购买
下载掌阅APP,畅读海量书库
立即打开
畅读海量书库
扫码下载掌阅APP

1.4 Ayurveda in Future

Balanced and sustainable growth needs to happen at the level of more standardized education, clinical practice, research and pharmacy levels. Since few decades, there has been tremendous growth in Ayurveda happening globally. But, there is an urgent need for strategic planning to address certain challenges. Healthcare policy decisions in India are largely opinion-based and often fail to consider regional differences in culture, socialeconomic conditions, population characteristics,healthcare-seeking behavior, literacy levels, and other relevant factors. This “one-size-fits-all”approach falls short in the context of Ayurveda.This fact becomes obvious when one compares the model of Ayurvedic education that prevails in southern India with the one that predominates in the northern states. While many institutions in northern states, including Banaras Hindu University in Uttar Pradesh, have adopted an integrative model of Ayurvedic training, those located in southern states like Kerala have largely opted for a “classics-oriented” approach.Thus, the goal of promoting uniformity in training may be unrealistic [34] . Furthermore,advocates of these different approaches lack sufficient evidence to categorically state that either model (integrative or “pure” Ayurveda) is superior to the other.

Most importantly, there is almost no research on Ayurvedic educational policy happening in India. Unlike most nations,India has yet to found either government or university-based institutes dedicated to research on medical education policy. As a result of this research gap, huge disparities in training between different streams of healthcare professionals persist. A wellthought-out strategy is clearly needed to address this problem. Data from well-designed educational surveys and experiments is essential to policymakers’ ability to craft informed decisions. To date, only a handful of published papers that provide such data are available on the research databases such as PubMed. The establishment of an institution focused on medical education policy research and equipped with a mandate to guide the development of evidence-based policies in close collaboration with the Ministry of Health and Family Welfare and the Ministry of AYUSH would go a long way toward resolving these issues.

Ultimately, the advancement of Ayurvedic Medicine both within and beyond India will require a multi-pronged effort to align it with modern science. Pharmacoepidemiological studies documenting its safety and effectiveness and new clinical processes, research protocols,and whole system treatment regimens are needed. Much remains to be done. Yet as a knowledge system that pioneered a holistic,personalized approach to medicine that has thrived for thousands of years, Ayurveda promises to play an innovative, dynamic, and highly valued role in the continued evolution of integrative healthcare.

References

[1] Vidyanath R, Nistesvar K. Hand Book of History of Ayurveda[M]. Gopal Lane: Chowkhamba Sanskrit Series Office, 2004.

[2] Varier, Krishnankutty NV. History of Ayurveda[M]. Arya Vaidya Sala: Kottakkal, 2005.

[3] Mukhopadhyaya G. History of Indian Medicine-3 Volume[M]. New Delhi: Munshiram Manoharla Publishers Pvt. Ltd., 2003.

[4] Sharma RK, Bhagwan Das. Charak Samhita (English translation)[M]. 6th ed. Varanasi: Chaukhamba Sanskrit series, 2003.

[5] Bramhanand Tripathi. Ashtanga Hridayam[M]. Varanasi:Chaukhambha Sanskrit Pratishthan, 2003.

[6] Rao, Rammohan V. Ayurveda and the Science of Aging[J].Journal of Ayurveda & Integrative Medicine, 2017:S0975947617304114.

[7] Baghel MS. Researches in Ayurveda: A Classified Directory of All India P.G. and Ph.D. theses of Ayurveda[J]. Thesis’s of Ayurveda. Jamnagar: Mridu Ayurvedic Publication and Sales, 2005.

[8] Patwardhan K. Medical Education in India: Time to Encourage Cross-Talk between Different Streams[J]. Journal of Ayurveda and Integrative Medicine, 2013, 4(1).

[9] Chandra S. Status of Indian Medicine and Folk Healing:With a Focus on Integration of AYUSH Medical Systems in Healthcare Delivery[J]. AYU (An International Quarterly Journal of Research in Ayurveda), 2013, 33(4): 461–465.

[10]Shailaja C, Kishor P. Allopathic, AYUSH and Informal Medical Practitioners in Rural India — A Prescription for Change[J]. Journal of Ayurveda & Integrative Medicine,2018, 9(2): 143–150.

[11]Patwardhan K, Patwardhan B. Ayurveda Education Reforms in India[J]. Journal of Ayurveda and Integrative Medicine,2017, 8(2): 59.

[12]Ministry of AYUSH [EB/OL]. http://ayush.gov.in/ministry ayush.

[13]Curricula of Undergraduate and Postgraduate Ayurveda education [EB/OL]. [2019–02–17]. https://www.ccimindia.org/ayurveda-syllabus.php.

[14]Ministry of AYUSH[EB/OL]. [2018–03–08]. http://ayush.gov.in/sites/default/files/Medical%20Manpower%20Tables.pdf.

[15]Central Council for Research in Ayurvedic Sciences[EB/OL]. [2018–03–08]. http://ccras.nic.in/content/objectives council.

[16]National Medicinal Plants Board [EB/OL]. [2019–02–17].https://www.nmpb.nic.in/.

[17]Traditional Knowledge Digital Library [EB/OL]. [2019–02–17]. http://www.tkdl.res.in/tkdl/langdefault/common/Abouttkdl.asp?GL=Eng.

[18]Good Clinical Practice Guidelines for Clinical Trials of ASU Medicine [EB/OL]. [2020–03–25]. http://ayush.gov.in/acts rules-and-notifications/good-clinical-practice-guidelines-clinical-trials-asu-medicine.

[19]GMP Guidelines Book [EB/OL]. [2020–03–25]. http://ayush.gov.in/tenders-vacancies-and-announcements/publications/gmp-guidelines-book.

[20]Pharmacovigilance [EB/OL]. [2020–03–25]. http://ayush.gov.in/pharmacovigilance.

[21]Press Information Bureau, Government of India. AYUSH.CCRAS Initiated Tribal Health Care Research Programme in 14 States[EB/OL]. [2020–03–25]. https://pib.gov.in/newsite/PrintRelease.aspx?relid=177962.

[22]Annual Report, 2015–2016. Ministry of AYUSH [EB/OL]. [2020–03–25]. http://ayush.gov.in/sites/default/files/ ANNUAL%20REPORT%202015-16%20%28ENG%29%20%281%29-ilovepdf-compressed_0.pdf.

[23]National AYUSH Morbidity and Standardized Terminologies Electronic Portal (NAMASTE-PORTAL) [EB/OL]. [2020–03–25]. http://namstp.ayush.gov.in/#/about_us.

[24]AYUSH Hospital Management Information System(A-HMIS) — AYUSH Grid [EB/OL]. [2020–03–25]. https://ehr.ayush.gov.in/ayush/#&panel1-1.

[25]E-Marketing of Medicinal Plant Products [EB/OL].[2020–03–25]. https://echarak.in/echarak/main.do.

[26]Data from Scopus [EB/OL]. [2020–03–25]. http://www.scopus.com/.

[27]Patwardhan K, Prasad BS, Aftab A, et al. Research Orientation in Ayurveda Educational Institutions: Challenges and the Way Forward[J]. Journal of Ayurveda and integrative medicine, 2019.

[28]Patwardhan K, Gehlot S, Singh G, et al. Global Challenges of Graduate Level Ayurvedic Education: A Survey[J].International Journal of Ayurveda Research, 2010, 1(1): 1–5.

[29]Patwardhan K, Gehlot S, Singh G, et al. Global Challenges of Graduate Level Ayurvedic Education: A Survey[J].International Journal of Ayurveda Research, 2010, 1(1):21–22.

[30]More V R, Singh G, Patwardhan K. Introducing Hybrid Problem-Based Learning Modules in Ayurveda Education:Results of an Exploratory Study[J]. The Journal of Alternative and Complementary Medicine, 2019, 26(2): 100.

[31] Association of Ayurvedic Professionals UK. Ayurveda Abroad [EB/OL]. [2020–03–25]. http://www.aapuk.net/ayurveda-abroad/.

[32]Rosenberg M. The European Academy of Ayurveda: 20 Years of Ayurvedic Education in Germany[J]. Ancient Science of Life, 2013, 32(1): 63–65.

[33]National Ayurvedic Medical Association [EB/OL]. [2020–03–25]. https://www.ayurvedanama.org/.

[34] Patwardhan K, Patwardhan B. Ayurveda Education Reforms in India[J]. Journal of Ayurveda and Integrative Medicine,2017, 8(2): 59. uOW767S/TV1EA+WbUY8S31KLGkh2O0IvK2U96ZS9cqN2smijjp/dqAAgp9qLPoTf

点击中间区域
呼出菜单
上一章
目录
下一章
×