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School 2018-05-25T20:07:44+00:00

The Asklepion School of Tibb (Athens) is now OPEN to receive applications for the academic year commencing September 2018



Welcome to the Asklepion School of Tibb

Welcome to the Asklepion School of Tibb, and more particularly to the Postgraduate Diploma in Unani-Tibb, which literally translates to Greek Medicine. Over the centuries Greek medicine has been known by many other names –

Welcome to the Asklepion School of Tibb, and more particularly to the Postgraduate Diploma in Unani-Tibb, which literally translates to Greek Medicine. Over the centuries Greek medicine has been known by many other names – Western herbal medicine, Graeco-Arab medicine, Unani medicine, or simply Tibb.

The postgraduate diploma in Unani-Tibb has been designed to provide additional options for healthcare professionals to expand their diagnostic and treatment capabilities in the growing speciality of complementary and holistic medicine. The purpose of the course is to enhance your present academic position; namely the pursuit of an effective, affordable and broad-based healthcare system for the European populace. We are sure you will derive great benefit from the course and find it an enriching experience.

We are committed to supporting each of you in your academic studies, both theoretical and practical and will be available whenever you require our assistance as you progress along this exciting and valuable journey.

Please bear in mind that you will truly reap what you sow; the value and satisfaction you derive from this course will reflect the time, effort and commitment you personally provide over the duration of this learning experience. In doing so, you will no doubt enjoy both the theoretical and clinical aspects of this important and relevant contribution to healthcare in Europe.

We wish you success in completing the Course. May it bring you fulfillment and help you achieve your career and personal expectations!

The Postgraduate Diploma in Unani-Tibb is based on the training that was established by the Ibn Sina Institute of Tibb, at the University of the Western Cape, South Africa in 2003. Arrangements for the accreditation/external moderation of the program with recognized Institutions/Universities will be negotiated and concluded before the offering of the program in September 2018.

The diploma course is aimed at the following:

  • Medical doctors.
  • Healthcare practitioners holding a university degree or equivalent

The putative candidates must be currently registered with their professional body, and must be in active practice to ensure that the theoretical principles are fully comprehended after completion of the respective modules.  The candidates must also have at least six months experience, in their chosen field.

This postgraduate diploma course is designed to provide you with additional diagnostic and therapeutic options for the management of the disease burden on the general population. Whilst Tibb can successfully treat acute conditions, it is especially suited for the amelioration of chronic disorders, particularly those arising from a dysfunctional lifestyle.

Tibb can be combined effectively with other systems of medicine, as Integrative Medicine wherein Tibb philosophical principles provide additional insights into aetiology, pathology, diagnosis and treatment, enabling you to provide comprehensive, cost effective holistic healthcare.

Tibb is a system of healthcare based on the classical clinical precepts of the early pioneers of medicine – notably Hippocrates, Galen and Avicenna (aka Ibn Sina). Tibb remained the mainstay of medicine for many centuries, and was practiced all over the Western World until the end of the 19th century. Currently Tibb, as a recognised, regulated health modality is practiced in the Indian sub-continent. It has also been introduced in South Africa over the past two decades.

 The constant theme running through Tibb theory and practice is equilibrium or harmony (homeostasis). This may present internally as the body’s metabolism, or externally as interaction with the environment. In this model Tibb regards health as a state of harmony, whereas disease reflects disharmony.

The Tibb system is fundamentally empirical in nature, as it draws extensively on clinical experience extending back several centuries. Even so, there is a large body of scientific evidence confirming the beneficial impact of Tibb therapy on a number of common, chronic disorders such as hypertension, bronchial asthma and diabetes.

Tibb is based on a number of cardinal concepts. One is that every person is unique, and this uniqueness is described as temperament. This is a measure of a person’s constitutional make-up, his or her personality, and typical behavioural tendencies combined. Although the concept of temperament goes back far into history, it is still drawn upon today in mental and physical therapy, psychological research and even education. In Tibb temperament is an important component in the diagnosis, treatment and possible recuperation of a person with a particular disorder.

The humoral theory is based on the hypothesis that each individual has an ideal humoral balance which is made up from the four humours. This unique balance has to be in harmony with the unique temperament of an individual for health to be maintained. The humours, produced in the liver from the food and drink consumed, are also four in number: sanguinous, phlegmatic, bilious and melancholic also with a combination of qualities of hot, cold, moist and dry.

Another key concept is physis. This is essentially the body’s inherent wisdom (the “doctor within”), manifesting as the body’s capacity to self-regulate and, when necessary, self-heal. This capacity helps maintain the body’s harmony in the face of internal metabolic and external environmental distortions that may progress to disease. Physis embraces a vast range of defensive, regulatory and regenerative processes. Tibb accepts that although we may apply treatment from the outside, true healing actually comes from within. Tibb therapy respects physis, so therefore focuses on supporting the “inner doctor” by a repertoire of dietary, behavioural, medicinal and therapeutic measures.

Yet another concept is that of lifestyle factors. This form of therapy (recently rediscovered and promoted in the developed world as lifestyle changes) is largely patient focused. It embraces a number of formal behavioural changes, agreed to by the patient. These include breathing exercises, dietary modification, resolution of emotional problems, elimination of toxins from the body, the judicious use of exercise or resting, and sleep hygiene.

Lastly, qualities, of heat, coldness, moistness, and dryness, are common to temperament, humours and lifestyle factors, and are also associated with most illnesses. Qualities form the metabolic basis of interpreting aetiology, pathology, diagnosis and treatment.

Tibb can stand alone as a practical and acceptable system of health maintenance and disease treatment. However, the Tibb paradigm is largely compatible with Western medicine; they both share a common ancestry. This compatibility confirms Tibb as a suitable partner in the practice of Integrative Medicine, when combined with Western medicine. In the treatment of acute diseases and emergencies, Western medicine would be the paradigm of choice, whereas in chronic disorders it would be Tibb. In addition, whereas Western medicine tends to address the symptoms, Tibb is more directed at identifying and nullifying the underlying causes and contributory factors. The two medical paradigms would therefore truly complement each other.

There are two major objectives for the course:

  1. Understanding the theoretical aspects of Tibb

This is essential for the putative Tibb practitioner in order to provide a strong rationale for subsequent treatment of patients. This objective will be achieved by completing the following modules describing:

  • Module 1: The underlying philosophy of Tibb.
  • Module 2: Aetiology in Tibb
  • Module 3: Pathological changes occurring in disease.
  • Module 4: How diseases and other disorders are diagnosed according to the Tibb philosophy.
  • Module 5: The role of pharmacotherapy in disease alleviation.
  • Module 6: Therapeutics, including lifestyle modification, emotional support therapy, and eliminative therapies, with special emphasis on dietotherapy, cupping, massage and somatic balancing technique.
  1. Applying Tibb theoretical principles to commonly encountered clinical situations

Application of the theoretical principles on various illnesses associated with the different systems needs to be completed as case studies in your clinic during the second year of study. Practical demonstration of Tibb diagnostic and therapeutic techniques as well as interactive case study discussions will be conducted. Supervised clinical practice sessions will also be available at the Tibb clinics in Athens. Illnesses from the different systems in Module 7 (five sub-modules) will include the following:

  • Module 7A: Hepatic, Renal, Gastrointestinal and Metabolic disorders
  • Module 7B: Gynaecology, Andrology, and Paediatrics
  • Module 7C: Dermatology, Musculoskeletal, Immune/Infectious disorders and Geriatrics maintenance
  • Module 7D: Neurology and Psychiatry, ENT, Endocrinology, and Neoplasms
  • Module 7E: Cardiovascular, Respiratory and Haematological disorders

A number of outcomes are expected from the Tibb course:

Exit level outcomes:

Outcome 1:     examine, diagnose and treat a range of health problems presenting practitioners using a variety of Tibb methods and solutions

Outcome 2:     prescribe and/or dispense basic herbal medicines and natural remedies, whilst being cognisant of the contraindications and possible conventional drug-remedy interactions

Outcome 3:     plan and monitor the management of the lifestyle factors, nutritional therapeutics and eliminative therapies of Tibb 

Outcome 4:     counsel and advise on lifestyle modification and emotional support therapy

Outcome 5:     communicate effectively, by oral, electronic and written means with other health care professionals and the general public

Outcome 6:     sustain personal development and learning through continuous professional development and/or research programmes

The teaching and learning strategy is aimed at integrating Tibb principles to mature healthcare professionals, thus providing them with additional insights in their fields of expertise.

The teaching and learning approach for Modules 1-6, will be that after completing the theoretical aspects of each module, after which practical exercises will be completed in the students clinic setting  to ensure that the concepts covered in each module is implemented. This will be followed with a revision lecture/ seminar wherein the students present their clinical experience for class discussion.

The teaching and learning approach for the Illness Management Modules will be based on the completion of case studies wherein the philosophical principles underpinning, aetiology, pathology, diagnosis and treatment covered in modules 1-6, are implemented. A minimum of 50 case studies covering a variety of illnesses from the different systems are to be completed. Case study presentations will also be required for class discussion.

Research project (Module 8) based on the theoretical and practical principles of the Tibb philosophy is a requirement of the postgraduate diploma. The topic for the research will be assigned to you at the beginning of the second year.

Assessments are an essential part of the learning process, as they provide feedback about how effective teaching is, and so help identify, then rectify, shortcomings and misunderstandings which may hinder learning, understanding and application of knowledge in a particular subject or skill.

Assessments encompass a comprehensive teaching and assessment approach including an objective structured clinical exams (OSCE) to ensure that the theoretical and practical components of the qualification are appropriately understood and implemented.

The Tibb Course uses two forms of assessment:

  • Formative (continuous) assessment – This is conducted at regular intervals throughout the course. They help diagnose problems the student may have with the study material, concepts or understanding. This assessment will include assignments, case study presentations and group discussions (for both modules 1-6 and illness management modules).
  • Summative assessment – This evaluates the degree of competence achieved overall in the course. This is carried out at the end of each year.

Year 1: written examination covering the theoretical aspects of Tibb (modules 1-6) will be completed.

Year 2: Fifty (50) case studies (ten from each of the sub-modules, from Module 7) together with the research project and an OSCE (Objective Structured Clinical Examination) will be conducted.

Year 1 – Block 1 Module 1 & 2: Philosophy and Aetiology of Tibb (September 2018 – 2 days)

Module 1: Philosophy of Tibb

This module provides insights into the philosophical concepts which underpin Tibb. After a concise historical overview, it deals with the concepts of physis, qualities, temperament, humours and the lifestyle factors. The holistic approach of Tibb as interpreted within the relationship between the individual and the environment, and within the context of tissues, organs, energies, faculties and functions.

Main learning outcome: After completing this module the students will have the insights into the philosophical concepts underpinning Tibb and its relevance to integrating these concepts into their practice.

What criteria will be used to decide whether students have achieved the learning outcome for this module?

At the end of the module we will know if the learners have achieved the learning outcome if they:

  1. Know the differences between Tibb and allopathic medicine;
  2. Know and appreciate the unique features of Tibb;
  3. Fully comprehend the Tibb philosophical concepts of physis, temperament, qualities, humours and the lifestyle factors;
  4. Realise the importance of the holistic nature of Tibb within the context of macrocosm and microcosm;
  5. Are able to successfully identify temperament of patients.

Module 2: Aetiology in Tibb

Aetiology of Tibb is the study or science of the causes of disease from the Tibb perspective. It provides an overview of the aetiology of health and disease, what is understood by cause and the principles of cause and effect. The different categories of cause are summarised, and which causes are associated with temperament, structure and function. It deals with causes associated with the six main lifestyle factors (food & drink, movement & rest, emotions, sleep & wakefulness, elimination & retention).

Main learning outcomes: After completing this module the students will have insight into aetiology, the signs of the causes of illnesses from the Tibb perspective, and its relevance to integrating these concepts into their practice.

What criteria will be used to decide whether students have achieved the learning outcome for this module?

At the end of the module we will know if the learners have achieved the learning outcome if they:

  1. Comprehend the principles of cause and effect, as well as the nature of causes of disease;
  2. Know how distortions in lifestyle factors cause disease;
  3. Acknowledge that changes in qualities are related to the cause of disease;
  4. Appreciate that every disease has a definite cause or group of causes;
  5. Know the major and minor lifestyle factors and how these influence health and disease;
  6. Successfully advise on lifestyle changes in the health promotion and illness management.

Year 1 – Block 2 Module 3, 4 & 5: Pathology, Diagnosis and Pharmacology (November 2018 – 2 days)

Module 3: Pathology in Tibb

This module details a range of pathological processes from the Tibb perspective. It describes the differences in pathology between Tibb and Western medicine, the role of humours, blockages and a loss of continuity in pathological processes, and pathological pathways. It also covers pathology in relation to tissues, organs and systems, qualities, signs and symptoms, temperamental predispositions, food and humours. It deals with the role of physis during pathological processes, interpreting inflammation within the context of Tibb stages of a particular disease, pathological processes associated with a patient’s humoral imbalances.

Main learning outcome: After completing this module the students will have insights into understanding pathological processes from the Tibb perspective, and its relevance to integrating these concepts into their practice.

What criteria will be used to decide whether students have achieved the learning outcome for this module?

At the end of the module we will know if the learners have achieved the learning outcome if they:

  1. Know the processes that lead to various imbalances in the body;
  2. Illustrate how disease processes can be reversed;
  3. Critically discuss the various pathological processes;
  4. Demonstrate an understanding of the pathological processes associated with inflammatory conditions;
  5. Illustrate an understanding of how imbalances at one or more of the levels can be evident as signs and symptoms of disease;
  6. Interpret how the temperamental and humoral theory of Tibb is able to provide insights into pathological processes related to humoral imbalances and related blockages.

Module 4: Diagnosis in Tibb

This module details the diagnostic approaches applied by Tibb, such as pulse and tongue diagnosis. Similarities and differences in principles and technique are made between diagnosis in Tibb and Western medical diagnosis. The role of intuition, identifying the affected/compromised organs and/or system, the allocation of different disorders to imbalanced qualities, humours, blockages or discontinuity, pulse and tongue analysis, and the process for integrating Western and Tibb diagnostic techniques are covered.

Main learning outcome: after completing this module the students will have gained insights into the diagnostic approaches from the Tibb perspective, and its relevance to integrating these concepts and techniques into their practice.

What criteria will be used to decide whether students have achieved the learning outcome for this module?

At the end of the module we will know if the learners have achieved the learning outcome if they:

  1. Demonstrate an understanding of imbalances at various levels in order to make an accurate diagnosis;
  2. Conduct and correctly interpret a pulse and tongue analysis within the context of the temperamental and humoral theory;
  3. Diagnose illnesses according to qualitative and humoral imbalances by using current diagnostic techniques complimented by tongue and pulse analysis;
  4. Critically assess all the components of the Tibb diagnostic approach, within the context of differential diagnosis in order to facilitate the confirmation of an accurate diagnosis;
  5. Correctly interpret a Tibb diagnosis in relation to that of Western medicine.

Module 5: Pharmacology, pharmacy and Herbal Medicine in Tibb

This module provides information on relevant aspects of Tibb pharmacology, and includes details of single ingredients and compound formulations. It describes the historical development of medicines, development of conventional chemical medicines, principles of pharmacology in Tibb, with emphasis on classification, pharmacy and compound formulations. It explains how integrating Tibb medication with conventional drugs is achieved. It provides guidelines for efficacy and safety.

Main learning outcome: after completing this module the students will have gained insights into Tibb pharmacology, as well as single and compound medication and its relevance to integrating these concepts and medication into their practice.

What criteria will be used to decide whether students have achieved the learning outcome for this module?

At the end of the module we will know if the learners have achieved the learning outcome if they:

  1. Describe the historical development of medicines throughout the ages;
  2. Explain how the Tibb principles of pharmacology provide the rationale as to why Tibb medication is better tolerated than Western medicine;
  3. Know the science and empiricism behind the art and practice of formulations of Tibb medication;
  4. Know that Tibb medication is in accordance with the universal guidelines of patient safety and tolerance, product quality and clinical efficacy;
  5. Integrate single ingredients and multi-ingredient formulations into their practice.

Year 1 – Block 3 Module 6: Therapeutics in Tibb/Practical’s – Cupping and Somatic Balancing Tech (February 2019 – 5 days)
Therapeutics in Tibb

This module discusses the Tibb approach to therapeutics, and details the available therapeutic options. It covers the role of physis and the body’s healing processes, fundamental principles of treatment, therapeutic guidelines for clinical disorders in general, and the relationship between clinical disorders and qualitative imbalances. The range of therapeutic options in Tibb, incorporating hands-on treatment, eliminative treatments, with emphasis on diet therapy, cupping therapy and somatic balancing technique. Practical demonstration and participation on cupping therapy and somatic balancing technique.

Main learning outcome: After completing this module the students will have gained insights into an experience of additional therapeutic options from the Tibb perspective, and its relevance to integrating these concepts and therapeutic options into their practice.

What criteria will be used to decide whether students have achieved the learning outcome for this module?

At the end of the module we will know if the learners have achieved the learning outcome if they:

  1. Explain the role of Physis in the prevention of disease, and how Tibb therapeutics supports and enhances it;
  2. Explain how the Tibb approach to therapeutics addresses not only the symptoms, but also the causes of disease;
  3. Fully comprehend that most illness conditions is aimed at elimination in response to the Hippocratic principles of pepsis;
  4. Demonstrate the ability to make appropriate therapeutic choices in response to the imbalances at the various levels;
  5. Illustrate an understanding of the rationale, and clinical benefits of the different therapeutic interventions available to the Tibb practitioner, with emphasis on dietotherapy, cupping therapy, and somatic balancing technique.
  6. Are able to apply cupping therapy and somatic balancing technique to their patients.

Year 1 – Block 4 Examinations (Module 1-6): Introductory lecture Module 7 – Illness Management (June 2019 – 2 days)

Year 2 – Block 5 Module 7 & 8: Illness Management/Research (September 2019 – 2 days)
Module 7: Illness Management (5 sub-modules)

The anatomy and physiology of different organ systems from both the Tibb and the Western perspective are summarised. Particular attention is paid to temperament, structure and function in both health and disease. This module (5 sub-modules) encompasses illness conditions affecting different systems of the human body from the Tibb diagnostic and treatment perspective. This aspect of diagnosis and treatment of the different illness conditions is based upon the foundations of the philosophical principles underpinning aetiology, pathology, diagnosis and treatment covered in modules 1-6.

Module 7a – This module provides information on the temperament, structure and function of the: Hepatic, Renal and GIT systems, and the diagnosis and treatment of the illness conditions affecting these systems.

Module 7b – This module provides information on the relationship of temperament, structure and function of the: Female and Male Reproductive systems, and the diagnosis and treatment of the illness conditions affecting these systems.

Module 7c – This module provides information on the relationship of temperament, structure and function of the: Skin and Musculo-skeletal system, and the diagnosis and treatment of the illness conditions affecting these systems.

Module 7d – This module provides information on the relationship of temperament, structure and function of the: nervous system, ENT and Endocrine system, and the diagnosis and treatment of the illness conditions affecting these systems.

Module 7e – This module provides information on the relationship of temperament, structure and function of the: Haematological, Cardiovascular and Respiratory system, and the diagnosis and treatment of the illness conditions affecting these systems.

What criteria will be used to decide whether students have achieved the learning outcome for this module?

At the end of the module we will know if the learners have achieved the learning outcome if they:

  1. Apply and integrate the Tibb principles learnt in the theoretical modules to the various illness conditions covered;
  2. Critically explain the rationale behind the causes and pathological pathways of illness conditions in terms of accurate diagnoses of temperamental, qualitative, humoral and structural imbalances;
  3. Select and prescribe therapeutic options appropriate to the needs of the patient, addressing the causes and symptoms of the disease;
  4. Illustrate an understanding of the benefits of integrating Tibb into other medical practices with respect to improved clinical outcomes.

Module 8: Research Project

This module provides students with an opportunity to conduct research into the philosophical and practical aspects of Tibb.

What criteria will be used to decide whether students have achieved the learning outcome for this module?

At the end of the module we will know if the learners have achieved the learning outcome if they:

  1. Demonstrate a thorough understanding of the scientific principles and technique of medical research;
  2. Assess and interpret medical literature accurately and correctly;
  3. Demonstrate the ability to critically interpret the research finding and results.

Year 2 – Block 6 & 7 Module 7 (Illness modules) & 8 (Research): Case Studies Presentations (November 2019, February 2020 – 2 days)

Case study presentations and group discussions on the diagnosis and treatment of various illness conditions associated with the different systems from Module 7 will be critically evaluated.
Research queries, if any will also be dealt with.

Year 2 – Block 8: Final Summative Assessment (June 2020 – 2 days)

Submission of fifty (50) case studies (ten from each of the sub-modules, from Module 7) together with the research project. An OSCE (Objective Structured Clinical Examination) will also be conducted.

Note: All blocks, with the exception of block 3 will run over 2 full days, from a Friday afternoon to a Sunday afternoon. Block 3 will be conducted over 5 days and the assessment block over 2 days.

All students will be expected to complete 200 clinical hours at the School’s Clinic in Athens before presentation of the Diploma.

Asclepius from the Asklepion of Epidaurus

Timeline of Modules

Click on Module Name to see content

Year 1 - Block 1 Module 1 & 2: Philosophy and Aetiology of Tibb (September 2018 – 2 days)

Year 1 - Block 2 Module 3, 4 & 5: Pathology, Diagnosis and Pharmacology (November 2018 – 2 days)

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Year 1 - Block 3 Module 6: Therapeutics in Tibb/Practicals – Cupping and Somatic Balancing Technique (February 2019 – 5 days)

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Year 1 - Block 4 Examinations (Module 1-6): Introductory Lecture Module 7 - Illness Management (June 2019 – 2 days)

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Year 2 - Block 5 Module 7 & 8: Illness Management/Research (September 2019 – 2 days)

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Year 2 - Block 6 Module 7 (Illness modules) & 8 (Research): Case Studies Presentations (November 2019 – 2 days)

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Year 2 - Block 7 Module 7 (Illness modules) & 8 (Research): Case Studies Presentations February 2020 – 2 days)

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Year 2 - Block 8: Final Summative Assessment (June 2020 – 2 days)

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Meet the School Team

Dr Barrie Oldham ND DO

Principal

Originally trained in Pharmacy I worked in several hospitals in the National Health Service before being introduced to a lay preacher who was, in those days, called a “bone-setter”. I saw him manipulate painful joints which I assumed, through my medical training, were inflamed and watched the patient stand and walk around free of pain. I suddenly realised that pushing hundreds of anti-inflammatory medications over the pharmacy counter was counter-productive to the patient’s recovery and decided, I too, would like to learn these manipulative techniques.

I started my first year of a six year course in 1987 at the COET in London studying both osteopathic and naturopathic medicine. After graduating in 1993 I co-founded, along with my wife, The Rosegarth Clinic in Mansfield, Notts. Over several years it became a multi-discipline centre which gave me the financial freedom to continue my osteopathic training in Missouri and New England in the United States.

After leaving the UK in 2000 I opened the first Orthopathic Medical Centre in Europe under the auspices of Dr Stephen Typaldos, an American Osteopathic Physician and founder of Orthopathic Medicine. In 2003 the Clinic moved to its much larger current location and renamed The Centre for Bio-Regulatory Medicine. From that year I traveled the world searching for answers to questions which my training didn’t provide.

I studied Medical Acupuncture with Julian Kenyon Southampton UK, Homotoxicology in London UK, Biopuncture with Dr Jan Kersscot in Boom, Belgium, German New Medicine with Carolin Markolin, Austria, Autonomic Response Testing and Neural Therapy with Dr Dietrich Klinghardt Seattle, USA, Prolotherapy with Dr Kent L. Pomeroy, Phoenix USA, Microscopy with BioMedX, Chicago,USA, Neural Therapy with Dr Mathias Dosch Munich, Germany, BioFaceLift with Dr Damir Shakambet, London UK., Medical Astrology and Astroherbalism with Sajah Popham, USA and Unani Tibb with Prof Rashid Bhikha, of the Ibn Sina Institute of Tibb, who established the training of Unani-Tibb at the University of Western Cape, South Africa

I am regulated by:

General Council and Register of Naturopaths (UK),

European Fascial Distortion Model Association (EFDMA)

Associação E Registo Dos Osteopatas de Portugal (AROP)

International Advisory Board (Unani Medicine), Aligarh University, INDIA

I am currently on the board of lecturers of the Academy for Homotoxicology UK, member of the International Advisory Board (Unani Medicine), Aligarh University, INDIA, a guest lecturer on Orthopathic Medicine at the Scuola Italiana di Osteopatia, Padua Italy and Principal of the Asklepion School in Athens, Greece. I also travel the world by invitation to treat patients.

My interests are quite extensive ranging from the down-to-earth aspects of running an organic farm and medical retreat to the more esoteric studies of medieval medical astrology, astroherbalism, alchemy and dowsing. Squeezed between these interests lies my desire for teaching, writing (currrently integrating the works of Hippocrates, Galen, Ibn Sina (Avicenna) and Nicholas Culpeper), adventure holidays and travelling to remote parts of the Earth.

Professor Rashid Bhikha

Head of Training & Research

After qualifying as a pharmacist in 1969, I established Be-Tabs Pharmaceuticals in 1974, building it up to become the largest privately-owned manufacturer of generic pharmaceuticals in South Africa. In 1992, my Tibb journey began when my youngest daughter was diagnosed with fibrosing alveolitis and a prognosis of not living more than six months. As a pharmacist, dealing with such a traumatic illness made me realise, that whilst Western Medicine has made great strides in technological advancements especially with regards to diagnostic procedures and emergency care, there was limited understanding of the cause of disease and obviously what treatment could be offered.

This experience was the catalyst to research a health system that has a better understanding of not only treatment methods, but also the ‘cause/s’ of illness/es. After years of research into different philosophies of healthcare, I rediscovered the contribution of the founders of medicine, Hippocrates, Galen and Ibn Sina, who perfected an approach to a theory and practice of medicine, which over the centuries has been known by different names, such as, Greco-Arab medicine, Western herbal medicine, Unani medicine and simply as Tibb.

In 1994, in order to research and study the philosophy of Tibb, I met with Hakim Mohamed Said of Hamdard University in Pakistan for academic support. Inspired by the legacy of Hakim Said, and after attending training in Unani-Tibb for healthcare professionals designed by Hamdard University, I established the Ibn Sina Institute of Tibb and the South African Tibb Association in 1997, to promote the training and practice of Tibb in South Africa.

In order to introduce Tibb in South Africa, three tasks had to be achieved. Firstly, official recognition of Unani-Tibb with the South African Department of Health was imperative. This was achieved in September 2001, when Unani-Tibb was included as the eleventh modality under the auspices of the Allied Health Professions Council of South Africa together with, amongst others Homeopathy, Naturopathy, Ayurveda and Chinese Medicine.

Secondly, the inclusion of Unani-Tibb medication as one of the categories of Complementary medicine with the Medicine Control Council of South Africa had to be initiated. This was accomplished in July 2002. Finally, the establishing of official training of Unani-Tibb doctors had to be realised. This was achieved in the 2003 academic year at the University of the Western Cape (UWC)’s School of Natural Medicine (SoNM), where I established and was responsible for the training at both a Postgraduate and an Undergraduate level. Also in 2003, I enrolled for my Phd entitled: African Renaissance in Health Education: Developing an Integrative Programme of Unani-Tibb Training for Health Care Professionals in Southern Africa. The Phd, which I completed in 2004, was based on planning, developing, implementing and assessment of the Post-Graduate Diploma in Unani-Tibb.

For more information on the various activities of the Ibn Sina Institute of Tibb and the South African Tibb Association kindly visit the respective websites: www.tibb.co.za , www.satibb.co.za

To ensure that the training of Unani-Tibb at UWC was in keeping with international standards, Dr Abdul Haq was seconded from Hamdard Pakistan in 1998 to assist with curriculum development in South Africa. This was further supported with Dr Mohammad Khalid Siddiqui, former Director General of the Central Council for Research in Unani Medicine (CCRUM), and the late Prof Anis Ansari, former Advisor of the Central Council of Indian Medicine both under the auspices of the Ministry of AYUSH, Department of Health and Welfare, Government of India.

Before the training of Unani-Tibb at UWC commenced, in November 2002, a review of the training material was conducted. The review committee included Prof Jamil Ahmad from Jamia Hamdard University, India, and Prof Hakim Abdul Hannan from Hamdard University, Pakistan. A second Curriculum Review Workshop was held in May 2010 with participation from representatives from local universities; University of Kwa-Zulu Natal, and Cape Peninsula University of Technology as well as academics from Hamdard University, Pakistan, and Jamia Hamdard and Aligarh Muslim University from India.

The signing of a memorandum of association, between the Institute and The Centre for Bio-Regulatory Medicine for the establishment of The Asklepion School of Tibb, has been a stimulus to review the current training modules of Unani-Tibb doctors at the University of the Western Cape, in light of latest research and current medical information. To this end, the Institute has completed a draft of a reference textbook entitled “The Philosophical Principles of Tibb”, which has already been reviewed by international experts, and will soon be published and distributed by Lambert Academic Publishing in Germany.

In keeping with the vision of the Institute and having walked the Tibb path for more than 25 years, I am indeed grateful to Dr Barrie Oldham for giving me the opportunity to be part of this exciting initiative. Being aware of the healthcare challenges facing humanity in the 21st century, I have no doubt that integrating the philosophical principles of Tibb with the current technological advancement will go a long way in reducing the burden of disease and improving Quality of Life. The graduates completing this program will be the emissaries to make this vision a reality. I am looking forward to the training sessions beginning in September this year. God bless.

Marinos Paraskevopoulos

Administrator (Athens)

Since I was a child I had a passion: knowledge. As I was growing, I realized that the typical educational methods teach me lies and fear and take me away from knowledge and freedom. This realization was the tinder for an indefinite search of truth and for a willingness to create infrastructures for its rehabilitation and dissemination.

In 2008, a serious health problem led me to two important acquaintances for the rest of my life: one with Dr Barrie Oldham and one with the “Playing School”. Dr Barrie helped, not only to restore my health, but also to restore inside me the truth about approaching health and body. The “Playing School” taught to penetrate to the core of education.

My education based on experience and being together with real teachers:

  • My first graduation was my birth which taught me the willing for surviving
  • My professional experience as a seller helped me to excel in psychology, methods of persuasion and communication
  • Aristotelis Petridis (Architect): aesthetics of space and life
  • Manolis Sardis (Managing director): management and administration
  • Antonis Koutroubis (Performer): the body as the main carrier of existence
  • Nikos Sinatsakis (Healer) introduced me to temper and observation
  • Alexander Elion (Healer): meditation
  • Barrie Oldham (a friendly doctor): the magic
  • Manto Kouretzi (Theater-educator), Stelios Vages (Theater-educator), Panagiotis Kiritsis (Theater-educator): the core of education through playing – open mind, open heart
  • Children: the love

I adore the beauties of this world, the combination of nature and human. The point where the theater meets the daily human stories and the art bows to the glory of the nature. I love sun, sea and children’s smiles.

This Is A Custom Widget

This Sliding Bar can be switched on or off in theme options, and can take any widget you throw at it or even fill it with your custom HTML Code. Its perfect for grabbing the attention of your viewers. Choose between 1, 2, 3 or 4 columns, set the background color, widget divider color, activate transparency, a top border or fully disable it on desktop and mobile.

This Is A Custom Widget

This Sliding Bar can be switched on or off in theme options, and can take any widget you throw at it or even fill it with your custom HTML Code. Its perfect for grabbing the attention of your viewers. Choose between 1, 2, 3 or 4 columns, set the background color, widget divider color, activate transparency, a top border or fully disable it on desktop and mobile.