Ayurveda Education and Research: Addressing Challenges and Exploring Ways Forward
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The document discusses challenges facing Ayurveda education in India and proposes ways to improve it. Key issues include many students who fail to get into MBBS programs joining Ayurveda instead, resulting in wasted years; Ayurveda programs not providing enough practical exposure or eligibility for further education; and a huge gap between good and poor institutions, with some maintaining fake patient records. Suggested reforms are introducing evidence-based policymaking; allowing research that follows Ayurveda principles; showcasing success stories; promoting specialization; integrating Ayurveda into mainstream medical education; and ensuring quality and competence of teachers and programs.
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Ayurveda Education and Research: Addressing Challenges and Exploring Ways Forward
- 1. Ayurveda Education and Research: Challenges and the ways forward
- 2. Current Status Good students prefer MBBS After 2 to 4 failures, they join Ayurveda programs Loss of approximately 200 human years per batch/per college 200 colleges x 200 = 40,000 youthful human years are wasted every year! Can we afford this as a society?
- 3. Ayurveda programs are a ‘dead end’: no escape! Application- based exposure is minimum Basic scientists do not teach them physiology/ biochemistry/ genetics/ molecular biology Not eligible for MSc / PhD in Biochemistry / Physiology/ Pharmacology/ Biotechnology No curriculum- based standard textbooks that include recent advances
- 4. Huge Gap • Good institutions are often unable to maintain patient records because of patient overload • Poor ones maintain fake patient records as there are no patients! • Corruption: Menace of ghost teachers and ghost students
- 5. Stop Opinion- based Policies Introduce Evidence- Informed Policy Making Socioeconomic differences, population density, Health service penetration, poverty, illiteracy Employ periodic surveys to frame policies (like NCERT)
- 6. Stop Mimicking Biomedical Research Methods PG/PhD level Research currently follows “One Disease-One Medicine” approach This is NOT how Ayurveda is practiced Whole system trials are required Promote research that is in accordance to Ayurveda principles
- 7. Show Success Stories Allow the institutions to invite successful practitioners to teach Ayurveda students/ teachers. Let students and teachers interact with successful researchers, entrepreneurs and clinicians
- 8. Explore • Faculty sharing among the institutions • Legally allow them to teach in multiple institutions
- 9. Specialization and Skill-Based Education Introduce DM/MCh/DNB in • Ayurveda Neurology • Ayurveda Cardiology • Ayurveda Endocrinology • Ayurveda Reproductive Medicine • AyurvedaTertiary Care specialists etc. Regulate Skill-based Programs • Ayurveda Nursing / • Panchakarma Therapist • Ayurveda Pharmacist • AyurvedaVeterinary Physician/ Ayurveda Dietitian • Ayurveda Agriculture/ Farming
- 10. • AYUSH Module in MBBS curriculum • Introduce goodTeachers’Training Programs • Faculty training institute? Sensitize • Merge some Ayurveda colleges with existing state/central universities Merge • Introduce periodic licentiate examinations for renewal of license Ensure Quality • Introduce NET/GATE like examination for ensuring teachers’ eligibility Ensure Competence
- 11. Explore on experimental basis • Integrated 10-year BAMS/MBBS/MD(Ay)/PhD degree • Have a common course content for first 2-3 years for all medical graduates irrespective of their streams. Specialization only after basic common training
- 12. Thanks!
Editor's Notes
- Every year I undertake this small exercise in the first class of newly admitted graduate students in our institution. I ask them to tell me the number of years they spent in preparation for the pre-medical entrance test before joining Ayurveda. Usually they admit that each student has spent anywhere from 2 to 4 years in preparation for NEET/Pre-Medical Entrance Test. In a batch of 60 it amounts to a total of about 200 years. This is the number of human years wasted in preparation which could have been otherwise productive. Now, let us extend this calculation to about 200 colleges in India. The total number of human years wasted amounts to about 40,000. Remember: this number is for one year. My question is: Can we afford this as a country and as a society? Our most intelligent youth waste these many years in preparation!
- CCIM has recently proposed to include many elective subjects to be introduced during BAMS. It has been proposed that completing at least 3 such subjects will be made mandatory during one phase of the program. So a student would have some training in around 9-10 subjects at the end of the BAMS program. This is a positive change.