This document summarizes a keynote presentation about incorporating classical music into India's healthcare system. It discusses how music impacts the brain and body by reducing stress, anxiety, and pain through increasing dopamine and endorphins while decreasing cortisol levels. Specific regions like the nucleus accumbens and amygdala are affected. Music therapy interventions like music listening and relaxation techniques are outlined. Research supporting music therapy for conditions like cancer treatment side effects and postoperative pain is presented. The need to establish music therapy in India through training programs, professional organizations, and funding is discussed. Indian classical and folk music genres are well-suited for such applications.

1. 1
K E Y N O T E - D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )
WHY IT'S HIGH TIME TO INGRAIN CLASSICAL
MUSIC INTO INDIA'S HEALTHCARE
INFRASTRUCTURE: ROLE OF MEDICAL
STUDENTS

2. 2
K E Y N O T E B Y D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )
MUSIC AND IT'S NEURO-PSYCHO-ENDOCRINOLOGY

3. 3
N E U R O P H Y S I O L O G I C A L L E V E L , I T H A S B E E N P O S T U L A T E D T H A T M U S I C R E D U C E S A
T H E A N X I O L Y T I C E F F E C T O F M U S I C I S A C H I E V E D T H R O U G H I T S S U P P R E S S I V E A C T
S E V E R A L S T U D I E S H A V E D E M O N S T R A T E D R E D U C T I O N I N C O R T I S O L A N D O T H E R H Y
K E Y N O T E B Y D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )

4. • T R I G G E R S T H E L I M B I C S Y S T E M T O R E L E A S E E N D O R P H I N S ; T H E S E N E U R O T R A N S M I T T E R S P L A Y
A N I M P O R T A N T R O L E I N E N H A N C I N G A S E N S E O F W E L L ‐ B E I N G ( L E E E T A L , 2 0 0 5 ;
A R S L A N E T A L , 2 0 0 8 ) .
• S P E C I F I C A L L Y , N E U R O ‐ I M A G I N G S T U D I E S H A V E D E M O N S T R A T E D T H A T L I S T E N I N G T O
P L E A S U R A B L E M U S I C S T R O N G L Y A C T I V A T E S T H E V E N T R A L T E G M E N T A L A R E A A N D T H E
N U C L E U S A C C U M B E N S ( N A C ) ( B L O O D A N D Z A T O R R E , 2 0 0 1 ; K O E L S C H , 2 0 1 0 ;
S A L I M P O O R E T A L , 2 0 1 1 ) . T H E N A C I S C O N S I D E R E D T H E M O S T I M P O R T A N T P L E A S U R E C E N T E R
O F T H E B R A I N . A C T I V A T I O N O F T H E N A C L E A D S T O T H E R E L E A S E O F D O P A M I N E , W H I C H
R E G U L A T E S P E R C E P T I O N O F P L E A S U R E A N D M O O D ( S A L I M P O O R E T A L , 2 0 1 1 ) .
• D O P A M I N E F U R T H E R M O R E P L A Y S A N I M P O R T A N T R O L E I N C E N T R A L A N A L G E S I A D U E T O I T S
I N T E R A C T I O N S W I T H E N D O G E N O U S O P I O I D S ( W O O D E T A L , 2 0 0 7 ) . M U S I C H A S A L S O B E E N
S H O W N T O R E D U C E A C T I V I T Y I N T H E A M Y G D A L A , A K E Y B R A I N S T R U C T U R E I N T H E
D E V E L O P M E N T A N D A C T I V A T I O N O F A C O N D I T I O N E D F E A R R E S P O N S E ( B L O O D A N D
Z A T O R R E , 2 0 0 1 ) . T H U S , T H E A C T I V A T I O N O F T H E D O P A M I N E R G I C S Y S T E M A N D S U P P R E S S I O N O F
T H E A M Y G D A L A H A V E I M P O R T A N T I M P L I C A T I O N S F O R A N X I E T Y A N D P A I N R E D U C T I O N
K E Y N O T E B Y D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )

5. 5
Sagittal view of neuroanatomic regions affected by music (and implicated in the pathophysiology of pain, anxiety, and/or depre
K E Y N O T E B Y D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )

6. 6
MODULATION OF AMYGDALA ACTIVITY
WITH MUSIC
Blood AJ, Zatorre RJ, Bermudez P, Evans AC. Emotional responses to pleasant and unpleasant music correlate with activity in
K E Y N O T E B Y D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )

7. 7
1. Music can induce “real” emotions (because the activity of
core structures of emotion processing was modulated by
music).
2. Empirical basis for music-therapeutic approaches for the treatmen
Blood AJ, Zatorre RJ, Bermudez P, Evans AC. Emotional responses to pleasant and unpleasant music correlate with activity in p
K E Y N O T E B Y D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )

8. 8
K E Y N O T E B Y D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )
I N T E R V E N T I O N S
W I L L
H E L P
• Stress • Pain
• Emotions • Memory

9. 9
K E Y N O T E B Y D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )
Clinical and evidence-based use of music interventions to accom
M U S I C T H E R A P Y

10. 10
1. Music listening.
2. Verbal/cognitive participation
3. Vocal participation
4. Physical participation
5. Verbal/emotional participation
6. Music-assisted relaxation.
INTERVENTIONS
Clinical Music Therapy
Patient preferred music
Therapeutic music therapy
Reception
Chemo Infusion centers
Radiation rooms
Outpatient rooms
Inpatient floor
Post-Op
K E Y N O T E B Y D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )

11. 11
K E Y N O T E B Y D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )
T H E R A P E U T I C C L I N I C A L

12. 12
K E Y N O T E B Y D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )
RESEARCH

13. M Y O C A R D I A L I N F A R C T I O N
S T R E S S
A N X I E T Y
P O S T O P E R A T I V E P A I N
C H E M O T H E R A P Y A N D R A D I A T I O N T H E R A P Y I N D U C E D S T R E S S
B O N E M A R R O W T R A N S P L A N T A T I O N
H Y P E R T E N S I O N ( A M E R I C A N S O C I E T Y O F H Y P E R T E N S I O N )
13
K E Y N O T E B Y D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )

14. C A S S I L E T H B R , V I C K E R S A J , M A G I L L L A . M U S I C T H E R A P Y F O R M O O D D I S T U R B A N C E D U R I N G
H O S P I T A L I Z A T I O N F O R A U T O L O G O U S S T E M C E L L T R A N S P L A N T A T I O N : A R A N D O M I Z E D C O N T R O L L E D T R I A L .
C A N C E R . 2 0 0 3 D E C 1 5 ; 9 8 ( 1 2 ) : 2 7 2 3 - 9 .
14
K E Y N O T E B Y D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )

15. 15
K E Y N O T E B Y D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )

16. 16
K E Y N O T E B Y D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )

17. 17
K E Y N O T E B Y D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )

18. 18
K E Y N O T E B Y D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )
VOID IN INDIA

19. 19
K E Y N O T E B Y D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )

20. • L A C K O F A N G O V E R N M E N T A L A C C R E D I T A T I O N
• L A C K O F P R O F E S S I O N A L O R G A N I Z A T I O N
• L A C K O F A C U R R I C U L U M / T R A I N I N G
• L A C K O F M T D E S I G N S F O R H O S P I T A L S
• L A C K O F F U N D I N G : G O V E R N M E N T A N D P R I V A T E
K E Y N O T E B Y D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )

21. Advantage
K E Y N O T E B Y D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )

22. 22
K E Y N O T E B Y D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )
MUSIC OF INDIA

23. South Indian North Indian
Instrumental
Classical
Film scores
Folk
Devotional
Advantage
K E Y N O T E B Y D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )

24. Advantage
K E Y N O T E B Y D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )

25. Advantage
AMTA certified Music Therapists in India
K E Y N O T E B Y D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )

26. I N D I A N C L A S S I C A L M U S I C
SOUTH
INDIAN/CARNATIC
NORTH
INDIAN/HINDUSTANI
elected notes that lend appropriate ‘mood’ or emotion in a
Most complex combinations of musical grammer in the worl
• 22 Notes/octave v/s 1-12 Notes/octave
• 35 Rhythm
26
K E Y N O T E B Y D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )

27. I A D V O C A T E I N S T R U M E N T A L O V E R
V O C A L
Language -
Universal
appreciation
Octaves 5-
7+double
octaves v/s
3
Polyphonous v/s Mono
27
Vibrations
K E Y N O T E B Y D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )

28. 28
K E Y N O T E B Y D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )
STEPS TO CHANGE

29. FILL IN THE VOIDS
1. 1 month pilot research/action design
2. Baseline and month-end standardized evaluation from Physicians
and Patients
3. Publish
4. Approach Indian Medical Association (IMA) a)Central
Professional Organization b) Propose a Curriculum c) Training
d)MT-India board certification
5. Funding to Implement the plan extensively
STAGE
STAGE
STAGE
STAGE
STAGE
K E Y N O T E B Y D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )

30. 30
K E Y N O T E B Y D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )
ONCOLOGY AND STRINGS

31. 31
O N C O L O G Y A N D S T R I N G S
L E C T U R E C O N C E R T S E R I E S 1 . 5 Y E A R S , 2 C O N T I N E N T S
F R E E M P 3 C L A S S I C A L I N S T R U M E N T A L C L I P S
K E Y N O T E B Y D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )

32. 32
K E Y N O T E B Y D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )
HOW MEDICAL STUDENTS CAN CREATE AN IMPACT

33. S T E P 1
S T E P 2
S T E P 3
S T E P 4
S T E P 5
S T E P 6
S T E P 7
Identify the Institution/Institutions
Identify the populations/locations in these institutions
Institutional Ethic Committee Approval
Questionnaire - Patient/Individual’s Preferred Music
Live/Recorded Music- 1 month
Impact assessment through Standardized Questionnaires from Ph
Baseline Standardized Questionnaires from
Physicians/healthcare staff
K E Y N O T E B Y D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )

34. 34
K E Y N O T E B Y D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )
PHYSICIAN-MUSICIANS

35. 35
K E Y N O T E B Y D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )

36. 36
K E Y N O T E B Y D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )
C A N M U S I C H E A L W H A T M E D S C A N ’ T
O N C O L O G Y A N D S T R I N G S
B E T W E E N M U S I C A N D M E D I C I N E

37. 37
A C K N O W L E D G E M E N T
Asian Medical Student Association_India (AMSA_India)
K E Y N O T E B Y D R . T A R A R A J E N D R A N , M B B S M F A
O C T O B E R , 1 1 , 2 0 2 0 , 2 P M - 3 P M ( I S T )