Homeopathy QuizzesQuizzes both reinforce your learning and let you check your progress. Repeat a quiz later, after more study, and you should find a satisfying level of improvement. Quiz answers are drawn from Synthesis.

You will see your results after you've worked through each quiz.

Just click on the name of the type of quiz you would like to try in the menu on the right to see the quizzes currently available .

Quizzes one, two and six are remedy-based; the fourth is from the repertory. Quizzes three and five involve choosing the correct remedy.


1. True/False quizzes (T/F)

Simply a list of statements about a remedy, which may be either true or false.


2. Multiple Choice Questions (MCQs)

Students are given a list of statement sets arranged in groups of five, for a named remedy. Four of each of these are correct, and one is false. In the course of working out which the false ones are, students meet at least 100 key facts about that remedy.


3. Pyramid Case Analyses

A number of rubrics are presented, which have been analysed on Synthesis. Only one remedy will have all the appropriate rubrics. Which is it? Full marks are given for a correct answer and fewer for 'near misses'.


4. Repertory Rubrics

It's good to know about important rubrics. Each quiz has several sections, each featuring one important rubric from the repertory. A list of remedies is suggested for it, and on average three will be correct. Which are they? Add up your right answers, your wrong answers, and subtract one from the other! We are interested in all three figures. It doesn't pay to guess!  This makes it fun to do – but is not for beginners! Former students' answers correlate well with the MFHom exam pass rate.


5. Case Analyses

These quizes explore a number of important clinical topics, such as sore throat, headache, cough, dysmenorrhoea, stomach problems, etc. An extraction for each has been made from Vermulen’s Concordance. These have been translated into the language a patient might use and then repertorised, as students are now asked to do. No such repertorisation is likely to be complete.

There are three learning objectives here. The first is to translate the information into repertory language so the symptom is repertorisable, as is needed in every repertorised consultation. Secondly, it helps the student to become familiar with the repertory. Finally, it is an excellent introduction to a whole range of locally important smaller remedies.


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