Relevance of "pada chatushtaya" in Ayurveda education in India.
Journal name: Ayushdhara
Original article title: Relevance of “pada chatushtaya” (medical quartet) with respect to status of ayurveda education in india
AYUSHDHARA is an international peer-reviewed journal. It focuses on research in Ayurveda, Yoga, Unani, Siddha, Homeopathy, Allopathy, and Pharmaceutical Sciences.
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*Sathya N. Dornala
Panchakarma Specialist, SVN Ayurvedic Panchakarma Hospital, Dilshad Garden, Delhi, India.
Snehalatha SN Dornala
Associate Professor, Department of Kaumarabhritya, VYDS Ayurved Mahavidyalay, Khurja, UP, India.
S. Sarangapani
Former Principal, Dr BRKR Govt Ayurvedic Medical College, SR Nagar, Hyderabad, Telangana, India.
Ayushdhara:
(A peer-reviewed, bi-monthly open-access journal)
Full text available for: Relevance of “pada chatushtaya” (medical quartet) with respect to status of ayurveda education in india
Year: 2015
Copyright (license): CC BY-NC-SA 4.0
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Summary of article contents:
Introduction
The traditional Ayurvedic education in India has evolved from the ancient gurukula system to modern university-based education, regulated by the Central Council of Indian Medicine (CCIM). This transition aims to ensure that the education, research, and practice of Ayurveda align with contemporary health policies. A fundamental aspect of Ayurveda education is the concept of "Padachatushtaya," which comprises four essential elements: the physician (Bhishak), the medicament (Dravya), the attendant (Upasthata/Paricharika), and the patient (Rogi). The effective interaction among these components is critical for successful treatment and disease management.
Importance of Padachatushtaya
The "Padachatushtaya" framework serves as a crucial foundation for Ayurvedic education, emphasizing the roles and qualifications of its four pillars. Each component needs specific knowledge, skills, and attitudes to fulfill its function effectively. For instance, a physician must possess deep medical knowledge and a genuine attitude toward patient care, while an attendant should be knowledgeable in nursing practices. The KAPS (Knowledge, Attitude, Practice, Skills) analysis provides a structured way to evaluate each element's contributions and competencies, ultimately identifying gaps in current education practices. It indicates that while Ayurvedic education strives to produce capable healthcare professionals, significant improvements are still needed to align educational objectives with the demands of modern healthcare systems.
Status of Ayurveda Education
Ayurveda education in India faces several challenges, including curriculum limitations that focus more on theoretical aspects than on competency-based training. The Bachelor of Ayurvedic Medicine and Surgery (BAMS) program, although established to secure the training of practitioners, often falls short in providing hands-on experience and advanced knowledge. Postgraduate education remains restricted to specific specialties and lacks uniform guidelines for doctoral studies. Furthermore, there is a noticeable absence of standardized paramedical training programs, indicating potential oversight in preparing the support staff essential for effective Ayurveda practice. Innovative initiatives are emerging, such as those by Gujarat Ayurved University, aiming to enhance education through skill development and continuing education programs.
Conclusion
In pursuit of excellence in Ayurveda education, it is vital to adopt a holistic approach that not only prioritizes knowledge but also fosters positive attitudes and practical skills among students. As healthcare continues to evolve, the integration of traditional systems like Ayurveda into mainstream education and health services is paramount. Implementing comprehensive guidelines and regular updates on educational practices can contribute significantly to building a competent workforce. By addressing these educational gaps and promoting continuous learning, Ayurveda can enhance its contribution to national health strategies and serve a broader population effectively.
FAQ section (important questions/answers):
What is the significance of Padachatushtaya in Ayurveda education?
Padachatushtaya, or the four pillars of treatment, is crucial for effective disease management and healthcare delivery. It highlights the roles of the physician, medication, attendants, and patients, emphasizing the need for proper knowledge and skills in Ayurveda education.
How is Ayurveda education regulated in India?
Ayurveda education in India is regulated by the Central Council of Indian Medicine (CCIM), established under the Indian Medicine Central Council Act of 1970. It oversees curricula and standards for both undergraduate and postgraduate education in Ayurveda.
What issues are present in the current BAMS education structure?
Current BAMS education tends to be curriculum-based rather than competency-based, lacking effective training. The objectives outlined for graduates often do not align with the demands of modern healthcare and the need for skilled practitioners in Ayurveda.
Glossary definitions and references:
Scientific and Ayurvedic Glossary list for “Relevance of "pada chatushtaya" in Ayurveda education in India.”. This list explains important keywords that occur in this article and links it to the glossary for a better understanding of that concept in the context of Ayurveda and other topics.
1) Education:
Education, derived from the Latin ēducātiō which means “A breeding, a bringing up, a rearing”, is the process of being educated. As per the National Education Policy, education in India is fundamental to national development and the regulation of Ayurveda education ensures that India stands as a global leader in traditional health sciences.
2) Ayurveda (Ayus-veda):
Ayurveda, also known as the Science of Holistic Living and the Art of Natural Healing, details approaches ranging from wellness to illness. It is a traditional system of medicine rooted in India, aiming at producing professionals with extensive practical training in its principles.
3) India:
India, the birthplace of Ayurveda, regulates Ayurveda education through the Central Council of Indian Medicine (CCIM). The aim is to enhance India's global standing in the field of traditional, complementary, and integrative health, while preserving the cultural heritage of Ayurveda.
4) Knowledge:
Knowledge in the context of Ayurveda education is imperative for Bhishak (physicians) who must excel in medical knowledge. It is also essential for Dravya (medicament), upasthata (attendants), and rogvi (patients). Knowledge supports the effective disease management and treatment based on Ayurvedic principles.
5) Medicine:
Medicine in Ayurveda involves not only treatment but promoting wellness. The system's focus includes the quality of Bhishak (physician), Dravya (medicines), Upasthata (attendants), and Rogi (patients), and ensuring they have proper education, skills, and competencies.
6) Ayus (Ayush):
AYUSH (Ayurveda, Yoga, Unani, Siddha, Homeopathy) systems' education and practice in India are regulated by the Ministry of AYUSH to promote and preserve ancient health sciences. Ayurveda, being a principal part of AYUSH, focuses on the wellness-to-illness continuum.
7) Indian:
Indian systems of medicine, including Ayurveda, are critically regulated to enhance traditional health education, practice, and research. The Central Council of Indian Medicine (CCIM) frames the curriculum and oversees the educational standards in the field of Ayurveda as part of these Indian systems.
8) Gujarat:
Gujarat houses exclusive Ayurveda education centers like Gujarat Ayurved University, Jamnagar. These institutions impart knowledge and offer various courses, setting benchmarks for other states in the field of Ayurvedic education and skill enhancement programs.
9) Science (Scientific):
Scientific advancements in modern medicine enhance Ayurveda education by supplementing Ashtanga Ayurveda with contemporary scientific knowledge. This integrative approach ensures graduates have a well-rounded education, incorporating both traditional and modern scientific methods.
10) Rashtriya (Rastriya):
Rashtriya Ayurved Vidyapeeth is an autonomous body under the Ministry of AYUSH. It conducts programs like CRAV and MRAV to promote traditional Ayurvedic knowledge via the ancient Guru-Shishya parampara (teacher-disciple tradition), ensuring the depth of learning remains intact.
11) Kalpana:
Kalpana refers to multiple formulations, a critical attribute in medicinal practice within Ayurveda. Proficiency in designing varied medicinal combinations is crucial for physicians to ensure effective treatment plans for patients, aligning with the diverse needs of individual cases.
12) Bhishaj (Bhishak, Bhisak, Bhisaj):
Bhishak, or physician, is one of the four pillars of Ayurveda treatment outlined in the concept of
Padachatushtaya. They are required to have excellence in medical knowledge, purity in thinking, practical experience, and dexterity according to the KAPS framework for effective disease management.
13) Dravya:
Dravya, which means medicament or medicine, is vital for treatment in Ayurveda. It involves the understanding of pharmaceutical knowledge and the preparation of medicines. Proper education in this field encompasses the quality and suitable use of medicinal substances.
14) Vaidya:
[see source text or glossary: Vaidya]
15) Delhi:
Delhi hosts institutions like SVN Ayurvedic Panchakarma Hospital, where specialists practice Ayurveda. Additionally, it has educational bodies such as Rashtriya Ayurved Vidyapeeth, which play a significant role in reviving and promoting traditional Ayurvedic education.
16) Guru:
Guru in the context of Ayurveda signifies the traditional teacher in the Gurukula system, where one-to-one knowledge imparting was practiced. This system eventually transformed into university-based education but remains integral in programs like Rashtriya Ayurved Vidyapeeth's Guru-Shishya parampara.
17) Pada:
[see source text or glossary: Pada]
18) Rogin (Rogi):
Rogi, or patient, is the focus of Ayurveda’s wellness approach. The concept stresses the importance of patient education about Ayurveda's strengths and benefits, leading to better health outcomes. Awareness initiatives and courses aim to enhance public knowledge of health through Ayurveda.
19) New Delhi:
New Delhi is home to the Rashtriya Ayurved Vidyapeeth under the Ministry of AYUSH. This institution is central to the propagation and education of Ayurveda, reviving traditional learning methods and offering certificate programs to enhance Ayurveda's reach and knowledge base.
20) Dravyaguna (Dravya-guna):
[see source text or glossary: Dravyaguna]
21) Bhaishajya (Bhaisajya):
[see source text or glossary: Bhaishajya]
22) Rajasthan:
The state of Rajasthan has established Dr. Sarvepalli Radhakrishnan Rajasthan Ayurved University in Jodhpur, which offers various Ayurvedic educational programs. The university focuses on a hybrid model addressing the need for pharmacists, nurses, and technicians trained in the AYUSH systems.
23) Gurukula (Guru-kula):
Gurukula refers to the traditional system in India of imparting education where students (Shishya) lived with their teacher (Guru). This system promoted one-to-one learning and has influenced modern Ayurvedic education, emphasizing personalized and in-depth knowledge transfer.
24) Shastra (Sastra):
Shastra refers to 'science' or 'corpus of knowledge'. In Ayurveda, various branches such as Rasashastra and Bhaishajya Shastra focus on the scientific principles behind the formulation and use of medicaments, stressing the intricate details of pharmaceutical education.
25) Punjab:
Punjab is home to institutions offering Ayurvedic education, such as Guru Ravidas Ayurved University. Courses in Ayurvedic pharmaceutical sciences at institutions like Lovely Professional University also enhance the skill and knowledge base in the field of Ayurveda.
26) Purity:
Purity is vital in Ayurveda, especially concerning the Bhishak (physician) and Upasthata (attendant). It refers to having pure thoughts and cleanliness, which ensures ethical and effective treatment. Pure intention and cleanliness are seen as essential attributes for successful healing.
27) Yoga:
[see source text or glossary: Yoga]
28) Drug:
Drug education in Ayurveda, referred to as Dravya, involves knowledge about medicinal substances. Proper training ensures the effective preparation and use of Ayurvedic medicines. Institutions like Gujarat Ayurved University offer specialized courses in Ayurvedic pharmaceutical education.
29) Educational institution:
An educational institution in the context of Ayurveda, like Gujarat Ayurved University or Dr. Sarvepalli Radhakrishnan Rajasthan Ayurved University, provides structured environments for imparting knowledge and training in traditional and modern Ayurvedic medicine and practices.
30) Kaumarabhritya (Kaumarabhrtya, Kaumara-bhritya):
[see source text or glossary: Kaumarabhritya]
31) Rasashastra (Rasa-shastra, Rasasastra):
[see source text or glossary: Rasashastra]
32) Maharashtra (Maharastra, Maha-rashtra):
In Maharashtra, organizations like the Maharashtra University of Health Sciences offer specialized courses in Ayurvedic studies, such as Ayurvedic cosmetics. These programs aim to enhance the skill base necessary for modern Ayurvedic practices while preserving traditional knowledge.
33) Ksharasutra (Ksarasutra, Kshara-sutra):
[see source text or glossary: Ksharasutra]
34) Perception:
[see source text or glossary: Perception]
35) Discussion:
[see source text or glossary: Discussion]
36) Kaushambi (Kausambi):
Kaushambi is connected to an address given for correspondence in the text. Dr. Sathya N. Dornala, one of the authors, is located in Kaushambi, as indicated in the correspondence section, thereby associating this location with Ayurvedic research and communication.
37) Parampara:
Parampara refers to a lineage or tradition. In Ayurveda, the Guru-Shishya parampara is a traditional way of learning where knowledge is transmitted directly from the teacher (Guru) to the student (Shishya), ensuring in-depth understanding and preservation of ancient wisdom.
38) Striroga (Stri-roga):
[see source text or glossary: Stri-roga]
39) Rasayana (Rasa-ayana):
[see source text or glossary: Rasayana]
40) Bheshaja (Bhesaja):
[see source text or glossary: Bheshaja]
41) Prasuti:
[see source text or glossary: Prasuti]
42) Drishta (Drsta):
[see source text or glossary: Drishta]
43) Shishya (Sisya):
[see source text or glossary: Shishya]
44) Mahatman (Mahatma, Maha-atman):
[see source text or glossary: Mahatma]
45) Disease:
[see source text or glossary: Disease]
46) Citizen:
[see source text or glossary: Citizen]
47) Tantra (Tamtra, Tantrism):
[see source text or glossary: Tantra]
48) Siddha:
Siddha, part of the Indian Systems of Medicine regulated by the CCIM, includes Ayurvedic principles in its curriculum and practices. It is one of the traditional healing systems integrated with Ayurveda, Unani, and others under AYUSH for comprehensive health education and services.
49) Smriti (Smrti):
[see source text or glossary: Smriti]
50) Vikara:
[see source text or glossary: Vikara]
51) Arogya:
[see source text or glossary: Arogya]
52) Madra:
[see source text or glossary: Madra]
53) Roga:
Roga, meaning disease in Ayurveda, is an essential term for understanding the principles and practices aimed at disease management and prevention. Proper knowledge and education in diagnosing and treating various Rogas are crucial for effective health services in Ayurveda.
54) Rasa (Rasha):
[see source text or glossary: Rasa]
55) Yogi (Yogin):
[see source text or glossary: Yogi]
56) Agra:
[see source text or glossary: Agra]
57) Soil:
Soil metaphorically represents the origin and richness of Ayurveda in India. It emphasizes that Ayurveda is deeply rooted in Indian tradition and culture, making it crucial for India's educational systems to continue nurturing and developing this ancient science.