Ayurveda Education Research Articles

Dr. Sitikantha Das: A legacy of healing, education, and innovation in Ayurveda

Abstract Late Dr. Sitikantha Das, an esteemed Ayurvedic practitioner. Born in 1936 in Odisha, Dr. Das inherited a rich tradition of Ayurveda from his family, notably his father, Kabiraj Lambodar Das, a freedom fighter and prominent Ayurvedic practitioner. Dr. Sitikantha Das’s early exposure to Ayurveda, witnessing the successful treatment of smallpox through a blend of Ayurvedic and allopathic medicine, fueled his lifelong commitment to the ancient healing system. His educational journey included studies at renowned institutions, leading him to excel in Ayurvedacharya. Not only did he showcase his athletic prowess, becoming the “Uttar Banga Badminton Champion” and a member of the famed football club “Mohan Bagan,” but he also established himself as a skilled practitioner during his senior housemanship at J.B. Roy State Ayurveda Medical College, Calcutta. Dr. Das’s commitment to Ayurveda extended beyond his practice. He played a pivotal role in the establishment of institutions like Mayurbhanj Ayurveda Mahavidyalaya and Balangi Degree College. His contributions to education and healthcare included being a founding member of the Vyasa Vihar Education Foundation, which later evolved into Fakir Mohan University. Recognized for his expertise, Dr. Sitikantha Das received prestigious awards such as the Piyush Pani Samman and Sidha Vidya Samman. He actively promoted Ayurveda through seminars, discussions, and the establishment of a research unit. Despite facing challenges, including the closure of his pharmacy, Narayani Pharmacy, in 1999, he continued to develop innovative formulations like Makardhwaja Vati and Mukta Rassaya. Dr. Das’s impact on Ayurveda encompassed areas such as Nadi Pariksha, formulation of medicinal combinations, and the establishment of Ayurvedic dispensaries. His efforts towards the integration of Ayurveda into mainstream healthcare are reflected in his initiatives, including the unsuccessful collaboration with the Kanika Ayurveda Foundation and the establishment of a cooperative society for affordable medicines. In his later years, Dr. Sitikantha Das faced health challenges but remained active in club culture, literature, sports, and philanthropy. His legacy endures through his son, Dr. Santanu Das, and the acknowledgment of his profound contributions to Ayurveda.

Biography of Pandit Divi Gopalacharlu: A revolutionary reformer of Ayurveda in preindependent India

Abstract Pandit Divi Gopalacharlu was a legendary Ayurvedic physician who provided valuable service to Ayurveda and made a remarkable contribution to the upliftment of Ayurveda. His primary education and Sanskrit studies were held in Machalipatnam, and he completed his studies at Mahant school in Tirupati and was conferred with the title “Acharya.” He completed his Ayurveda education at Maharajah’s Ayurveda Oriental School in Mysore. The British Government recruited him as a special plague officer in 1895. He succeeded in curing and controlling the disease. His services were applauded across India for his exceptional contribution and successful management of an emergency epidemiological condition through Ayurveda. Later, he worked as Chief Physician at a free dispensary hospital of Kanyaka Parameswari Devasthanam and Charities. He established the Ashramam of Ayurveda. He started teaching Ayurveda in Telugu and tried to create awareness among people about Ayurveda. He started Ayurvedashrama Granthamala and published nearly 20 Ayurvedic texts. He wrote translations and commentaries in Telugu for the classical Ayurvedic texts. He also started a journal, Dhanvantari, to publish various research outcomes of Ayurveda. He deciphered many inscriptions that had medical importance. He was honored with many awards and worked as the president of many committees. Through Kanyaka Parameswari Devasthanam and Charities, he started a free hospital and Ayurveda college. He established Madras Ayurveda Laboratory and started manufacturing and supplying Ayurvedic medicines all over India. He prepared hundreds of medicines and set standards for the preparations. This article covers his contributions and scholarliness in detail.

Illuminating Pathways: A chronicle of the life of Prof. (Vaidya) C. P. Shukla

Abstract This article delves into the life of Professor Vaidya Chandrakant Prabhushankar Shukla, a prominent figure in the field of Ayurveda from Gujarat. The primary objective of this article is to acquaint readers with one of the remarkable visionaries who have made substantial contributions and dedicated themselves to the field of Ayurveda. This article highlights Vaidya C. P. Shukla’s pivotal role in translating the Charaka Samhita, his devotion to Ayurveda education, and his significant impact on academic reforms. Furthermore, the aim of this article is also to showcase his unique approach to Ayurvedic practice, which integrates traditional wisdom with modern medical knowledge. He has left a lasting impact on Ayurveda, emphasizing his role as an exceptional teacher, physician, and administrator. Through interviews with family members, the article captures personal insights, anecdotes, and the versatile dimensions of Vaidya C. P. Shukla’s life. Ultimately, this article aspires to inspire the younger generation by shedding light on this luminary’s achievements, challenges, and unwavering commitment to Ayurveda.

Ayurveda Education Reforms: Nurturing the foundations of Holistic Healthcare

One crucial aspect of Ayurvedic education reform is aligning the curriculum with modern scientific standards. While Ayurveda's ancient wisdom is invaluable, integrating it with contemporary medical knowledge is essential for bridging the gap between tradition and modern healthcare expectations. A curriculum that incorporates evidence-based practices, clinical research, and interdisciplinary studies will empower Ayurvedic practitioners to collaborate seamlessly within the broader healthcare landscape. In conclusion, the need for Ayurveda education reform is not merely a call for change; it is a commitment to preserving and enriching a timeless legacy. By embracing innovation, aligning with scientific standards, and fostering a global perspective, Ayurveda can transcend geographical boundaries to emerge as a formidable force in the realm of holistic healthcare. The reform is not just a necessity; it is an opportunity to unlock the full potential of Ayurveda, ensuring that its wisdom continues to benefit humanity for generations to come.

Enhancing Ayurveda education: A SMART approach to empower teachers with research and development skills

Enhancing Ayurveda education: A SMART approach to empower teachers with research and development skills

Advancing Ayurveda education: National Commission for Indian System of Medicine's (NCISM's) innovative Agada tantra syllabus

Advancing Ayurveda education: National Commission for Indian System of Medicine's (NCISM's) innovative Agada tantra syllabus

Deluded confession: Response to Kishor Patwardhan.

"Confessions of an Ayurveda Professor", by Kishor Patwardhan, published in IJME, has set the stage for heated discussions within and outside the medical circles. It uses primitive philosophical criteria to argue that Ayurvedic principles relating to anatomy and physiology are obsolete, and that they need to be removed from the syllabus. As Ayurveda students, we explore the counterview to this, pointing out the fallacies behind each point raised, and suggest solutions that we find suitable for effective, competency-based Ayurveda education.

“Classes beyond the walls” – A reexploring method of teaching in ayurveda education over conventional approach

BackgroundGurukula system of Ayurveda education is a complete comprehensive approach. Institutionalization of this traditional system of education has its own limitations. Though the Ayurveda education is been institutionalized, some part of it deliberately needs to be learnt in real platform, in an integrated way to make learning process more engaging and relevant. Conventional method of teaching (CMT) has its own limitations and adoption of innovative methods is need of the hour. MethodsStudy was conducted on II Professional BAMS students in two groups: classes beyond the walls (CBW) group and CMT group. Integrated collaborative CBW teaching in medicinal plant garden and CMT in regular classrooms of institutional set up were conducted. Comparative learning experience was assessed based on open ended questionnaire. The effectiveness of CBW teaching was evaluated using five-point likert scale. Pre and Post tests were conducted using a google forms comprising of ten subject related questions to compare learning outcomes. Analysis of statistical parameters were done using SPSS software (Between the groups Mann - Whitney U test and within the groups Wilcoxon matched pairs signed rank test). ResultsThe learning significance within the both groups are demonstrated by the statistical findings based on the pre and posttest scores. Pretest scores between the groups are not significant with a P value 0.76, however the posttest results between the groups demonstrate a substantial learning improvement with a P value of < 0.0001. ConclusionThis demonstrates learning beyond the class is an important supportive component along with conventional method.

전인교육 관점의 한국형아유르베다 심신균형 교육 프로그램 설계 및 개발 연구

The purpose of this study is to design and develop a mind-body balance education program using the Korean Ayurveda education and training system from the perspective of holistic education. For this purpose, first of all, through the review of preceding studies, the holistic educational perspective of the Korean Ayurveda education and training system and the concept and approach of mind-body balance are analyzed, and after examining the mind-body balance education method, the Korean Ayurveda mind-body balance education program from the perspective of holistic education suggested. The significance of this mind-body balance education program is as follows. First, it provides an integrated perspective on mind-body balance education. It provides an integrated approach in the cognitive, emotional, and physical domains of mind-body healing and mind-body balance, and provides ways to strengthen subjective self-healing capabilities. Second, it is a systematically structured mind-body balance education program. In accordance with the structure of the Korean Ayurveda education and training system, the educational goals and contents leading to self-understanding, me and you (interpersonal relationships), collective understanding (social self), integrated mind-body balance, and happy life design are designed in a spiral structure that repeats, deepens, and expands. Third, it is a learner-participatory educational program designed centering on learners. Experiential learning and narrative educational approaches are used as the main teaching and learning methods. Fourth, it is meaningful as a lifelong education program.

SENSITISATION AND AWARENESS FOR AYURVEDA AMONG SCHOOL STUDENT: A REVIEW

Ayurveda is not simply a medical science but a life science, which has majorly described various fundamental principles that help Ayurveda education and research in India that can be further reinforced with innovative and creative motivations. Strategies and futuristic plans are considered essential to be implemented with active initiation by concerned Government bodies for creating awareness among the faculties, students and upcoming scholars of Ayurveda. Children are more susceptible to many diseases due to their transitional immune system. Good health is associated with reduced dropout and massive education performance and productivity. Children are sensitive to the diseases like malnutrition, infectious diseases, intestinal parasites, skin diseases, eye and ear, and dental caries. Ayurveda describes Dinacharya, Rutucharya, Matravat Ahara, Kala Bhojana, Sadvritta etc. and a copious number of the preparation for the prevention and management of these diseases, which helps in better development of children for tomorrow. Incorporating the principles of Ayurveda in school health, one can reduce the prevalence of health risk behaviours and promote healthy behaviours among children, ultimately leading to a positive effect on health and helping build a vibrant future for the nation with healthy and skilled citizens.

PG education in Ayurveda: Why students are leaving it midway after finding a job?

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Revolutionizing Ayurveda education through simulation-based teaching and learning

Revolutionizing Ayurveda education through simulation-based teaching and learning

Ayurveda Education – Transformation, Challenges Ahead, and the Way Forward

Ayurveda Education – Transformation, Challenges Ahead, and the Way Forward

NCISM new curriculum: A revolutionary step in Ayurveda education

NCISM new curriculum: A revolutionary step in Ayurveda education

Safe and effective management of COVID-19 through ayurveda intervention: A case series

Introduction: COVID-19/SARS-CoV-2 has become a major concern for whole humanity, it is rising rapidly and the condition is worsening. With a huge transmission rate, it has become an important requirement of this times to hatch out a safe and effective treatment for COVID-19. Main clinical findings–All the 5 cases of Doctors pursuing MD education in Ayurveda at All India Institute of Ayurveda were having varied variety of symptoms fever, sore throat, fatigue being common along with rest others like dyspnea, hemoptysis, cough, palpitations, pain in abdomen and calf muscles. Diagnosis: All the cases were diagnosed as COVID-19 positive. Intervention: All of the cases were given Ayurveda treatment chiefly comprising of SamshamniVati, AYUSH Kwatha, Chyawanprash along with Steam Inhalation with Ajwain (Tachyspermumammi) and nasal application of Anu Taila along with a specific daily (Dinacharya) and dietary (Ahara ) regimen. Outcome: All the patients recovered completely without any post-complications assessed after a follow-up period of 1 month. Conclusion: It was found that Ayurveda is a safe and effective treatment for mild to moderate COVID-19 patients. A lead can be taken from these cases and Ayurveda can be conjugated with the main stream modern medical treatment modalities for curing this pandemic with an integrated approach.

Role of virtual learning in Ayurveda education

Role of virtual learning in Ayurveda education

INTEGRATING INFORMATION COMMUNICATION TECHNOLOGY (ICT) WITH AYURVEDA- A PARADIGM SHIFT

The application of Information Communication Technology (ICT) has become an integral part of our education system, expanding its wings in the arena of various type of field and Ayurveda education has not remained untouched. The pragmatic application of ICT is diverse in Ayurveda field and currently it is being applied in the form of teaching tools, digital books, database, various hospital related software with clinical decision supporting system (CDSS) for academic as well as clinical and research purpose. In this digital era, revamping of Ayurveda learning can be achieved by enriching database of our texts, adopting electronic health record in hospital setup, by implementing various academic ICT tools. Every relevant component of ICTs is useful to augment student, academician, researcher’s engagement in learning and positively impact their performance and achievement.

Institutional library reforms are needed to improve ayurveda education, practice and research: Inferences from a case study

Libraries have always been the integral components of the academic institutions world over. Earlier known for housing the spectrum of books permitting their ready access to knowledge seekers, libraries of current age are no more confined spaces with limited functions. With the advancing information technology, the conventional definition of a library is changing to accommodate newer roles and challenges. Twenty-first century academic libraries are extending beyond the walls of their individual institutions and are evolving as open access information spaces, dealing with intelligent sharing through social communication and networking technologies.Despite such massive changes in the information storage and retrieval patterns across the globe, libraries at Ayurveda institutions in India seem by and large unbothered and unaffected. Poor educational and research standards in Ayurveda seem to have direct links with libraries contributing minimally to academic exchange and progress. An SCONUL survey conducted for the first time in any ayurvedic library setting in the country came as an eye opener stating clearly that Ayurveda institutional libraries require a major reform first to bring them at par with other academic libraries and subsequently to evolve them as the nucleus of knowledge fostering. These setups direly need a hand of help to become eligible for contributing what they are really meant to.

Ayurveda education and COVID 19 Pandemic: Current scenario, challenges and way forward

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TRANSFORMATION NEEDS IN AYURVEDA EDUCATION: WHERE &amp; HOW

The students with different backgrounds having habituated to different type of teaching methods and ter-minologies are joining Ayurveda education and there is big mismatch between their expectation, perception and actual teaching and training. Teaching and learning process in Ayurveda colleges has not much changed in spite of availability of technological tools. There will be need of dynamic continuum between research, education and practice. Better teaching techniques and modernization of Ayurveda education will improve the clinical and academic output, which in turn make them able to be presentable for ayurvedic principles. So, in order to convert Ayurveda to global level from the traditional way, it is necessary to adopt the latest technological tools and scientific framework in Ayurveda education. There will be urgent need to update and modernize the education system of Ayurveda and make the curriculum which is student centric and teacher should be facilitator. A multi-disciplinary approach in education system will be better for Indi-an system of medicine where some teachers from pharmaceutical chemistry, analytical chemistry, botany, phyto chemistry etc. will be appointed in institutions to provide the required trainings. Quality of institu-tions are very important concern in Ayurveda education sector. Quality of teachers also play very im-portant role in providing quality education to students because only through good education a relatively permanent change in personality of individuals is achieved in cognitive, psychomotor and affective do-mains. There is need to involve many other modern research methods in Ayurveda such as PIP and EIS. Medical informatics, Cyber medicine, Computerized Ayurveda studies will be brought revolutionary changes in the background of Ayurveda professionals.