Author: Dr. Ajai Kr. Pandey Department of Kayachikitsa, Faculty of Ayurveda Institute of Medical Sciences, Banaras Hindu University Varanasi

1. Shortcomings and Remedial Measures of Ayurvedic
Education & Clinical Practice
Dr. Ajai Kr. Pandey
Department of Kayachikitsa, Faculty of Ayurveda
Institute of Medical Sciences, Banaras Hindu University
Varanasi

2.  Ayurveda is an age old science dealing with science and
philosophy of life. It enjoyed unquestioned patronage in the
past based on its own fundamental principle and immense
healing potential.
 Evidences show that students from East came to West to
learn Ayurveda. In 2nd-7th Century AD, university of Nalanda
& Kashi offered Ayurvedic courses for students from Japan,
China, Tibbet etc.
 All these scholars went back and practiced this system of
medicine in their own way of his country.
Introduction

3.  Gradually, its growth and development was stunted &
derailed in Mughal & British period. By the effort of
Ayurvedic scholars it got an official recognition in 1970 with
half hearted support by Govt. of India.
 Recently, Government of India started paying more
attention to Ayurveda, not because of its immense healing
powers, but for seeing interest of west countries and also
for its tourist potential.
 This is the time to revive the basic education, sense of
clinical, diagnosis, & management skills based without
hampering the basic tenets of Ayurveda and
encouragement to the scholars to practice Ayurveda at
societal level.

4. Philosophy
Quantum physics
Metaphysics
Physics
Biological science
Spiritual science
Human being
Philosophy & Science of Ayurveda

5.  Ayurveda is based on the holistic & quantum logic in the creation, life
process, health, disease-diathesis as well as management of diseases.
 Ayurvrda disagrees the target or organ oriented approach of western
medical science and adopts its own function-oriented approach through
its own alternative theories viz:
• Svabhavoparamvada
• Agni-Somiya Siddhanta
• Pinda-brahmanda
• Samanya-vishesha
• Panchamahabhoota.
• Tridosha, Dhatu, Agni, Ama, Ojas, Srotasas.
Basic Tenets of Ayurveda

6.  The entire knowledge of Ayurveda seems to have been developed and
validated time to time through rigorous fourfold testing methods, viz-
• 1. Pratyaksha pramana- direct observations
• 2. Anumna pramana- inferential evidences
• 3. Aptopadesa pramana- scriptural evidences and
• 4. Yukti pramana- planned rational experimental evidences.
Fourfold Testing Methodology

7.  Given due importance to Prakriti.
 Clinical sense of Tridoshika diagnosis in terms of Rogi pariksha.
 Roga pariksha including Pulse examination in detail.
Supremacy of Ayurvedic Diagnostics

8.  Rasa
 Guna
 Virya
 Vipaka and
 Prabhava
This is unique approach Ayurvedic pharmacodynamic through which Ayurvedic drugs
acts.
Holistic Ayurvedic Pharmacodynamic

9. A. In ancient times
 Guru-Shishya tradition in Gurukula system and it is based on-
 Self-study- Adhdhyayana
 Teaching- Adhyapana and
 Discussion-Tadvidyasambhasa
Methods of Education

10. B. Current times:
 With the dawn of modern age, the Gurukulas shrank and gave way to a rapid trend
of institutionalization, which seems to be the need of the time.
 The institutions were thought to be superior to the traditional Gurukula system
because the institutions provide to the learner the learning opportunity from more
than one Guru.
 One can consider it a good transition but not up to the mark.

11.  Today’s Institute and universities lacking the eternal strength of the Guru &
shishya factor.
 The fundamental teaching of Dosha, Dhatu and Mala theories are atrophied
and imparting improper & lack of sufficient knowledge.
 Lack of analysis of human physiology and pathology based on Tridosha theory.
 Lack of enlightenment of basic subjects like Padartha vijnan, Basic subject etc in
a proper way.
 Improper interpretation of Samhitas, either due to superstition or with
imperfect contemporary knowledge.
Practical Problems in Ayurvedic Education

12.  Not being able to understand the assessment of a drug action in light of Rasa,
guna, veerya, vipaka theory, which is the backbone of the clinical practice.
 The dilemma of the student or practitioner to follow the Ayurvedic practices or
modern practices.
 Inability in diagnosing a case based on Ayurvedic literature.
 Inability to take help of modern laboratorial, technological facilities.
 Further, inability to use and interpret the modern gadgets into Dosha, Dhatu &
Mala theory.
 Only observations of results are taken into consideration rather than changes
occurring in the body.
 Planners are keeping high targets without providing basic needs.
 The students are having more phobias to learn Ayurveda.
 The students are keeping in view of learning modern medicine.

13.  Scholars not having sufficient basic knowledge of pathology and its sequence
for planning to counter the disease.
 Always trying to move in the lines of allopathic rather our own science.
 Thinking allopath as a big boss and we are as pigmies.
 Unable to give fast relief in common ailments like cough and fever etc. as one
available in allopathic medicines.
 Lack of availability of pharmacological products to meet basic needs.
 High cost of Ayurvedic products is contrary to the belief that Ayurveda is more
affordable.
 Unable to utilize the modern laboratorial gadgets for the interpretation on the
Ayurvedic lines of treatment.
 Lack of observations of effective treatments in institutes and college level.
Practical Problems in Ayurvedic Practice

14.  Unable to cope-up with critical situations of a disease due to lack of
knowledge of prognosis.
 Unable to formulate a compound based on Rasa guna veerya vipakas etc.
 Looking forward for quick remedies or therapeutic indices of
pharmaceuticals rather than looking into rationality.
 More fear of failure rather than inspiration by success.
 Unable to explain the prognosis and scope of treatment for the high
aspirated patients.
 Not interested in improving their skills by reading journals, attending
seminars and meeting experts or visiting institutions with a thought that
there is nothing to be improved.
 Concentrating more on commercial or financial pursuits without much
commitment and dedication to principles of Ayurveda.

15.  To deals and to explain Ayurveda , we must have basic knowledge of modern and allied
subject.
 All basic sciences like anatomy, physiology, botany, biophysics, biochemistry, pathology etc
must be taught at UG & PG level by their respective authorities.
 Pharmacology and medicine of Allopathic must be kept away from curriculum to keep away
from unethical practices.
 All basic subjects of Ayurveda should be taught in the classroom with high morel teachers in
form of science not as a religion.
 An Ayurvedic practitioner should have knowledge of interpretation of Dosha, Dhatu and
Mala by modern laboratorial parameters.
 They must have the power to utilize all laboratorial investigations for the benefit of diagnosis
and prognosis.
Remedial measures of Ayurvedic Education and Clinic. Practice

16.  Ayurvedic colleges have to establish specialized Ayurvedic laboratories for the purpose
of Mootra pariksha, Mala pariksha, Raktha pariksha, Prakriti vivechana.
 It is time to develop parallel Ayurvedic research methodologies to develop newer drug
development and to prove existed one in the classics.
 Knowledge of proper botanical identification of plants in addition to the traditional
ways.
 Strict GMP practices should be followed in pharmaceutical industry, which is the basic
need of today's.
 Immediately stop flourishing the unethical Ayurvedic Pharma. Industries.
 The physicians/researchers must follow the principles of Dosha, Dushya, Adhishthana,
Sthanasamsraya vivechana, Shadkriya kala & Prakriti vivechana for diagnosing a
disease and management of the same.
 Planning of the treatment must be based on Prakriti basis rather than use of patent
drugs.
 Always consider individualized approach in clinical practice and try to explain its
success and failure in front of Ayurvedic scholars.

17.  Dosha shamaka chikitsa must be followed along with Lakshanika chikitsa at Ayurvedic
hospital level to give immediate relief to patients and to give confidence among scholars.
 Do not depend or rely upon any body for practice, those give only cues but not cures.
Hence, physicians must be aware of them.
 Restrain from unethical practices like mixing allopathic drugs in Ayurvedic products or
prescribing allopathic drugs.
 Try to follow smooth referrals, so that it enhances your moral courage and honor in the
society.
 Keep away from impossible, unproved, high claims regarding the treatment of Asadhya
rogas such as Cancer, HIV, Hip.B etc.
 Try to find out strength & weakness of Ayurvedic medicine.
 Try to search out practicing area of interest not Ayurveda as a whole.
 Do not depend upon anybody including Govt. to popularize Ayurveda in the society; it is our
duty to do the same.

18.  Many of our colleagues and scholars may differ from our views. However,
friends a dentist, who is also a medical graduate never prescribes optical,
similarly an ophthalmologist never prescribes or treats a cardiac problem,
though to get money he can do so. Similarly, an Ayurvedic physician must feel
he is a specialist in the specific field and hence must show restrain, which will
bring laurels to him.
 Though there are several issues and solutions to look at, only a few of them are
mentioned. In present scientific era, Ayurvedic seniors must be able to prove
that he and his science is more scientifically demonstrable and applicable in
front of Ayurvedic scholars & scientific community.
 Hence, it is right time to take challenges ahead for the betterment of Ayurveda
and caring & cure of ailments of the society.
Conclusion