• Users Online: 286
  • Print this page
  • Email this page

Table of Contents
Year : 2021  |  Volume : 9  |  Issue : 3  |  Page : 151-152

Role of virtual learning in Ayurveda education

Department of Rachana Sharir, Mahatma Gandhi Ayurved College, Hospital & Research Centre (MGACH & RC), Wardha, Maharashtra, India

Date of Submission14-Sep-2021
Date of Decision15-Sep-2021
Date of Acceptance17-Sep-2021
Date of Web Publication28-Sep-2021

Correspondence Address:
Dr. Gaurav Sawarkar
Department of Rachana Sharir, Mahatma Gandhi Ayurved College, Hospital & Research Centre (MGACH & RC), Wardha 442001, Maharashtra.
Login to access the Email id

Source of Support: None, Conflict of Interest: None

DOI: 10.4103/JISM.JISM_76_21

Rights and Permissions

How to cite this article:
Sawarkar G. Role of virtual learning in Ayurveda education. J Indian Sys Medicine 2021;9:151-2

How to cite this URL:
Sawarkar G. Role of virtual learning in Ayurveda education. J Indian Sys Medicine [serial online] 2021 [cited 2022 Nov 26];9:151-2. Available from: https://www.joinsysmed.com/text.asp?2021/9/3/151/326841

Virtual learning is generally allied with online or distance learning courses. Virtual learning is a learning experience enhanced by using computers, the Internet, and simulators available in educational organizations. The quality of virtual learning depends on the quality of simulators and proper use of digital technology. Virtual patients effectively improve the skills and knowledge that will enhance clinical reasoning, procedural skills, and a mix of procedural and team skills.[1]

The educational institute should align the teaching–learning environment with the theory of behaviorism, cognitivism, and social constructivism. In behaviorism, teachers can examine students’ behavior and responses to certain stimuli and modify individual learners’ behavior following basic facts and specific task performance reproducibility. The theory of cognitivism emphasizes the role of the mind and cognitive processes in learning. It helps to understand that how the students can learn and how to teach them effectively. Social constructivism comprises experience sharing, teamwork, and collaborative learning between teachers and students that can be boosted through group discussion, brainstorming sessions, problem-based learning, and small group activities.[2]

Virtual learning is specially featured with remote access to educational services, competency development of learner considering individual needs and learning styles, flexibility in terms of time and location uncertain environment, cost-effectivity, and accessibility at learner point of view.[3]

The COVID-19 pandemic has gravely disturbed the educational activities; the entire education system collapsed, which unacceptably shifted on the online platform. The universities and colleges have been forced to adopt it to continue teaching and learning activities. In the pandemic period, various initiatives are undertaken by Datta Meghe Institute of Medical Sciences (DMIMS) and implemented in pan-university in different faculties. The university has developed various standard operating procedures for E-learning, E-preceptorship program, student attendance records, and monitoring of proctored theory and practical examinations. In an interim period, it has also generated specific guidelines for preparing skill videos, simulation lab, objective structured clinical examination, and objective structured practical examination videos.[4]

However, DMIMS ventured into virtual learning earlier in the pandemic period and established a dedicated virtual learning school under the ambit of DMIMS with the vision––redefining health education through technological advances inclusions. The university has the mission to establish virtual learning with “State of Art Simulation and E-learning Platform”; further shaping the health education toward clinical skill enhancement, including communication, attitudinal, and professional behaviors; molding health care providers toward mitigating local, regional, national, and global health care needs; and generating new knowledge and participating toward societal benefits.

The school of virtual learning has learning facilities such as advance skill laboratories, virtual human atlas and anatomage, virtual advanced obstetrical lab, virtual advance critical care lab, virtual operation theatre, and virtual radio-diagnosis lab.

Ayurveda is the traditional system of medicine that practices holistic principles primarily focused on personalized health. It is need of the era which requisite the integration of Ayurveda and modern scientific evidence-based treatment for the betterment of society. For that purpose, Ayurveda academicians, researchers, and administrators should develop strategic planning, collaborations with innovative initiatives.[5]

With the holistic approach, Ayurveda graduates should be able:

  • to show fundamental knowledge of Ayurveda with other sciences;

  • to interpret, analyze, and evaluate patients and plan treatment;

  • to show skills and be able to manage patients with medicines and perform required procedures;

  • to understand the role and requisite skills as researcher, innovator, and academician;

  • to show ethics and professionalism in various roles;

  • to communicate through caring attitude, compassion, and empathy with patients;

  • to show collaboration and leadership in different situations and roles;

  • to determine initiative and motivation for self-directed learning and social responsibility.

  • Their skill sets define the clinicians. From listening to the procedure, the continuum of skills that learners and doctors garner are myriad. There is a compelling need to focus on observable and measurable skill acquisition in the undergraduate program. A skilled lab is a safe environment where learners can acquire and practice clinical examination skills on a role actor and be observed and assessed. That bridges the gap between bench and bed (hospital setting) and creates a competent graduate possessing the requisite knowledge, skills, attitudes, values, and responsiveness to function appropriately and effectively as a physician of the community’s first contact while being globally relevant.

    Virtual learning combines all of the aspects as mentioned earlier, which can overcome various disadvantages in the present education system. The virtual environments allow teachers to work effectively with students and optimize their routine tasks. Virtual learning also fetches innovative pedagogical techniques into the traditional education system, making learning more personalized and convenient for budding doctors.

    Financial support and sponsorship


    Conflicts of interest

    The author is one of the editorial board members of the journal.

      References Top

    Kononowicz AA, Woodham LA, Edelbring S, Stathakarou N, Davies D, Saxena N, et al. Virtual patient simulations in health professions education: Systematic review and meta-analysis by the digital health education collaboration. J Med Internet Res 2019;21:e14676.  Back to cited text no. 1
    Corbett F, Spinello E. Connectivism and leadership: Harnessing a learning theory for the digital age to redefine leadership in the twenty-first century. Heliyon 2020;6:e03250.  Back to cited text no. 2
    Vogt A, Albus P, Seufert T. Learning in virtual reality: Bridging the motivation gap by adding annotations. Front Psychol 2021;12:645032.  Back to cited text no. 3
    Sawarkar G. DMIMS initiatives during the COVID-19 pandemic for higher education. J Indian Sys Med 2021;9:67-8.  Back to cited text no. 4
    Patwardhan B. Bridging Ayurveda with evidence-based scientific approaches in medicine. EPMA J 2014;5:19.  Back to cited text no. 5


        Similar in PUBMED
       Search Pubmed for
       Search in Google Scholar for
        Access Statistics
        Email Alert *
        Add to My List *
    * Registration required (free)  

      In this article

     Article Access Statistics
        PDF Downloaded123    
        Comments [Add]    

    Recommend this journal