4-5
REMEMBER: POINT
but don’t PUSH.
The health worker can
point the way, but must not
push-not if he or she wants
lasting results.
The same thing is true for
instructors.
Whenever possible, start
where the students’
interests lie. But be
selective. Try to direct
their interests toward
meeting important
community needs.
If the students’ first interest is curative medicine, start with that. But take care
not to start by teaching frequently misused skills, such as how to give injections
or use a stethoscope. Too often, doctors and health workers use the needle and
the stethoscope as signs of prestige and power. The people see these instruments
as magic. To reduce this problem, some programs do not teach how to inject until
late in the course. This is probably wise. Consider beginning the study of curative
medicine by looking at useful home remedies (see WTND, Chapter 1). Or start
with ways of healing without medicines (WTND, Chapter 5). This is more
appropriate because:
• It places emphasis on
local traditions and
resources.
• It encourages self-
reliance.
• It lets students begin by
speaking from their own
experience.
• It helps take some of
the mystery out of both
traditional and modern
remedies.
• It can help awaken
students to the problems
of overuse and over-
dependence on modern
medicines.
As you can see,
this approach is partly
preventive, even though it
deals mainly with treatment.
HEALING WITH WATER
for cough
for din in
the eye
for stuffy nose
for skin infections
It is wise to start classes on curative care
by discussing helpful home remedies or
ways of healing without medicine.