Reforms in AYUSH education

Dr. Manoj Nesari

Joint Adviser (Ay)

Dept. of AYUSH

Ministry Of Health and family Welfare

Government of India

www.indianmedicine.nic.in

Historical and Cultural perspective of

Education

• "He who is possessed of supreme knowledge by concentration of mind, must have his

senses under control, like spirited steeds

controlled by a charioteer." -Katha Upanishad (iii, 6). (iii, 6).

• From the Vedic age downwards the central conception of education of the Indians has been that it is a source of illumination giving us a correct lead in the various spheres of life.

• Ancient Indian education is also to be understood as being ultimately the outcome of the Indian theory of knowledge as part of the corresponding scheme of life and values. The scheme takes full account of the fact that Life includes Death and the two form the whole truth. This gives a particular angle of vision, a sense of perspective and proportion in which the material and the moral, proportion in which the material and the moral, the physical and spiritual, the perishable and permanent interests and values of life are clearly defined and strictly differentiated.

• As the individual is the chief concern and center of this Education, education also is necessarily individual. It is an intimate relationship between the teacher and the pupil.

Historical and Cultural perspective

• Ayurveda the mainstay of health care services since Ancient India untill the 18th Century.

• Ayurvedic concepts, theory and practices – part of Indian culture, therefore universally accepted in community

• Ayurveda –• Ayurveda –

– Holistic approach, therefore no compartmentalization of knowledge.

– Human, Veterinary, Plants

– Receptive and Progressive – incorporation of Rasa -Shastra, exotic plant material for medicinal use etc.

– Mathematics, Astronomy, Medicine, Chemistry, Poetry, Drama, Grammar and Philosophy were part of education.

History- Unique Approach and Method of

training compared to modern medicine

• Practical and clinically oriented.

– No segregation like non clinical, para-clinical etc.

– Compendia accordingly developed with emphasis

on only subjects of clinical relevance.on only subjects of clinical relevance.

– Development of Nighantu

– Residential training -Guru Shishya parampara

• Viadya – Comprehensive knowledge of plant to product and practices.

Ayurveda – International studies

• Indian systems of Medicines have thousands of Years ofhistory of education and practices

and were being taught in Ancient

Indian Universities e.g Nalanda

and Takshila.and Takshila.

• Many foreign students came

to ancient India to learn Ayurveda.

• Ancient Ayurvedic texts e.g. Charak Samhita weretranslated in Arabic, Persian and Greek languages inthe era before Christ.

Major developments in British era

• Materia Metica of Hindoostan- 1813(Whitelaw Ainslie)

• Native Medical institution - 1822-1835

• Calcutta Sanskrit College for • Calcutta Sanskrit College for Ayurveda teaching.

• Medical Registration Act 1853 - 1853and setting up of General Medical Council

• Bombay Medical registration - 1912Act

Developments in 20th Century

All India Ayurveda Maha Sammelan formed by

Vidya Shankar Daji Shastri Pade at Nashik

Maharashtra

1907

Ashtanga Ayurveda college Calcutta 1915

Shri Gangadhar Shastri Gune Ayurved

Mahavidyalaya, Ahmednagar, Maharashtra

1917

Viadya Shastra Peeth by Vd. Shyamadas 1921

Tibbia Ayurveda and Unani College Delhi 1921

Govindasudan Ayurveda college by Vd.

Gananath Sen at Calcutta

1922

THE INDIAN MEDICINE CENTRAL

COUNCIL ACT, 1970

• Regulates Education and Practices of Indian Systems Of Medicine i.e. Ayurveda, Siddha

and Unani.

• Recognition of a medical qualification in A/S/U• Recognition of a medical qualification in A/S/U

• Govt. Of India has power to make rules.

• Statutory Body under the act of Parliament–Central Council of Indian Medicine (CCIM).

• CCIM has Powers to make regulations.

Role of CCIM

• To recommend to Government of India regarding granting the permission to start a new Ayurveda/ Unani/ Siddha college, to undertake the admissions at UG/PG courses, to increase admission capacity, to start a new course in existing college. start a new course in existing college.

• To ascertain availability of minimum infrastructure to conduct a UG/PG course in A/S/U education.

• To maintain central register of A/S/U practitioners

• To develop and upgrade curriculum and syllabus of different courses in A/S/U education.

Role of Government

• Promote and facilitate education and training.

• Assistance to educational institutes for developing infrastructure.

• Grant of permission to start new colleges, • Grant of permission to start new colleges, undertake admissions etc.

• Capacity building of existing human resource.

Recognized Educational courses in ISM

• Ayurveda– Graduate level degree course: Ayurvedacharya

Bachalor of Ayurvedic Medicine & Surgery (BAMS),

– Post Graduate Degree: MD/MS – Doctorate: Ph.D– Doctorate: Ph.D

• Siddha– Siddha Maruthuva Arignar (BSMS)– Post Graduate Degree: MD/MS

• Unani– Kamile Tib wa Jarahat (BUMS)– Post Graduate Degree: MD/MS

ISM Educational infrastructure

Stream Graduate

Colleges

Post Graduate

Degree

colleges

Total

Ayurveda 259 70 + 2 261

Unani 40 06 + 1 41

Siddha 08 02 + 1 09

Total 311

Status of Educational Institutes

• Ayurveda Universities - 4

• National Institutes-

• State Govt. and Grant-in-aid Institutes

• Private Institutes

Necessity for Reforms in

AYUSH education

• AYUSH still not respected in the country of its origin.

• Only handful renowned practitioners.

• Only few renowned AYUSH hospitals.

• Skill development and job opportunities• Skill development and job opportunities

• Infuse research - Not a single path breaking ASU formulation at International level.

• Requirement of good doctors to achieve millennium goals and effective implementation of NHP.

• Requirement from Drug industry, Health care sector, Research organizations, Acedemia

Observations

• Low awareness and understanding about Ayurveda in community.

• Myths due to news in media.

• Inadequate educational infrastructure in the • Inadequate educational infrastructure in the colleges, teaching faculty,

• Unsatisfactory teaching methods as well as quality of teaching & level of practical training.

• ASU curriculum inadequate to create confident AYUSH practitioners and for job opportunities.

Method of learning

• Practical, demonstration

and observation (Pratyaksha)

• Hypothesis, logical Inference

(Anumaana)

Reading ancient texts as per • Reading ancient texts as per

specific method for decoding and

understanding the meaning of shloka (Aptopadesha)

– Meaning of entire sentence together,

– Meaning of part of sentence

– Meaning of every word and every character of the word

• Goal-

– UG- Developing Competent Practitioners

– PG – Specialists, Health care Managers,

Reseachers, EnterpreneursReseachers, Enterpreneurs

• Objectives

– Knowledge Domain

– Psycho-motor Skills Domain

– Behavioral Domain

Methodology

• Contact Hours

• Learning Hours

• Adult Learning (Problem Based • Adult Learning (Problem Based

Learning)

• Need based learning

Developing Awareness and Research

• Introducing AYUSH education at school level

• Credit courses in AYUSH at degree level

education.

• Provision for interdisciplinary Research and • Provision for interdisciplinary Research and

PhD

• Community education through IEC Activity

• Introducing AYUSH education at

Administrative training.

Reforms in Professional Education

• Regulatory provisions

• Infrastructure

• Curriculum and Syllabus

• Teaching and Training

Regulations in force for

ASU education

• CCIM Minimum standard Regulations for Ayurveda

• Regulation for New Colleges

• Regulation for Existing Colleges

• UG Regulation• UG Regulation

• PG Regulation

• PG Diploma Regulation

• CCIM (Central Register of Indian Medicine)

Regulations, 1979

Infrastructure development

• Well equipped college and Hospital

• Adequate well qualified and well trained staff

• Functioning of hospital

• Library• Library

• Laboratory

• Herbal garden

• Others

Curriculum and syllabus

• To make AYUSH Education more contemporary – Classical Ayurvedic subjects with scientific

evidence.

– Supplementation with modern advancement

– Incorporation of relevant part of basic Bio-sciences.

– Emphasis on Practical and clinical Training.

– Training for emergency management and NHP

– Hands on training in drug preparation and technology.

– Orientation of research at UG level.

Teaching• Monitoring of teaching quality by Regulator

and Universities.

• Teachers training on latest scientific evidences & teaching methodology

• Interactive teaching.• Interactive teaching.

• Interdepartmental coordination.

• Grand round/seminars/clinical meetings

• Exposure visits

Others

• Developing new Job opportunities

• Opportunities for career development

• Rights of practitioners

• Support for Hospitals and Centers of • Support for Hospitals and Centers of excellence.

• Development of specialty branches

Contact: drnesari@gmail.com

(O) : 011 23731025