Reforms in AYUSH education - FICCI HEALReforms in AYUSH education Dr. ManojNesari Joint Adviser (Ay)...
Transcript of Reforms in AYUSH education - FICCI HEALReforms in AYUSH education Dr. ManojNesari Joint Adviser (Ay)...
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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
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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.
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• 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.
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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.
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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.
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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.
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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
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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
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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.
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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.
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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.
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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
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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
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Status of Educational Institutes
• Ayurveda Universities - 4
• National Institutes-
• State Govt. and Grant-in-aid Institutes
• Private Institutes
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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
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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.
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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
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• Goal-
– UG- Developing Competent Practitioners
– PG – Specialists, Health care Managers,
Reseachers, EnterpreneursReseachers, Enterpreneurs
• Objectives
– Knowledge Domain
– Psycho-motor Skills Domain
– Behavioral Domain
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Methodology
• Contact Hours
• Learning Hours
• Adult Learning (Problem Based • Adult Learning (Problem Based
Learning)
• Need based learning
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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.
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Reforms in Professional Education
• Regulatory provisions
• Infrastructure
• Curriculum and Syllabus
• Teaching and Training
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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
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Infrastructure development
• Well equipped college and Hospital
• Adequate well qualified and well trained staff
• Functioning of hospital
• Library• Library
• Laboratory
• Herbal garden
• Others
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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.
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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
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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
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Contact: [email protected]
(O) : 011 23731025