i believe that the level of pulse training at aoma is sufficient.  it presents the pulse at a low level of complexity, presents the basic qualities, patterns, and a method to use the material in clinic.  the pulse training is not inspirational.  it doesnt present the fact that the pulse changes and is a reflection of every aspect of our person. 

the majority of clinic supervisors take the pulse, use the information to create diagnosis, and establish a treatment plan.  they dont train use to understand the pulse. 

inorder to have a solid curriculum in pulse diagnosis i feel it is vital to understand the pulse in the context of the cardiovascular system,  to understand wave forms, ejection fractions, understand fluid dynamics,  and how the vessel changes with time in the body reflecting the labels we place on the pulse (wiry, slippery...).  if we are to be successful OMD's it is vital that we can relate the information we derive from the pulse to colleagues in the field of medicine.  understand through fractalization that the radial pulse establishes a microsystem of the body.  understand that the 8 extravessels reflect topological octants within the body. 

at the end of my first year at school i began studying with kuwahara,  he inspired me to learn pulses,  he transmitted to me that hte pulse is fantastic, dynamic, and capable of reflecting all aspects of the body.  two weeks ago at your seminar i felt for the first time that i learned how to read a pulse.  the concept of rolling your fingers on the vessels opened the pulse from a two dimensional line to a three dimensional system.  this needs to be presented in all core pulse classes. 

our school curriculum is sufficient.  it provides foundational knowledge so that the inspired student can reach out and learn more.  our curriculum is far from complete.  i personally feel we should have integrative classes, combine biomedicine and eastern medicine.  understand needling responces,  look at modern theories and analogue for traditional ideas, theories, and postulates.  by integrating some japanese thought into the program (kikko, manaka...) iti will open students eyes to the greater world of acupuncture thought.

we should have classes in hara diagnosis

will you have made my aoma experience very rich, thank you,

dan johnson

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