Category Archives: Poll Ayurveda

give up age-old norms

Scientific evidence of ayurvedic treatment is a must to compete with modern medicines and acceptance of Ayurveda, explained Padma Vibhushan, Professor MVS Valiathan, of  the University of Hyderabad. In an interview Prof. Valiathan, had said – “We require Ayurveda professionals to give up age-old norms and accept the treatment that is scientifically documented, researched and accepted. Only then will it become a model treatment.” [More reading]

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ASU CURRICULUM EVALUATION

Dear colleague,

  • Please could you spare a few minutes of your time to complete our Ayurveda/Siddha/Unani (ASU) Curriculum Evaluation Survey.
  • No more possible
  • To participate please click the link below or copy it into your web browser.
  • Thank you for your time!
  • Smt. Shailaja Chandra, PI & Former Secretary (AYUSH) shailajachandra1@gmail.com

Dr KSR Prasad shares the answers for these questions –  Download here

click to start filling survey before 30-12-2010

ASU CURRICULUM EVALUATION QUESTIONNAIRE

BACKGROUND
• The review on the status of ASU education & practice is being conducted by the PI as a part of a Project undertaken with the prior approval of the Department of AYUSH, Ministry of Health & Family Welfare. In this section the effort is to gather the views of important stakeholders among teachers, researchers, practitioners and students who have had experience of or have been exposed to the teaching syllabus of Ayurveda, Unani and Siddha medicine. It is not intended to comment on the performance of any organization or group. The effort is to ascertain how far the stakeholders feel that a significant part of the syllabus of UG and PG is directed specifically to address patient-care. Also to seek suggestions on how the focus can be modified to benefit the public and orient the ASU practitioner a person with competencies and skills that are capable of responding to specific medical and health concerns.

PURPOSE AND SCOPE OF REVIEW:
The purpose of the review is to answer the following questions:
1. Does the CCIM Ayurveda/Siddha/Unani(ASU) Curriculum identify and provide the necessary skills, knowledge, and experience to turn out practitioners that inspire confidence in providing medical and public health care collaboratively and in a variety of health settings in the country?
2. Does the CCIM ASU Curriculum have sufficient practical content and application to equip the graduate/postgraduate with competencies and skills to make him a sought after health provider because of his special training?

The scope of the review will include:
• structure/format year-to year;
• terminology – to ensure consistency with the objective of preparing the graduate/post graduate for using his knowledge and skills for practical application in the areas of research/education/industry but predominantly practice;
• content – to ensure current relevance, focus on preventive, promotive and curative health in practical terms based on ASU principles
• description of additional tools and resources needed to upgrade the practical aspects of teaching with the aim of producing good physicians for the benefit of society.

GUIDELINES FOR RESPONDENT
• In your review you should consider whether the objectives (both theoretical and practical), the duration of course, the assessment/instructional tools, and equipments/supplies are sufficient and appropriate

• Each section should contain some response, however brief, to indicate that you have assessed this aspect of the program. Please answer questions you feel you are qualified to respond to based on your experience/training in greater depth.

• We value your input which is aimed at informing policy-makers about the knowledge and skills presently given to the ASU students through the curriculum and a projection of the practical suggestions of stakeholders. There are a number of way that you can contribute:
Ø Provide a postal submission by 30 October, 2010. Receipt of submissions will be
acknowledged. If no response is received the designations and addresses of those that did not join the consultation will be listed to show efforts made to involve maximum stakeholders.
Ø Complete an online questionnaire by 30 October, 2010
Ø Have a phone interview during October 2010, if you wish to give only a limited suggestion.
o Project staff will conduct the interview during October, 2010. Participants will be contacted in advance to arrange a suitable time.
o If you would like to participate in a phone interview please complete the following to enable us to contact you. Responses will be acknowledged on receipt.

o Contact Information
o Name:
o Role: Student/Teacher/Administrator

• For more information, please contact Smt. Shailaja Chandra:
shailajachandra1@gmail.com
Ph: 09810501172

• Once completed, this form must be submitted directly to the Principal Investigator. The address is as follows:
Smt. Shailaja Chandra
Room
504, Central Council for Research in Unani Medicine
61-65, Institutional Area, Opp. D-Block,
Janakpuri, New Delhi-110058.

ASU CURRICULUM EVALUATION QUESTIONNAIRE

1. SECTION A: Respondent Information

  • Name of Program Being Evaluated: BAMS/BSMS/BUMS/MD/MS(Ay)(Siddha)(Unani)
  • 2. Name of the Institute:
  • 3. Respondent’s Name
  • 4. Position/Title:
  • 5. Years of Combined Experience and Education in Field:
  • 6. Mailing Address:
  • 7. Telephone:
  • 8. E-mail:
  • 9. Fax: –

SECTION B: Curriculum Evaluation

  • 10. Does the curriculum description capture the types of duties a graduate can expect to perform in the work environment? Please explain.
  • 11. Do you feel that the program length is sufficient to produce graduates with the required entry-level knowledge, skills and competencies required to function as a confident, ASU practitioner? Please explain.

SECTION C: Admission Requirements

  • 12. Do you feel that the present program entrance/admission requirements will ensure that students possessing basic knowledge and background enter the program? Please explain
  • 13. Do you feel specific subjects (e.g.Maths/Physics/Chemistry/Biology) – for entrance/admission are required to fulfill course objectives? Please explain.

SECTION D: Curriculum Content

14. Does the sequencing of training (i.e. order of subjects presented) within the curriculum properly address course pre-requisites and/or co-requisites? Are there any subjects within the program you feel should be pre-requisites for other subjects, but have not been identified? Please explain.

15. Is the time allocated to EACH subject sufficient, excessive, or inadequate from the point of view of building competencies to practice ASU? Please explain.

16. Do you feel that all necessary learning objectives are included within the individual subjects? Please explain and suggest or give examples of what should be additionally included/excluded.

17. Are there any subjects that contain learning objectives not particularly relevant to the subject/program? Please specify, providing a rationale where necessary.

18. Are there areas of the examination requirements that need to be revised or removed because they are outside the prescribed competencies and skills expected of an ASU practitioner? Please specify and give a rationale or examples where necessary.

19. Do you feel that there is a proper balance between theory (i.e. classroom) and practice (i.e. lab/clinics) ? Please explain where greater practical application is called for.

SECTION E: Resources

  • 20. Do you feel that the tools, equipment and/or supplies listed for practical components of the curriculum are satisfactory for program delivery (i.e. do they support the learning objectives of the program)? Please explain
  • 21. Are the textbooks listed with the curriculum adequate for program delivery (i.e., are the textbooks sufficiently updated and relevant considering the present revival of interest in traditional medicine. Please explain.
  • 22. Do you feel there is adequate learning resources (i.e. print media, audio-visual materials, etc.) provided for program delivery to actively engage students? Please explain.
  • 23. Do you feel that instruction is reinforced with appropriate technical inputs (i.e., computer software, hardware, etc)? Please explain where you feel change is required.
  • 24. Is there specialized equipment, textbooks, software or other resources which you feel are not listed but would strengthen the delivery of this program from a future practitioner’s point of view? Please specify, providing a rationale where necessary.

SECTION F: Program Instruction/Evaluation Methods

  • 25. Are there any instructional methods that you would suggest for subject/program delivery? Please specify, providing a rationale and good examples observed elsewhere if relevant.
  • 26. Do you feel that the methods of evaluation used for this are program appropriate (i.e. is there an adequate balance of theoretical and practical assessment conducted for each course)? Please explain.
  • 27. Do you have recommendations for additional evaluation methods which would ensure student involvement and competency? Please specify, providing a rationale where necessary.
  • 28. What qualifications and experience do you feel will be required for potential instructors hired to teach core competencies/subjects/allopathic content within this program? Please specify, providing a rationale where necessary.
  • 29. Are there specific courses within the program that require a different combination of training, experience and clinical exposure than that which is presently provided generally by the teaching faculty? Please specify areas/subjects/practical classes.

SECTION G: Graduation Requirements/Employment Requirements

  • 30. Are the requirements for successful completion (i.e. passing grades of subjects, internship term completion, etc) of the program sufficient? Please explain.
  • 31. Please list in order of priority three most important type(s) of job options available to graduates of ASU medicine selecting from Private Practice, resident in general hospitals/Nursing Homes, further studies like Ph.D, MBA, Research, industry (labs and/or quality control)

SECTION H: Internship Term

  • 32. Do you feel that the internship term is appropriately placed within the program? Please explain.
  • 33. Are the objectives of the internship term clear and sufficient to further build on the students’ knowledge and skill level already developed? Please explain.
  • 34. Is the duration of the internship training adequate to reinforce, and allow students to make a practical application of, the theoretical concepts already learned? Please explain.
  • 35. Are the evaluation methods utilized for the internship term appropriate? Please explain.

SECTION I: Practice

  • 36. In your view what kind of modification is needed in the syllabus to be able to cater to the medical needs of people both in urban and rural areas where the ASU practitioner essentially represents the ASU system but is equipped to deal with critical situations when no allopathic practitioner may be available.
  • 37. Are you aware of any states/government orders which allow the ASU practitioner to prescribe drugs and conduct certain interventions using allopathic systems/medication? Give details where you can.
  • 38. It is stated at different public for that the ASU practitioner hardly uses his ASU knowledge and skills as a practitioner as he has to provide services as per public demand and choice which calls for quick relief.
  • 39. To what extent does each part of the prescribed syllabus refer to knowledge as contained in the selected ASU texts and mastery of Sanskrit/Urdu and how much does it deal with knowledge and skills that will be of direct relevance to providing ASU treatment to patients?
  • 40. Is there scope to include more applied Ayurveda/Siddha/Unani approaches, techniques and skills which would be relevant to rural areas, or to specific disease oriented target groups where Ayurveda/Siddha/Unani has a clear strength?
  • 41. Can you suggest a few examples which do not find place in the syllabus but which are very important only to give an idea of what kind of competencies can be included under ASU which would be useful and sought after by beneficiaries that search for gentler alternatives to interventions based on chemical drugs?
  • 42. Do you think that the functions of curriculum design should be handled by special agencies/groups that are conversant with the deficiencies in health manpower and the search for treatment of chronic diseases, auto-immune diseases and intractable conditions?
  • 43. Do you think that a periodic review of each academic program is needed to maintain relevance and promote excellence? If yes, how frequently should be program be reviewed?

SECTION J: Additional Comments

  • 44. Please provide any additional comments regarding this program you feel have not been addressed.

SECTION K: Respondent Declaration

  • 45. I certify that my participation in the study is purely voluntary and the responses given by me were based on my own individual perception and I am not compelled to respond in any particular way by the investigators or by any other authority.
  • 46. Date of Completion

Finish survey ***

Appeal to Ayurveda Fraternity

Dear colleague,

We have taken up a research project entitled Development of Protocols for Systematic Reviews in Evidence Based Ayurveda, sponsored by NSTMIS division of Department of Science and Technology. This is being taken up by our Institute mainly to develop systematic review protocols for evidence based Ayurveda. In this connection we developed a questionnaire to consolidate the opinion of some of ayurveda workers. Kindly find enclosed questionnaire on research methodology for conducting studies in Ayurveda.  Please spare your valuable time to go through the questionnaire and indicate your appropriate responses to the items included in the same.  I request you to return it at your earliest convenience.

As part of the project, it is also proposed to conduct a workshop to discuss the methodology for systematic reviews of Ayurveda literature.  The responses obtained through this questionnaire from selected practicing doctors/researchers in the field of Ayurveda will be discussed in the workshop. We plan to invite selected respondents to participate.

I hope you would appreciate the need to create a collective opinion and discuss the same to work out framework for a methodology to conduct systematic reviews of ayurvedic literature.

Expecting a timely favourable response in this regard

Please furnish the information from downloaded prescribed form – [download the form]

Yours faithfully,

Dr. S.R. Narahari

Director, Institute Of Applied Dermatology, KMC VI/1665, Nayaks Road,Kasaragod. 671121, Ph: 04994-230116, 227084, Website: www.indiandermatology.org

Behind my Ayurvedic success …

Learning Ayurveda is not that simple. The theories of Ayurveda are always complicated and application and practice of them are really Herculean task. Many teacher may be influenced you to learn and practice Ayurveda. You may write about such influenced Ayurvedic personalities in the box below. Please take pains to participate in the poll below.

My successful learning Ayurveda is because of …

Activity Based Learning (ABL)

Activity based learning in Ayurveda – Dr. K.S.R. Prasad

China has sought the India’s (Tamil Nadu) support to introduce ABL Methodology being implemented in Government Schools. Their response is proof of effectiveness of ABL at the primary school level for all subjects [The Hindu, 16th Nov, pp12].

As I see the great saga of Ayurveda learning in Indian heritage, it is said as ideal to have 1 teacher teaching Ayurveda for 6 disciples is a common practice seen in Charaka and Susruta Samhita is Activity based learning in Ayurveda.

In between 19th-20th century and past many shapes has taken by the Ayurveda curriculum. As in 20th century the under the influence of Mecale’s educational methods in India, even Ayurveda took its changes and it became puppet in the hands of policy makers.

In early days of 1900’s, Ayurveda Vidwan, Ayurveda Acharya, Ayurveda Vachaspathi, etc., such termed qualifications used to serve the learning community where teachers offered a better understandings of him through available texts. Later the Diploma of Ayurveda is introduced as D.Ay.M. And on the same time it is given as Graduation course in Ayurveda as G.C.A.M. and G.C.I.M.

The quest for the degree and development and demand of equality with the Allopathic Medicine, which was given more wait age by the Govt.’s made to introduce a B.A.M.&S. as degree but not given a status of degree by name. 10th class students are admitted in B.A.M.&S. experimentally and later it turned as B.A.M.S. under the respective university syllabus. The admission is made for the 10+2 students. Neither of any students knows about the Ayurveda before to admission and no much Bio-related subjects are taught except Botany and Zoology. Still the success rate is good and many prove themselves as the best of the faculties.

The entry of the Ayurveda student is also a big question in the process of developing the system. Initially it is with interest and competition eligibility. In due course it became Paid and reserved. Probably it looks the policies of makers making the system weak and trembles in the development of the Ayurveda, which is a major health recovery system in India from the ages. This is not a platform for these issues to speak.

In 1978 CCIM introduced a common syllabus for the entire Indian Ayurveda colleges with a so called best syllabus. Many commented as this syllabus is a Hindi version of the M.B.B.S. No body bothered about it and wishes to fix the standards in Ayurveda since the birth of CCIM, but many factors and corrupted persons could not make this possible.

Almost all the times the syllabus is clumsy and student never felt happy about what he is learning. The Ayurveda is at the cross roads became a common sentence to utter in any gatherings of Ayurveda. Recently people started EBM (A) Mantra – Evidence Based Medicine (Ayurveda).

Many discussions come in across, even I still recollect my student days, and we strongly demand either to keep a Samhita oriented study or Subject oriented study in BAMS curriculum and not mix the both to confuse and burden the student of Ayurveda. The tendencies of the policy makers not changed and even today I see the Astanga Hridaya and Charaka Samhita as Poorvardha and Uttrardha in three phases of BAMS, they have the Samhita study apart from Subjects that are repeated are taught and interpreted in a different way.

Present study is neither subject oriented nor practice oriented, there by the student of Ayurveda is facing lots of problems in his survival, ultimately inclined to the contemporary medical practice to satisfy and withstand as successful medical practitioner, who is jackal of all trades. To stop this many rules and regulations are imposed but not of successful because of the public support to the practitioner. Ultimately, I heard that the Govt. is serious to introduce the “National Medicine Project”, where all the medicines are clubbed together and specialties of these branches are made as “Postgraduate Specialties”. Certainly this is a good thought and invited to stop the trans-migration.

Another pathetic situation is the curriculum is the Year wise study is made as Phase wise study, which doesn’t suite the Ayurveda at all. The burden on the student is more and not justified. Many discussions are gone on this topic by many educationalists and no outcome is brought forward. I feel to put forth few suggestions as I am proposing and strongly recommending the “Activity based learning in Ayurveda”.

  1. The subjects that are “Non suitable Activity based learning in Ayurveda” are to be removed – as Ayurveda Itihasa and Sanskrit for the Viva especially. History is incorporated as introduction in respective subjects.
  2. The year wise subject division is done according to the learning skills of student and syllabus reorganized according to the “Activity based learning in Ayurveda”.
  3. The clinical subjects that are specifically involved with the live subjects of patients are screened carefully to fit in to “Activity based learning in Ayurveda”.
  4. The student should not be allowed just to copy the Records of past as Journals and regulated him by offering “Activity based learning Points in Ayurveda” for his work done. These points are made as eligible criteria for the appearing the examinations.

Be kind enough to write an opinion on this to enrich the past glory of Ayurveda.

Do you feel that Ayurveda teacher requires an Exclusive Education Training?

Do you feel that Ayurveda teacher requires an Exclusive Education Training?

  • Yes! It is Required
  • No. Present M.D. is sufficient
  • Can not say any thing!
  • All this discussion and polling is waste.

Vote theBroken Leg - Dog 1 poll on http://technoayurveda.blogspot.com/