Understanding Mind Rubrics
Rubrics and dictionary meaning
I was going through my Repertory notes the other day from my final year medical school. In this subject we compared, researched and basically dissected the various elements of the two main repertories ie Kent and Boenninghausen.
As much as I found the repertory to be a dry subject, my favourite lecture was when we studied and discussed each rubric in the Kent's repertory especially the mind chapter with our lecturers.
I must say the most confusing part about the case analysis for me was interpreting the rubrics in the mind chapter. We were assigned the task of going through each rubric and understanding its deeper meaning. The frustration was that I could not study these on my own because simply looking through a dictionary meaning could never provide the homoeopathic angle and context to a rubric. Having no clinical experience of my own made it even harder. I found it a superficial expercise to speculate and interpret them without a clinical basis.
Further when we took cases in the OPD's to practice our case taking and analysis, I found it confusing to translate the language of the patient into the exact rubric that was across a different language, culture, time and setting.
Rubrics and homoeopathic meaning
Hence I immensely enjoyed the lectures where a practitioner or an experienced lecturer discussed these rubric during these repertory lectures. Some practitioners went through each rubric alphabetically and gave their version of the rubric meaning along with the practical application. I found it extremely helpful when they went further to differentiate every remedy in that rubric with a case example from their own clinic.
So as I was taking a walk down my memory lane the other day as I went through these notes all over again. I realised that many of these interesting rubrics have now been confirmed time and again in my own practice. Thanks to those practitioners who shared their experiences with us, it had made it easier to use them in patients. I found it amusing that so many of these rubrics were written in various languages in my notes so that I could use them across language barriers and time.
Through these lectures we spend endless hours discussing the finer shades of differentiation between closely similar rubrics eg the difference between mortification, indignation and vexation or the exact context for using abandoned, forsaken and estranged and so on.
Further we differentiated the remedies in the same rubric. It was during these lectures I realised how the despair of recovery in Psorinum is completely different in depth and intensity to that in Syphillinum or the Childishness of Baryta Carb is a far cry from the childish behaviour of Cicuta.
Clinical perspective to Rubrics
No matter what approach we use these peculiar mind rubrics do form the cornerstone of our analysis and repertorization work at some point in our patient's journey.
Over the years I have confirmed many of these rubrics and remedies in my practice at different times thanks to all those wonderful lecturers who shared their experiences so generously.
Hence today I would love to share my understanding of one interesting rubric today with you through a clinical case example in this video
Today with the addition of many more new rubrics in the current repertories we have our task cut out to study them in the light of clinical cases.
So if you have a favourite rubric that you have reconfirmed in practice I invite you to share it in the discussion forum below so we can all learn from you.