care,

they need instructors that can model this approach. If the school tries to be

too many things to too many people, it loses direction and the students don't

get a consistent message on how they should be thinking clinically. Something

is wrong if students are going through their clinical training without good

examples of everyday herbalism.

 

> Another problem seems to be that many of the formulas required for study are

not representative of classics nor current standards of Chinese hospital

internal medicine formulas. I know a lot of people on this list could speak more

authoritatively than I could about this and I welcome this. Is there a way to

make this officially updated?

 

Different people have different priorities on which formulas are the most

essential. However, if the teachers can access primary sources (i.e., a normal

Chinese formula 101 textbook), basically all the formulas they cover will be the

main ones. Generations of doctors in China have already organized the main

representative formulas, so if someone is arbitrarily making their own list, it

is a completely unnecessary endeavor. The Chinese books break down the

different formula types, and once one knows the principles, the formulas can be

modified endlessly to fit all the spaces between the neat textbook categories.

The problem is simply that most schools have few instructors in a position of

authority that can read the primary literature.

 

Just my two cents.

 

Eric Brand

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I agree. The increase of biomedical subjects, if at the expense of

CM, is a cause for concern.

 

 

On Jul 24, 2009, at 11:15 AM, wrote:

 

> Ben, there is no way to write a linear analysis of this... All these

> issues swirl around endlessly. Let me throw my thoughts into the

> vortex.

>

> I would say to Eric that I don't think that the Exam will be any

> easier because of this change. It will just be easier for the

> student to justify spending less time on herbs throughout the

> program. But I'm not sure they would be wise to do so because...

>

> Looking at the criteria on their website, one sees that all of

> herbal medicine is " still' 17 percent when factoring in herbal

> identification. Diagnostics is 20 percent (minus 4 percent for

> biomed) so if we add these two together potentially there is 33

> percent that could concern " CM herbs " . One has to get through

> diagnosis to eventually circle one of those 11 (or 17) percent

> herbal answers.

>

> To tell you the truth I don't see that as an unrealistic assessment

> of what I do in my own office. The herbs are one answer to the many

> problems I have to answer for my patient. Critical - more than 17

> percent critical- but still just one answer to circle. ( a little

> devil's advocate here)

>

> I think the community has to answer for the push for the increase in

> Western curriculum a few years back. I'm one of those who believes

> that the program has been drained of CM emphasis.

>

> Doug

>

> _______________________

>

> Examination Content

>

> The content of the California Acupuncture Licensing Examination is

> based on the results of a comprehensive occupational analysis, which

> is revised every four or five years, most recently in 2001. Licensed

> acupuncturists in California were surveyed in order to identify the

> tasks, knowledge, skills and abilities that are important components

> of the acupuncture professions.

>

> The following percentages indicate the portion of the test devoted

> to each major topic. For further definition of the content areas,

> please refer to Table 13 (page 15) in the 2001 Occupational

> Analysis / Validation Report found on this web site

> Content Area: Patient Assessment

> 25%

>

> The practitioner obtains patient's history and performs a physical

> examination to determine presenting complaint and interrelationship

> among symptoms. The practitioner determines the effects of Western

> medications the patient is taking. The practitioner uses modern

> diagnostic testing procedures to augment traditional assessment

> methods.

>

> 1. (A) Obtaining Patient History (12%)

> 2. (B) Performing a Physical Examination (9%)

> 3. © Evaluation for Western Pharmacology (2%)

> 4. (D) Implementing Diagnostic Testing (2%)

>

> Content Area: Developing a Diagnostic Impression

> 20%

>

> The practitioner evaluates clinical manifestations to determine the

> relative strength and progression of disease. The practitioner

> evaluates patterns of disharmony according to theories of Oriental

> medicine to arrive at a final diagnosis. The practitioner

> demonstrates a knowledge of how pathology in Western medicine

> relates to disease in traditional Oriental medicine.

>

> 1. (A) Forming a Diagnostic Impression (8%)

> 2. (B) Differentiation of Syndromes (5%)

> 3. © Biomedical Disease (4%)

> 4. (D) Oriental Treatment Planning (3%)

>

> Content Area: Providing Acupuncture Treatment

> 29%

>

> The practitioner implements knowledge of the therapeutic effects of

> points and combinations of points in modifying pain, normalizing

> functioning, and treating disharmonies. The practitioner uses

> anatomical landmarks and proportional measurements in locating

> points on or near body surfaces. The practitioner identifies

> clinical indications for using alternate treatment modalities.

>

> 1. (A) Point Selection Principles (6%)

> 2. (B) Point Categories in Acupuncture Treatment (7%)

> 3. © Point Location and Needling Technique (4%)

> 4. (D) Performing Auxiliary Treatment (4%)

> 5. (E) Implementing Microsystems in Treatment (1%)

> 6. (F) Treatment Observation and Modification (2%)

> 7. (G) Acupuncture Treatment Contraindications (5%)

>

> Content Area: Prescribing Herbal Medicinals

> 17%

>

> The practitioner prescribes herbs and formulas based on diagnostic

> criteria. The practitioner modifies formulas and dosage of herbs

> according to patient's condition. The practitioner identifies

> situations and conditions where herbs and formulas would produce

> undesired effects.

>

> 1. (A) Identification of Herbs (6%)

> 2. (B) Prescribing and Administering Herbs (11%)

>

> Content Area: Regulations for Public Health and Safety

> 9%

>

> The practitioner understands and complies with laws and regulations

> governing hygiene and the control of pathogenic contaminants. The

> practitioner applies legal guidelines for office practices and

> maintenance of patient records. The practitioner adheres to legal

> requirements for reporting known or suspected child, elder, or

> dependent adult abuse.

>

> 1. (A) Practice Requirements (2%)

> 2. (B) Patient Protection (7%)

>

>

>

 

 

Chair, Department of Herbal Medicine

Pacific College of Oriental Medicine

San Diego, Ca. 92122

 

 

 

 

 

 

 

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Eric,

I agree with you that at the school level, one should learn the

broad spectrum of herbs and formulas required in the PRC and Taiwan.

However, as the Yi Jing says, 'limitation brings success'. I think at

some point in one's training, one could greatly benefit from focusing

on, say Shang Han/Jin Gui formulas and theory, and work within those

limitations, then branching out. I am working right now on a course/

seminar based on a historical overview of different schools/currents

in Chinese medicine, in terms of theory, prescription families,

strengths and weaknesses. Of course, the Cold Damage current is the

root of all further developments, and should be required study at all

CM schools (as it is at PCOM).

 

 

On Jul 24, 2009, at 11:42 AM, Eric Brand wrote:

 

> , ben zappin <btz23

> wrote:

> >

> >

> > Ben: Having dug into the Shang Han Lun tradition via Arnaud

> Versluys this Spring, it has crossed my mind more than once that

> there are some problems in the way the herbal education is

> structured in our T.C.M. schools in Ca. It occurs to me that it

> might be easier for students to learn a more concise materia medica

> than the several hundred that students are required to memorize as a

> foundation.

>

> Eric:

> Maybe, but I worry that this just lowers the bar even further. I can

> appreciate the take of a Shang Han Lun scholar, and my most

> respected teachers all had a great appreciation for the classics.

> Personally, I felt like I learned much more about herbs after

> revisiting my Shang Han Lun studies, simply because so many of the

> eloquent dui yao combinations that make up everyday practice come

> from the SHL and Jin Gui.

>

> But nonetheless, the simple fact is that fewer medicinals were

> available during the era in which the Shang Han Lun was written. A

> SHL practitioner may think that all the later developments were less

> sophisticated than the earliest classics, and indeed some of the

> most advanced herbal pairs that have persisted for centuries did

> come out of those early classics. However, limiting the range of

> herbs studied to the major ones that appear in classical texts does

> a disservice to all the progress of the last 1800 years. Major

> schools of thought that came much later were very innovative, such

> as Li Dong-Yuan's work or Wen Bing theory. Important medicinals

> (such as Dang Shen and Xi Yang Shen) did not come into play until

> only a few centuries ago, but knowing how to use these herbs is

> essential if one is to be a properly educated and versatile

> practitioner.

>

> Ben:

> > From my observation, and this comes from only a couple of years

> supervising students in a clinic in one school, many students will

> see very little modeling of the bulk of the materia medica they are

> required to study. I have even heard students in their internships

> say that they saw bulk formulas made only a couple of times and that

> they didn't know what the formulas were yet so it didn't sink in.

>

> Eric:

> This is a true shame, and it is all too common. But mostly it

> reflects the fact that there is too little consistency in the

> education and the supervisors. A school should have a clear goal. If

> they want to train people in Chinese medicine based on primary

> sources and the standard professional level of care, they need

> instructors that can model this approach. If the school tries to be

> too many things to too many people, it loses direction and the

> students don't get a consistent message on how they should be

> thinking clinically. Something is wrong if students are going

> through their clinical training without good examples of everyday

> herbalism.

>

> > Another problem seems to be that many of the formulas required for

> study are not representative of classics nor current standards of

> Chinese hospital internal medicine formulas. I know a lot of people

> on this list could speak more authoritatively than I could about

> this and I welcome this. Is there a way to make this officially

> updated?

>

> Different people have different priorities on which formulas are the

> most essential. However, if the teachers can access primary sources

> (i.e., a normal Chinese formula 101 textbook), basically all the

> formulas they cover will be the main ones. Generations of doctors in

> China have already organized the main representative formulas, so if

> someone is arbitrarily making their own list, it is a completely

> unnecessary endeavor. The Chinese books break down the different

> formula types, and once one knows the principles, the formulas can

> be modified endlessly to fit all the spaces between the neat

> textbook categories. The problem is simply that most schools have

> few instructors in a position of authority that can read the primary

> literature.

>

> Just my two cents.

>

> Eric Brand

>

>

>

 

 

Chair, Department of Herbal Medicine

Pacific College of Oriental Medicine

San Diego, Ca. 92122

 

 

 

 

 

 

 

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Thanks for posting this, Eric. It thoroughly covers many of the areas of

concern.

 

I have already seen the damage that can be caused by " teaching to the test " . Do

we really want our schools to model their educational policies along the theme

of " No Acupuncturist Left Behind " ? I don't know about others, but nobody has

ever asked me about my school grades in nearly 20 years of practicing. They ARE

concerned that I have proper training in herbs, since they are ingesting unknown

substances simply based on their faith in my education. I don't think I would

have the confidence to do this if I had attended a school with a watered-down

herb program.

 

- Bill

 

 

 

> The California Acupuncture Board recently announced that they will reduce the

proportion of herbal medicine questions on the licensing exam from 17% to 11%.

Apparently this decision was made following an occupational assessment-

practitioners weren't using herbs so the emphasis on herbal medicine will

decline in the exam. Yet again, instead of raising the bar so that people rise

to the challenge, the bar is being lowered. Like an army that can only march at

the speed of the slowest soldier, the entire Chinese medicine field suffers when

our professional standards drop.

>

> In the past, the California board exam was harder than any other exam in the

country. The California exam required more comprehensive study of Chinese

medical theory than the old national exam required, because herbal medicine was

a mandatory aspect of the California test. Now that the new test will have only

22 questions on herbal medicine, there is a fear that the schools will reduce

their emphasis on herbs in response to the widespread student demand for easier

curriculum that teaches to the test.

>

> The schools themselves would prefer to maintain a stronger emphasis on herbal

medicine, since this allows them to sell more classes and produces graduates of

a higher caliber. Word on the street is that some schools are organizing a

response to the Board, but the potential impact is still unclear. As they say in

Spanish, " cosas de palacio van despacio " (affairs of the palace move slowly).

>

> Most practitioners would prefer to see the exams get progressively more

rigorous, because students will always rise to pass a harder test. By making the

test easier, we risk bringing in new practitioners who lack adequate training in

herbs. This will create more adverse events and more negative press and

regulation. The graduates of today are our public face of tomorrow, so already

licensed practitioners want to see only the most educated new practitioners

entering the market. We don't want the market flooded with poorly-trained

practitioners.

>

> Already, our schools lack adequate training in many aspects of herbal

medicine, such as herbal pharmacy. Unlike China, where pharmacy is a specialized

subject and trained pharmacists manage ordering and dispensing, practitioners in

the U.S. are often doubling as both the doctor and the pharmacist. Yet our

training in pharmacy issues such as avoiding dangerous substitutes and

ineffective counterfeits is often lacking. Schools have no place for these

classes in their curriculum, and the many students that do not want to use herbs

already complain bitterly about the emphasis on herbs in California schools.

Having an exam that further reduces the herbal emphasis allows the non-herbally

inclined students to complain more vigorously, which further limits the

potential of all students to study herbs at an advanced level.

>

> At the moment, we are fighting just to maintain our right to practice herbal

medicine. The new generation of FDA laws requires greater vigilance on the part

of the herbalist, and the increasing scrutiny on our profession demands that we

be well-informed on the safe practice of herbal medicine. Herbs are the most

effective tool we have, but their responsible use requires solid training. Many

practitioners have never even heard of high-profile safety issues like

aristolochic acid and substitute medicinals. We are already sitting ducks for

regulators because most schools offer no training on the key public safety

issues of herbal pharmacy. The last thing we need to do is reduce the amount of

herbal medicine material on our exams.

>

> On the bright side, the field of herbal medicine is expanding tremendously.

Acupuncture had explosive growth in the early arrival of Chinese medicine to the

West, and the next era of explosion will revolve around herbal medicine. Anyone

wishing to distinguish themselves can easily focus on herbs, simply because

there is so little professional competition. Assuming that poorly trained

practitioners don't get herbs banned for all of us, it will be progressively

easier to distinguish oneself as a TCM internal medicine specialist if most of

the community lacks sophisticated herbal skills. But it seems a bit twisted to

squeeze even a drop of optimism out of such a poor shift in examination policy.

>

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Thank you for saying this:

 

I have already seen the damage that can be caused by " teaching to the

test "

 

I feel exactly the same way and wondered how many people realized that

this is what many schools do. When I teach Int Med courses at my

local school I tell the students " you won't see questions about what

I'm going to teach you today on the Boards, but you will see it

everyday in your practice. " Frankly, I know that some students close

their ears at that moment to open a book and " study " but others are

happy to listen to information above and beyond what will be on the

exams.

 

Martha

Martha Lucas, Ph.D., L.Ac.

303-947-6224

Have Patience, be Inspired, practice Gratitude. Miracles happen.

 

On Jul 24, 2009, at 1:21 PM, bill_schoenbart wrote:

 

> Thanks for posting this, Eric. It thoroughly covers many of the

> areas of concern.

>

> I have already seen the damage that can be caused by " teaching to

> the test " . Do we really want our schools to model their educational

> policies along the theme of " No Acupuncturist Left Behind " ? I don't

> know about others, but nobody has ever asked me about my school

> grades in nearly 20 years of practicing. They ARE concerned that I

> have proper training in herbs, since they are ingesting unknown

> substances simply based on their faith in my education. I don't

> think I would have the confidence to do this if I had attended a

> school with a watered-down herb program.

>

> - Bill

>

 

 

 

 

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I agree 100% with Eric.

 

1) we should not reduce the number of herbs we study, this makes little

sense. Further simplification is not the answer.

 

2) Often I hear about students that are still doing their formulas classes

in the last semester of school. They do most (if not all) of their clinical

training without even have studied the basic formulas. How could we expect

them to actually learn anything! Students graduate and all too often

complain of not grasping basic clinical herb knowledge and hence lack

confidence. It is any wonder they end up selling supplements or patent

herbs? Schools must start teaching herbs ASAP, not waiting until second year

etc. Herbs should be the priority from the beginning because the,y quite

simply, take the most time and energy to master.

 

 

 

-

 

 

 

 

On Behalf Of Eric Brand

Friday, July 24, 2009 12:43 PM

 

Re: California Acupuncture Board Decreases Herb Portion of

Exam

 

 

 

 

 

 

 

 

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I'm actually with Ben on simplification of the number of herbs and/or

formulas.

 

This isn't about lowering the bar, this is about setting the bar at a height

where we can actually clear it!

 

Memorizing 350 some-odd herbs in a year results in a skill set that has no

benefit to the clinical practice of Chinese medicine. The skill set you

obtain is how to memorize information to be regurgitated on a test.

 

I find that simplification allows people to actually create a skeleton upon

which all the other organs, tissues and whatnot can be added in time.

However when we're given every single body part all at once, fat chance on

us ever putting it together.

 

I used to write radio commercials and two points are commonly recognized:

 

1. For people to remember the content of a commercial, they must be

exposed to it five times.

2. If you want to something to be remember from a commercial, focus on

ONE thing. That's it.

 

Applying this to herb studies, as Z'ev mentioned, you gotta start out with a

limitiation. Isn't that an application of five phase thinking? Nourishing

and controlling phases need to be harmonious. Force-feeding too many herbs

at once is over-nourishing and under-controlling. Limit the number of herbs

and you'll increase their ability to actually use them in clinic and later

on in practice. As time goes on, we can (and do) add to that framework.

 

--

, DAOM

Pain is inevitable, suffering is optional.

 

 

 

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Beyond what students are tested on, I see students, shall we say tempted, by

medical qigong and 5 elements acupuncture in exchange for focusing on the tested

material.

 

Ben

 

 

 

 

 

 

 

 

 

 

 

_______________

Windows Live™ Hotmail®: Celebrate the moment with your favorite sports pics.

Check it out.

http://www.windowslive.com/Online/Hotmail/Campaign/QuickAdd?ocid=TXT_TAGLM_WL_QA\

_HM_sports_photos_072009 & cat=sports

 

 

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To keep fleshing this out, I'm not necessarily touting the conviction that we

should reduce the # altogether, just out of the gates until students gain some

competence and confidence w/ a paired down mm and formulary. I think the initial

volume can be intimidating and exhausting.

 

How come I still don't get Eric's posts? Bizarre

 

Ben

 

 

 

 

 

 

 

I'm actually with Ben on simplification of the number of herbs and/or

formulas.

 

This isn't about lowering the bar, this is about setting the bar at a height

where we can actually clear it!

 

Memorizing 350 some-odd herbs in a year results in a skill set that has no

benefit to the clinical practice of Chinese medicine. The skill set you

obtain is how to memorize information to be regurgitated on a test.

 

I find that simplification allows people to actually create a skeleton upon

which all the other organs, tissues and whatnot can be added in time.

However when we're given every single body part all at once, fat chance on

us ever putting it together.

 

I used to write radio commercials and two points are commonly recognized:

 

1. For people to remember the content of a commercial, they must be

exposed to it five times.

2. If you want to something to be remember from a commercial, focus on

ONE thing. That's it.

 

Applying this to herb studies, as Z'ev mentioned, you gotta start out with a

limitiation. Isn't that an application of five phase thinking? Nourishing

and controlling phases need to be harmonious. Force-feeding too many herbs

at once is over-nourishing and under-controlling. Limit the number of herbs

and you'll increase their ability to actually use them in clinic and later

on in practice. As time goes on, we can (and do) add to that framework.

 

--

, DAOM

Pain is inevitable, suffering is optional.

 

 

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, Al Stone <al wrote:

 

> Memorizing 350 some-odd herbs in a year results in a skill set that has no

> benefit to the clinical practice of Chinese medicine. The skill set you

> obtain is how to memorize information to be regurgitated on a test.

 

I understand your point and I agree with the fundamental premise of focusing on

a solid basic foundation. I also agree that the focus should not be short-term

memory retention (one needs to learn to love it, because it takes a lot more

than one year to gain proficiency). However, the 350 herbs that are studied are

already the bare basics. Chinese practitioners and pharmacies generally use

closer to 500, and if one hasn't even been exposed to the 350 most common ones,

it hampers the ability to form meaningful relationships with teachers after

graduation. If we teach only 200 medicinals, we will limit the potential of our

students to truly advance their knowledge base after graduation.

 

There are thousands of great teachers to pursue after one graduates with a basic

foundation, and we desperately need graduates who continue to study and

contribute to the field. Students need to learn to make relationships with

knowledgeable teachers so that they can be a true link in the chain of Chinese

medical transmission. The way to make these relationships is to have a solid

grounding in the basics so that you can demonstrate to your teacher that you are

worth their time. 200 medicinals is not even close to that, it isn't even half

of their basic student textbook.

 

Westerners are fully capable of mastering Chinese medicine if they are given a

solid education. There is no need to simplify the curriculum simply because we

are foreigners.

 

Eric Brand

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Hi all!

 

 

 

I would like to jump in and respond specifically to Al & Ben, and anyone

else who cares to read from a students prospective.

 

 

 

I go to a school in Asheville, NC. Our school is very heavy on herbs, TCM &

Classical theories. We went through one section a week from Bensky the first

year, just focusing on single herbs. The next year in addition to the

regular courses we finished all formula theory. I'm now going into my third

year (50% clinic) with little new information to complete in the realm of

herbal medicine aside from our quarterly meetings on the classics with Jeff

Yuen. For myself, I have struggled with memorizing all these herbs, mostly

because I work fulltime out side of my studies. Most of my classmates do not

work out side of school (somehow?) and seem to be doing very well. Even

though I have struggled with all the memorization, I'm really happy we are

getting all this information now, so after licensure, it is not all foreign

to me. I have a few friends scattered around the states going to other

schools that also have their entire life dedicated to studying and only go

to school without the burden of having to work; even though I have

struggled, I feel so much better off with my herbal knowledge than ALL of

them. My point is, I see where Al and Ben are coming from, and in a sense,

it makes sense. But from an insider who is in school right now, and having a

hard time dealing with the herbal boot camp, in reality, I am very thankful

and feel lucky to be in such a rigorous program as I know it will only make

me a better practitioner in the future.

 

Cheers!

 

 

 

Joey Bedrosian

Info

866.222.2999

 

_____

 

 

On Behalf Of Al Stone

Friday, July 24, 2009 3:40 PM

 

Re: Re: California Acupuncture Board Decreases Herb Portion

of Exam

 

 

 

 

 

I'm actually with Ben on simplification of the number of herbs and/or

formulas.

 

This isn't about lowering the bar, this is about setting the bar at a height

where we can actually clear it!

 

Memorizing 350 some-odd herbs in a year results in a skill set that has no

benefit to the clinical practice of Chinese medicine. The skill set you

obtain is how to memorize information to be regurgitated on a test.

 

I find that simplification allows people to actually create a skeleton upon

which all the other organs, tissues and whatnot can be added in time.

However when we're given every single body part all at once, fat chance on

us ever putting it together.

 

I used to write radio commercials and two points are commonly recognized:

 

1. For people to remember the content of a commercial, they must be

exposed to it five times.

2. If you want to something to be remember from a commercial, focus on

ONE thing. That's it.

 

Applying this to herb studies, as Z'ev mentioned, you gotta start out with a

limitiation. Isn't that an application of five phase thinking? Nourishing

and controlling phases need to be harmonious. Force-feeding too many herbs

at once is over-nourishing and under-controlling. Limit the number of herbs

and you'll increase their ability to actually use them in clinic and later

on in practice. As time goes on, we can (and do) add to that framework.

 

--

, DAOM

Pain is inevitable, suffering is optional.

 

 

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All,

 

All of this goes back to our jamming herbs and acupuncture together into a

single entry-level training back in the 80s. Of course, there's no way to turn

back the clock, and, based on my own personal economy, I'm not sure I would if I

could. Some of us have done well by the status quo (even when railing against

it). But it's ironic that we are now simply reaping the seeds we sowed back then

based on our hubris of wanting to know, do, and have it all. Ah samsara.

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Eric,

 

I hope you don't mind if I continue devil's advocating.

 

1. Where are these post-graduate teachers you are referencing? Certainly such

exist in China, but how many of our graduates can spend meaningful time in China

post-grad when amny of them are $100K in debt?

 

2. While I agree that we are just as smart as Chinese students, there are some

important differences that must be taken into account:

 

A. We are asking our students to learn two forms of medicine (albeit related and

somewhat overlapping) in three years, each of which take four years to learn in

China.

 

B. Chinese students start TCM education at 18 and then study full-time in a

live-in environment. Our students typically have jobs (at least part-time),

lovers, families, and other impedimenta that Chinese students do not, at least

not when I was a student there.

 

C. Chinese students are studying in their own language taught by teachers

speaking their own language and have access to the full literature of our

profession in their own language, the language this medicine was created in.

 

D. Teachers in China are professional, full-time teachers taught to teach this

material. Clinical mentors in China have 10-50 years experience.

 

These are practically meaningful differences, and any solutions offered to our

profession's current academic problems need to take these factors into account.

In other words, it's one thing to come up with ideal solutions, but another to

implement those solutions in the world as lived and experienced.

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Dear Folks and Mr. Stone especially,

 

Thank you so much for writing your email. I am currently struggling in my first

Formulas class. As a student of educational theory and former math teacher, I

have to say that my school's current approach (8 to 13 new formulas each week)

is probably the best way to ensure that whatever CAN be memorized successfully

for short-term test taking will probably quickly be forgotten, because, in most

cases, it is not used and/or practiced immediately. I am currently so

over-whelmed that the class sometimes feels to me to be little more than

memorizing nonsense syllables; formulas differentiated in use by subtleties of

diagnosis which, as a novice, I only marginally comprehend. Frankly, it is a

nightmare. Instructors and administration members defend the status quo based

on... I don't know WHAT theory of educational success! To me, the focus in this

process is all on passing the Licensing Exam, and then afterward " you can do

what you want, " which is not really a basis for becoming a good practitioner or

building a successful practice. Other students I talk to about strategies for

getting through it admit TO A PERSON (!) that they don't remember most

formulas/formula classes already tested.

 

Mr. Stone, where do you teach? I may be in the market for a new school!

 

Thanks for listening,

Cliff Rae

 

, Al Stone <al wrote:

>

> I'm actually with Ben on simplification of the number of herbs and/or

formulas.

>

> This isn't about lowering the bar, this is about setting the bar at a height

where we can actually clear it!

>

> Memorizing 350 some-odd herbs in a year results in a skill set that has no

benefit to the clinical practice of Chinese medicine. The skill set you obtain

is how to memorize information to be regurgitated on a test.

>

> I find that simplification allows people to actually create a skeleton upon

which all the other organs, tissues and whatnot can be added in time. However

when we're given every single body part all at once, fat chance on us ever

putting it together.

>

> I used to write radio commercials and two points are commonly recognized:

>

> 1. For people to remember the content of a commercial, they must be exposed

to it five times.

> 2. If you want to something to be remember from a commercial, focus on ONE

thing. That's it.

>

> Applying this to herb studies, as Z'ev mentioned, you gotta start out with a

limitiation. Isn't that an application of five phase thinking? Nourishing and

controlling phases need to be harmonious. Force-feeding too many herbs at once

is over-nourishing and under-controlling. Limit the number of herbs and you'll

increase their ability to actually use them in clinic and later on in practice.

As time goes on, we can (and do) add to that framework.

>

> --

> , DAOM

> Pain is inevitable, suffering is optional.

>

>

>

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Yes,

Chinese herbalism/formulaism is a priceless jewel.

No other culture in the world has created such a rich herbal tradition ...

period.

To lose this is a tragedy.

 

Teachers must be better, but students must be better too.

Students seem to be inspired in the beginning and then often times,

lose their inspiration. They should be gaining inspiration as time goes on.

 

Just memorizing 350 herbs and then memorizing 250 formulas is not effective.

Understanding how 100 herbs create 90% of the formulas should be the focus.

As Huang Huang has written, 50 medicinals are the building blocks

for almost the entirety of the Shang han za bing lun.

 

Maybe we should learn herbs through formulas and not separate them by a

year.

Isn't that how it's taught in some places in China?

 

K

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Z'ev,

I would love to take that course that you're planning out.

Jeffrey Yuen teaches this course in a 2 year format (20 weekends).

 

The problem is that only a few people in this country can teach this

subject,

yet it is probably the best way to teach the formulas

and like you said the Shang han za bing lun should be the foundation of our

herbal medicine.

 

On another thread, the CA Board has reduced the percentage of

formulas/herbal questions

due to the recent Occupational Analysis report. Since less people are using

herbs,

they don't think that it's important to test this, translating as less

emphasis in teaching herbs.

 

The question goes to quality vs quantity. In the first 4 years of study,

how many medicinals

and formulas can you know truly well and apply to practice?

 

It takes a lifetime to even know 10 people well, let alone 350 medicinals

and constant time spent together.

 

K

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Well stated, Joey.

 

Ben and Al, I have to disagree. Ben, you're my friend and I respect your

opinion, but as a teacher of two materia medica classes, I don't see students

having a problem with learning the material if they are willing to do the work.

Very few of them fail to do it right. I didn't have a problem learning all the

herbs when I was a student, either. Did it take up about 30% - 40% of my

studying time? Yes. Do I think it was worth it? Absolutely. Do I forget info and

have to relearn it periodically? Of course. This is a lifetime endeavor, part of

what makes herbal medicine so interesting.

 

I do see a problem with students spending a huge portion of their time studying

for cumulative exams and exam preparation classes.

 

A pared-down version of materia medica will give them an incomplete foundation

in herbs. By the time they get around to studying the rest of them, they will

have failed to integrate those herbs into their understanding of the disease

patterns and the formulas. IMO, knowing how to modify formulas is at least as

important as understanding the formulas themselves. Without the entire arsenal

of herbs, this understanding will be incomplete.

 

- Bill

 

 

, " Golden Needle " <thornedist

wrote:

>

> Hi all!

>

>

>

> I would like to jump in and respond specifically to Al & Ben, and anyone

> else who cares to read from a students prospective.

>

>

>

> I go to a school in Asheville, NC. Our school is very heavy on herbs, TCM &

> Classical theories. We went through one section a week from Bensky the first

> year, just focusing on single herbs. The next year in addition to the

> regular courses we finished all formula theory. I'm now going into my third

> year (50% clinic) with little new information to complete in the realm of

> herbal medicine aside from our quarterly meetings on the classics with Jeff

> Yuen. For myself, I have struggled with memorizing all these herbs, mostly

> because I work fulltime out side of my studies. Most of my classmates do not

> work out side of school (somehow?) and seem to be doing very well. Even

> though I have struggled with all the memorization, I'm really happy we are

> getting all this information now, so after licensure, it is not all foreign

> to me. I have a few friends scattered around the states going to other

> schools that also have their entire life dedicated to studying and only go

> to school without the burden of having to work; even though I have

> struggled, I feel so much better off with my herbal knowledge than ALL of

> them. My point is, I see where Al and Ben are coming from, and in a sense,

> it makes sense. But from an insider who is in school right now, and having a

> hard time dealing with the herbal boot camp, in reality, I am very thankful

> and feel lucky to be in such a rigorous program as I know it will only make

> me a better practitioner in the future.

>

> Cheers!

>

>

>

> Joey Bedrosian

> Info

> 866.222.2999

>

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Bill,

You wrote:

" I do see a problem with students spending a huge portion of their time

studying

for cumulative exams and exam preparation classes "

 

I can see your point, yet as someone who has taught comprehensive exam

classes

over 12 times, the feedback that I've gotten is that the best thing about

exam prep classes

is that it gives the students perspective of the big picture, bringing

together all of the pieces

and recollecting information that doesn't make it to long-term memory.

 

However, I also agree that students should study harder for the core

classes,

so that they're already prepared for cumulative classes. Like the classics

say,

don't wait for the enemy to be at your borders before you prepare your army

and don't wait to drill a well when the drought is already at season.

 

What I've noticed is that those who study harder for the core classes are

also the ones

who study harder for the cumulative exams, including the Boards.

These same people are also the ones who become successful in their practice.

The reason is, is that it takes much more effort to run a practice than to

get A's in school.

 

Those who have a hard time remembering herbs and formulas tend to be:

1) more right brained and have a hard time with rote memory

2) have a hard time with Pinyin

3) don't put the time into the study

 

I've also taught the complete Materia medica and it is one of the most fun

to teach,

namely because each herb has:

1) a taste

2) fragrance

3) visual presentation

4) a cultural story

5) a history

6) a family (categories)

7) relationships with other herbs (dui yao and formulas)

8) energetic field

 

It boggles my mind how a student can't get inspired by the herbs.

 

 

K

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