Marc,

I think you broke the question up into an appropriate answer for the
training we are receiving. Since the question came up last week, I've
been trying to vocalize more in clinic with my partners and the
supervisors, at the time we are taking the pulse. Maybe I'll notice some
improvement in understanding soon...

Also, I'm trying to take the pulse after the needles have been inserted,
and, so far, I'm noticing the changes during the treatment. But I would
still like more practical training in pulse diagnosis

Steve

marc smith wrote:

> Is there sufficient didactic pulse diagnosis training
> in the core curriculums of the schools?
>
> My understanding of DIDACTIC pulse diagnosis training
> is that the training is delivered in a lecture format
> as opposed to a practical, lab, or clinical training.
> With this understanding, I have to say, yes, I have
> received sufficient training in terms of material
> covered and time spent in class in order to collect
> use full information to help guide my treatment plans
> in the clinic. I do not mean to imply that I have
> mastered pulses, but only that I feel comfortable with
> the basics. Each instructor from which I have learned
> pulses in class has made it clear that, "Pulse is a
> lifetime of study." That being said, didactic training
> could be improved by establishing more consistent
> terminology to describe the basic 28 pulses. Didactic
> training alone, however is insufficient.
>
> It is essential that we receive practical training as
> well, which we do in the student clinic. However, too
> often the pulses of our patients are discussed after
> we(instructors & students) have already left the
> treatment room. It would be extremely useful to
> discuss the pulse while still in the room with the
> patient.
>
> When one is first learning to speak, it is not enough
> to merely describe a dog as an animal with fur, four
> legs, two ears, two eyes, and a tail. Eventually, the
> child needs to be shown a dog in order to distinguish
> it from a cat.
>
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