- Ayurvedic education is in crisis due to a lack of proper scientific teaching methods. Sanskrit is often taught as literature rather than using it to understand Ayurveda as a science.
- Faculty recruitment needs to be based on credentials and performance rather than other factors. Constant faculty training is also needed to improve clinical and teaching skills.
- Students are often misled by notions that contradict Ayurvedic science. New textbooks contain incorrect definitions and interpretations that confuse students. Standardized evaluation and a focus on evidence-based Ayurvedic science is needed to improve education.
The Gatsroenterology CME will throw light upon the inbuilt evidence based decision making as well as decision taking in common gastrointestinal ailments . Do not miss
The Gatsroenterology CME will throw light upon the inbuilt evidence based decision making as well as decision taking in common gastrointestinal ailments . Do not miss
SBEBA is the practice of Evidence Based Medicine in Ayurveda . It is for the first tiime that a systematically standardised scientific decision making methodology is developed in this system of Medicine. SBEBA is developed by Drs. Rajkumar and Remya Krishnan
This is an enlightening article by the scholar Dr. N. Gopalakrishnan about how our scriptures guide us with the best Management lessons. (Article published in Punarnava Ayurveda's Rishikesh Conference Souvenir)
SBEBA is the practice of Evidence Based Medicine in Ayurveda . It is for the first tiime that a systematically standardised scientific decision making methodology is developed in this system of Medicine. SBEBA is developed by Drs. Rajkumar and Remya Krishnan
This is an enlightening article by the scholar Dr. N. Gopalakrishnan about how our scriptures guide us with the best Management lessons. (Article published in Punarnava Ayurveda's Rishikesh Conference Souvenir)
Much is being discussed about evidence based Ayurveda or Ayurveda doesn't has quality standards, neither has protocols or SOPs for drugs, treatment, hospitals and its procedural specialties like Panchkarma and Ksharsutra.
Now Department of ayush engaged quality council of India and NABH for voluntary certification of quality for- ASU products on the basis of third party evaluation. NABH- National accreditation board for health services laid down certain accreditation standards for Ayurveda Hospitals.
Once upon a time India's health care system was dominated by Ayurveda- the holistic health approach to keep persons disease free by adopting healthy life style.
With so many attacks on Indian heritage Ayurveda was pushed back for centuries. Indian government never promote this health system as main health delivery tool.
Now Prime Minister Shri Narendra Modi launches a much needed mission to make Ayush as one of main health delivery system in India.
Here are salient features of National Ayush Mission
Rationality of Charaka ‘Indriya-sthana’ at present scenario by Ayurmitra Dr KSR Prasd - Keynote address delivered at CAME on Rationale of Indriyasthan in Modern era on 25-04-2014 at MHACH&RC
Ayurveda Research Vision 2020 by Ayurmitra Dr. K. Shiva Rama Prasad, at http://www.technoayurveda.com/
Guest lecture at DrBRKR GAC, Hyderabad, Andhra Pradesh, on 26-03-14
A clear and basic introduction to the principals of Ayurveda. This power point is the presentation I created to help people gain a deeper understanding of Ayurveda.
How do we create and lead a culture that supports the demands of tomorrow’s Physician Assistant (PA) student? It starts with a strong Program curriculum at its foundation. PA education must be solid from its inception--well before we try to build and add additional layers of education and training on top of the degree--in order to train and graduate PA leaders that will enhance the profession and contribute to healthcare solutions nationwide. Absent this strong foundation, anything we try to layer on top of it will fail.
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Pharmacy profession plays main role in discovery, development, production and distribution of drug products and in the creation dissemination of related knowledge.
Weaving together peer assessment, audios, and medical vignettes in teaching m...Mohammad Allibaih
Objectives: The current study aims at exploring the possi-bility of aligning peer assessment, audiovisuals, and medical case-report extracts (vignettes) in medical terminology teaching. In addition, the study wishes to highlight the effectiveness of audio materials and medical history vi-gnettes in preventing medical students' comprehension, listening, writing, and pronunciation errors. The study also aims at reflecting the medical students' attitudes towards the teaching and learning process.
Methods: The study involved 161 medical students who received an intensive medical terminology course through audio and medical history extracts. Peer assessment and formative assessment platforms were applied through fake quizzes in a pre- and post-test manner. An 18-item survey was distributed amongst students to investigate their attitudes and feedback towards the teaching and learning process. Quantitative and qualitative data were analysed using the SPSS software.
Results: The students did better in the posttests than on the pretests for both the quizzes of audios and medical vignettes showing a t-test of -12.09 and -13.60 respectively. Moreover, out of the 133 students, 120 students (90.22%) responded to the survey questions. The students gave positive attitudes towards the application of audios and vignettes in the teaching and learning of medical terminology and towards the learning process.
Conclusions: The current study revealed that the teaching and learning of medical terminology have more room for the application of advanced technologies, effective assess-ment platforms, and active learning strategies in higher education. It also highlights that students are capable of carrying more responsibilities of assessment, feedback, and e-learning.
2. Science is taught as
literature
The science of Ayurveda is documented in
sanskrit does not mean that Ayurveda is
literature and not science .
Language of sanskrit should be taught with the
perspective to learn and comprehend science
and not sanskrit mahakavyas .
Applied learning of sanskrit must be primarily
focussed on Ayurveda, not Laghu siddhantha
kaumudi or Reghuvamsha
3. USE OF LANGUAGE
Sanskrit in Ayurveda colleges must be taught
be Ayurveda faculties themselves who
possess indepth knowledge and qualification
in Ayurveda and Sanskrit as well.
Teaching must inspire students to recognise
their responsibility in learning and
comprehending a Medical science which
considerably differs from any other branch of
science and arts.
4. FACULTY RECRUITMENT
Faculty recruitment must be entirely based on
their credentials and performance and
completely unbiassed .
Screening of faculties for their knowledge,
skills , aptitude and attitude before recruitment
irrespective of their experience is inevitable for
development of institution and professional
development of students.
Constant faculty empowerment programmes in
academics and clinical skills in teaching
institutes.
5. Lack of proper introduction
Proper introduction about the scientific outlook
, attitude and approach of science of Ayurveda
is hardly conveyed to first year students.
Teaching on
a. What is science ?
b. How and why Ayurveda is science ?
c. What is Science Based Medicine ?
d. How Ayurveda is Science Based Medicine ?
Etc. considerably augment the professional
attitude and aptitude of Ayurveda students.
6. Faculties lack confidence in knowledge
Most of the faculties are working for status and
money and do not care about strengthening
their knowledge and skills.
They dangerously mislead students that
success in practice has no real connection
with acquiring knowledge.
Students find themselves completely lost
through out the curriculum .
Most of them lose confidence and commitment
when they become professionals
7. Examples of certain misled
notions
Doshas are “imaginary” concepts .
Nothing is certain in Ayurveda.
Anything could be right and wrong in
accordance to their view points .
Theory is absolutely contradictory to clinical
practice
Experienced people are always correct . One
should not argue with them .
8. General problems in today’s
academics
The definitions and interpretation of the scientific
terminologies in the new generation books of
Ayurveda are wrong, misleading as they are
deviated from the intentions in Basic science.
They are full of contradictions and uncertainity .
Students have to depend on these books as they
have no other alternatives .
Thus they go wrong from the early learning stage
itself
More dangerously, they are ignorant of their
ignorance and misled knowledge and grow up to
be the next generation of misled faculties and
physicians .
9. No standardised evaluation in
examinations
No science based standards are followed in
evaluating the student answer sheets in
clinical case examinations.
The faculties adopt no fixed science based
guidelines as yardsticks and instead stick on
to their “logic and experience “ rather than
standardised “logic of science ”.
No uniform system of assessment as no
uniform standards of what is right and how -is
not yet fixed at all .
10. Need of Science Based evidence
Based Ayurveda oriented training
Faculty orientation in SBEBA is required FIRST
All definitions and implications of Basic science is
to be clarified for faculties and implemented
standardised .
The faculties must recognise their weakened
areas of knowledge and skills themselves and
must constantly improve in Science Based
Evidence Based Ayurveda.
Class room and OPD Teaching should be entirely
based on Basic science - not tradition,
experience or anecdote
11. There must be science led connectivity
between what faculties learn themselves,
teach students and practice .
They should appraise their quality constantly
by checking whether their patients are getting
“intended” results
They should also appraise themselves
whether they succeed in communicating the
scientific basis of treatment with their students
and co faculties
12. Required modifications
Start by acquiring accurate knowledge of
definitions, theorems , principles , their
implication and applicablility in SBEBA.
Sharpening interpretation skills of self and
student by constant practice of techniques of
SBEBA .
Include projects with emphasis to real patient
situations rather than data
Enhance student communication skills to
enable them to express what they learnt
13. Required modifications
Encourage them to learn and adopt Ayurvedic
science based research and clinical
methodologies to solve clinical questions and
problems .
Train them to understand and interpret human
subjects and not data .
Culture a healthy competitive spirit to make the
patient health possible at minimum cost and
time by the right science based evidence
based management