About Three Treasures School

  Course Director: Anthony Horrocks FCIPD, MCMA, Dip. Tui-Na, FEA, Cert Studies Beijing University of Chinese Medicine

An introduction to the School and its approach to training and development

  ·        Holistic - in China acupuncture is just one aspect of an overall approach to well-being which includes medical exercise (Qigong/ Chi Gung), herbs, nutrition, therapeutic massage (Tui-Na), philosophy and life style.   Students at the Three Treasures School will have the opportunity, through progression, to study and practice all the components of the Chinese approach to health and well-being with exception of acupuncture with needles..

  Safe -.  Real awareness of body structure and function comes not only with the study of Anatomy and Physiology, but also through contact and movement as in Qigong exercise.   These are important and effective therapeutic treatments in their own right.   Awareness of one’s own limitations and contraindications for the studied therapy provide a safe environment in which to learn and practice.

·        Effective - It has been shown that clarity of intention has a profound influence on the effectiveness of TCM treatments.  In addition to students becoming competent in the range of TCM techniques the Three Treasures School aims to develop a person's ability to focus on the "here and now" in the clinical situation.  A calmness of spirit-mind, in a centred, relaxed and focused practitioner creates the optimum conditions for the healing process to take place.  All students at the School have the opportunity to become competent in some forms of Nei Gung and Wei Gung  (internal and external Ch Gung exercise) as a way of developing this approach to their work as TCM practitioners.

           

·        Modern - The Three Treasures School believes in using the best aspects of the modern approach to training, development, assessment and accreditation.  These include:

  ·        Student centred learning - taking into account the needs of individual learners

·        Transparency of learning objectives so that students have a very clear idea what is expected of them

·        Assessment as a continuous process rather than relying entirely on highly stressful and inaccurate end of course examinations

·        Using or adapting appropriate national standards of competence where they exist, including performance criteria and underpinning knowledge

·        Working towards the development of standards of competence in TCM where no relevant standards can be found

·        The use of lively teaching methodologies rather than overburdening students with large amounts of badly presented theory

·        Use of distance learning techniques where they are appropriate in quality and content

·        Assuring competence through the observation of the student in practical working situations

·        Using computer based learning and support for students where applicable

·        In all a lively, active and effective approach to the development of competence in Traditional Chinese Medicine.