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Table of Contents
EDITORIAL
Year : 2022  |  Volume : 10  |  Issue : 3  |  Page : 153-154

NCISM new curriculum: A revolutionary step in Ayurveda education


Department of Rachana Sharir, Mahatma Gandhi Ayurved College, Hospital & Research Centre, Datta Meghe Institute of Medical Sciences (Deemed to be University), Wardha, Maharashtra, India

Date of Submission21-Sep-2022
Date of Acceptance24-Sep-2022
Date of Web Publication30-Sep-2022

Correspondence Address:
Gaurav R Sawarkar
Department of Rachana Sharir, Mahatma Gandhi Ayurved College, Hospital & Research Centre, Datta Meghe Institute of Medical Sciences (Deemed to be University), Wardha, Maharashtra
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/jism.jism_81_22

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How to cite this article:
Sawarkar GR. NCISM new curriculum: A revolutionary step in Ayurveda education. J Indian Sys Medicine 2022;10:153-4

How to cite this URL:
Sawarkar GR. NCISM new curriculum: A revolutionary step in Ayurveda education. J Indian Sys Medicine [serial online] 2022 [cited 2022 Nov 28];10:153-4. Available from: https://www.joinsysmed.com/text.asp?2022/10/3/153/357690



In the present scenario, the goal of competency-based medical education is for students to develop visible skills in a self-directed, learner-centered way. Instead of information, the focus is on results that are applicable to the everyday practice of Ayurveda medicine. The ability to study at one’s own speed is provided for the learner, with the ultimate goal being the effective attainment of competencies by all students, regardless of when they do so. Since assessments are based on these abilities, they diverge significantly from the materials used in the conventional curriculum. Most traditional curriculum evaluations are written tests of cognitive skills, but a competency-based curriculum tries to include more workplace-based evaluations, such as direct observations and daily records.[1]

The National Commission for the Indian System of Medicine (NCISM) launched a new curriculum for undergraduate Ayurveda education. At the completion of training, an Indian Ayurveda graduate should have a number of abilities. The addition of a new curriculum, which includes the transitional curriculum, electives, integrated learning, and early clinical exposure, problem-based learning was another big change.

It is commendable that efforts were made to prepare an excellent curriculum, and many of the modifications recommended are progressive and beneficial. For example, starting a 15-day transitional course after enrolling in Ayurveda colleges but before the start of real classes is a step in the right direction for the future. Newly admitted students are a diverse group with a range of educational attainment, languages, and cultural origins. Their capacities for coping with the hard realities of medical training vary, and their susceptibility to irrationality and straying away from their objectives is increased by a lack of practical education and sensitization during basic education. The proposed transitional curriculum aims to introduce students to the field of Ayurveda, its requirements, and how adult learning and self-directed learning differ from the methods of instruction they have been using at the college level. It also aims to help students by teaching them how to learn a language, use a computer, deal with stress, and manage their time, as well as reviewing professionalism and the right way to act in the community.[2]

Every year, students have the opportunity to choose electives other than the regular course, which reflects an emphasis on research and specialty training, and they have the chance to collaborate on fundamental principles and clinical correlation. With such instructions, the students will certainly have a variety of prospective career options.

Another crucial component of the newly implemented curriculum is the integration of teaching and learning, which breaks down academic barriers. It is presently advised that more components of the subjects be temporally synchronized by exposing students to related themes of the subjects. This might make it easier to teach the curriculum because there won’t be as much repetition.

Early clinical exposure aims to give students a sense of the hospital setting and patient encounters as early as the first year; this is supposed to instill in students the fundamentals of communication, empathy, professionalism, and compassion. More significantly, it will probably give an understanding of fundamental science and its related references. The acquired knowledge may be useful in the future as a physician, and early clinical exposure improved the retention of knowledge.[3]

The proposed curriculum aims to make early clinical exposure mandatory from the beginning of the first year of the course, even though some Ayurveda colleges already do so in one way or another. It could be a simple clinical scenario to start a preclinical lecture, the introduction of a patient to the practical laboratory, or the placement of students in clinical research facilities and health centers before, during, or after a basic fundamental session.

A change in the minimal requirements for employees in certain departments is of the utmost importance. The focus on skills and higher-order cognition, which call for active small group learning techniques, is a key component of the new curriculum. To make such teaching-learning effective, the Ayurveda colleges’ existing staffing pattern has to be modified.

Another significant concern is that the effective adoption of the new curriculum depends upon faculty capacity building. According to many education experts, faculty development is a crucial factor in the effectiveness of curriculum implementation. Academic staff and persons responsible for course content need to be made more conscious of the problem and offered adequate training. Exercise activities tailored to the health requirements of each specialization and the requisite skill sets would need to be determined by a group of specialists in each field.[4],[[5]

The NCISM has organized orientation sessions in virtual mode for first-year faculty members considering the COVID-19 pandemic by adopting virtual learning modalities in Ayurveda colleges and might be planning to conduct further sessions and problem-solving help desk groups to help them. Any curricular change can be effectively introduced if the agents who drive the curriculum are adequately appraised, trained, and mentored. Timely and systematic capacity building is crucial for competency-based Ayurveda education (CBAE) to be adopted in all its essence and spirit. There is a need for a framework for faculty development that addresses the training of trainers in all new and unique aspects of CBAE with defined objectives and strategies.

Financial support and sponsorship

Not applicable.

Conflicts of interest

There are no conflicts of interest.



 
  References Top

1.
Desai PR Curricular reforms in Ayurveda education: How long to wait? J Indian Sys Med 2020;8:2-4.  Back to cited text no. 1
    
2.
Shah N, Desai C, Jorwekar G, Badyal D, Singh T Competency-based medical education: An overview and application in pharmacology. Indian J Pharmacol 2016;48:5-9.  Back to cited text no. 2
    
3.
Patwardhan K, Gehlot S, Singh G, Rathore HC The Ayurveda education in India: How well are the graduates exposed to basic clinical skills? Evid Based Complement Alternat Med2011;2011:197391.  Back to cited text no. 3
    
4.
Basheer A Competency-based medical education in India: Are we ready? J Curr Res Sci Med 2019;5:1-3.  Back to cited text no. 4
    
5.
Ryan MS, Holmboe ES, Chandra S Competency-based medical education: Considering its past, present, and a post-Covid-19 era. Acad Med 2022;97:90-7.  Back to cited text no. 5
    




 

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