The Therapeutae School is a Ministry and continuation of an ancient religious order of mystical ascetics who lived in many parts of the ancient world but were found especially near Alexandria, the capital city of Ptolemaic Egypt. Our ministry re-emerged in Florida, in 1982. Today, it is located on the island of Nevis, West Indies. By all accounts, evidenced by the below document, formal medicine has long abandoned its call as "therapeuticians." The word is not even listed in any dictionary. We are the original continuation of that ancient school and therefore declared trademark on our special brand of healers, Therapeuticians, carrying on the true tradition of the Therapeutae.
Reprint: Canad. M. A.J. Nov. 1952, vol. 67
therapeutician - no dictionary results
THE FUTURE OF THERAPEUTICS
Why is it that therapeutics has remained the step-child of medical teaching? Diagnosis, on the other hand, has taken on ever increasing proportions, with the inclusion of laboratory and other technical procedures as a matter of course.
The establishment of a correct diagnosis is no doubt of first importance, and without it correct treatment were impossible. The art of linking signs and symptoms with laboratory evidence offers stimulating interest and opportunity; too often at the expense of a consideration of treatment. May it be possible to remedy this situation by a "division of labour"?
If at some time in the future, diagnosis will be the responsibility of the "diagnostician", and treatment the job of the "therapeutician", it will be possible for the latter to find time and peace of mind to concentrate on problems of optimum and up-to-date treatment, and for the former to devote his energies to keeping up with the ever increasing knowledge of elaborate diagnostic procedures.
In practice, we see in some ways tendencies towards such developments already, when general practitioners send their patients to hospital for diagnosis, where technical
facilities and the combined opinion of specialists are available. In Great Britain, the overburdened general practitioner has become the sorting machine of his patients, hardly having more time than for sending them to the right hospital department for diagnosis.
The "diagnostitcian" of the future, working either alone or preferably as a team, will have all the necessary facilities, time, training, and knowledge, at his disposal. The "therapeutician" will not only have had a thorough grounding during his training, but will have learned how to keep up with advancing knowledge in therapy also when he is in practice.
The knowledge of medical therapeutics today has to cover a vast field, which is rapidly and almost daily increasing. It includes physics, biochemistry, pharmacology and other disciplines, although it must be admitted that we have hardly reached the fringe of understanding. Our position may be likened to the Middle Ages of Therapeutics, for while we know that certain substances give rise to certain effects in the body, we have no precise knowledge of how these effects are brought about. We do not know in most instances, what chemical mechanisms are involved when drugs act, and still less do we know how the mind exactly influences such action.
The first step towards developing "therapeuticians" is the re-arrangement of medical teaching. A division of clinical teaching into diagnosis with all its technical adjuncts on the one hand, and into therapeutics in its wider sense on the other. This would include a knowledge of drugs, their action and use, of the various forms of physical treatment and rehabilitation of the sick, and a general understanding of the basic principles of psychotherapy, in view of the fact that at present, at any rate, more than 60% of patients come for medical advice on account of an underlying emotional disturbance. A knowledge of the practical application of psycho-somatic medicine and an understanding of the importance of environmental influences is therefore essential in the armamentarium of the "therapeutician" of the future.
Today, more than 90%o of time is given to the teaching of diagnosis and the student attaches proportionate importance to it, with treatment being relegated to a minor place. He only realizes that part of his success as a doctor depends on his knowledge of how to treat his patients when he enters practice. B.L.F.