Innovative Teaching Strategies in Repertory & case taking: Enhancing practice utility

Innovative Teaching Strategies in Repertory & Case Taking: Enhancing Practice Utility

Dr. Bimla S. Dholiwal, Dr. Kajal B. Joshi

Kamdar Homoeopathic Medical College and Research Centre, Rajkot

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0487

Received: 20 August 2025; Accepted: 25 August 2025; Published: 20 September 2025

ABSTRACT

Teaching Repertory and case taking effectively is crucial for Homoeopathic students to develop competent clinical skills. This article explores innovative teaching strategies in Repertory and case taking, aiming to enhance practice utility. We discuss methods to improve students’ understanding, application, and mastery of Repertory and case taking in clinical practice.

Keywords

1. *Homoeopathy education*
2. *Repertory teaching methods*
3. *Case taking strategies*
4. *Innovative teaching*
5. *Practice utility*
6. *Homoeopathic curriculum*
7. *Clinical skills development*

INTRODUCTION

Repertory and case taking are fundamental to Homoeopathic practice. Effective teaching of these subjects ensures students can apply principles in real-world settings. Innovative strategies can bridge gaps between theoretical knowledge and practical application.

Innovative Teaching Strategies

1. *Case-based learning*: Using real-life cases to teach Repertory application.
2. *Interactive repertorization exercises*: Hands-on practice with repertory software or manuals.
3. *Role-playing in case taking*: Students practice case taking with peers or simulated patients.
4. *Flipped classroom for Repertory*: Students learn basics at home, apply in class.
5. *Problem-based learning in case taking*: Students solve case-related problems using Repertory.

Challenges in Teaching Repertory & Case Taking

1. *Complexity of Repertory tools*: Students need guidance navigating various repertories.
2. *Variability in case taking skills*: Ensuring students develop effective case taking techniques.
3. *Need for practical application*: Connecting theory to clinical practice.

Implementation of Strategies

1. *Curriculum integration*: Incorporating innovative strategies into the curriculum.
2. *Faculty training*: Ensuring teachers are adept with new methods.
3. *Student feedback*: Gathering feedback to refine strategies.

Impact on Learning Outcomes

1. *Enhanced understanding of Repertory*: Students grasp Repertory application better.
2. *Improved case taking skills*: Students take effective cases using Repertory.
3. *Better clinical decision-making*: Students apply Repertory in clinical practice effectively.

Case Studies

– Examples of successful implementation of innovative strategies in teaching Repertory and case taking.

DISCUSSION

Innovative teaching strategies enhance practice utility of Repertory and case taking. These methods prepare students for effective Homoeopathic practice.

CONCLUSION

Implementing innovative teaching strategies in Repertory and case taking improves students’ skills and practice utility. These methods should be considered for integration into Homoeopathic curricula.

REFERENCES

1. Kent, J.T. (1897). _Repertory of the Homoeopathic Materia Medica._ B. Jain Publishers Pvt. Ltd.
2. Boericke, W. (1927).* _Pocket Manual of Homoeopathic Materia Medica & Repertory._ Boericke & Tafel.
3. Phatak, S.R. (1999). _A Concise Repertory of Homoeopathic Medicines._ B. Jain Publishers Pvt. Ltd.
4. Schroyens, F. (2004)._Synthesis Repertorium Homoeopathicum Syntheticum._ Homeopathic Book Publishers.
5. Vithoulkas, G. (1980).* _The Science of Homoeopathy._ Grove Press.
6. Hahnemann, S. (1833). * _Organon of Medicine._ B. Jain Publishers Pvt. Ltd.
7. Murphy, R. (1996).* _Homoeopathic Medical Repertory._ Hahnemann Academy of North America.
8. Sankaran, R. (1994).* _The Substance of Homoeopathy._ Homoeopathic Medical Publishers.

Appendices

Examples of case studies and exercises used in teaching Repertory and case taking.