We wholeheartedly welcome the decision of upgrading the Bachelor of Ayurveda Medicine and

Surgery syllabus towards improving the quality of Ayurveda education in India. The prime aim of

this change is for producing Ayurveda graduate having profound knowledge of Ayurveda with the contemporary advances in the field. This aim is impossible to achieve without giving significant place and importance to the Samhita and Siddhant subject, which is backbone of Ayurveda education.

Also In previous curriculum reform  Samhita, Siddhanta and Sanskrit subjects were targeted and the total hours, practical-viva, numbers of papers reduced or eliminated. This time also instead of strengthening the subject again it is weakened further. This is very difficult to understand why the fundamental science is not given importance in the latest revision. All other subjects of Ayurveda such as Kayachikitsa, Panchakarma, Roganidana etc. are solely based on the Samhita still the practical for Samhita subject is removed. Understanding the theoretical and practical aspects of Shastra and other subjects of Ayurveda needs proper knowledge of its fundamental principles, but the new changes have completely neglected it. We humbly request the authority to kindly note the following points and take necessary action to make changes in the proposed curriculum as follows

1. As per new MSE, in the syllabus of BAMS first professional, the practical and viva is

removed for the subject- Sanskrit, History of Ayurveda, Padartha Vidnyan and Samhita

Adhyayan. Similarly, in the BAMS 2nd and 3rd professional also practical and Viva is

 

removed. This is difficult to understand on what basis such changes have been done. To strengthen

the Ayurveda education Samhita and Siddhnata should be taught with its applied

aspects, neglecting this can never uplift Ayurveda education. The students without having

practical exposure will not be able to understand the utility of Samhita and Siddhnata in

their clinical practice. Again, while doing postgraduation in Samhita and Siddhanta, when

the students have to face practical and viva, it will be very difficult for them as the previous

education has not provided the required exposure in the subject. Inclusion of practical and

viva for the subject of Padartha Vigyan and Samhita Adhyayana is must be included in the proposed

new MSE.

2. In the new MSE, the subject Padartha Vigyan is reduced to one paper. This is the subject

which provides the fundamental tools to explore the Ayurveda, without having thorough

knowledge of this the student will never be able to progress and understand the depth of

Ayurveda. The theory and practice of Ayurveda which includes diagnosis and treatment is

 

possible by learning the topics of Padarth Vigyana such as Pariksha/Pramana, Shad

Pardarth, Theory of Samanya -Vishesh, Karya Karna etc. Expecting the students to have

excellent command on Ayurveda without knowledge of Padarth Vigyana is not possible. It

is necessary to strengthen the subject of Padarth Vigyana by keeping two papers along with

practical and viva.

3. Sanskrit is the language of Classical Ayurveda texts. Having good command over the

language will make it easy to understand the exact meaning of the original texts and its

commentaries. It is important to know the application of language particularly in Ayurveda

classical texts and how it can be helpful to explore the hidden meaning in the encoded

sutras. The Sanskrit should have two separate papers, one is about the Vyakarana aspects

and 2nd paper about the Sanskrit specific to Ayurveda texts. The selected subhashita, Ayurveda hitopadesha

can also be kept as in previous syllabus as it will help to know the use of Vyakarana in a

simplified manner.

4. The History of Ayurveda should be a separate subject, merging it with Sanskrit is not

appropriate. A separate examination for Itihas should be there as it was there in old

syllabus.

5. The research methodology and medical statistics which were previously  included in the Samhita

and Siddhanta  that was a wise decision inferred  with proper analysis. The Ayurveda

aspects of doing research is the part of Samhita and Siddhnata which should be taught in

correlation with Basic principles. Many of the topics which comes under the Basic

principles are nothing but the method of doing research, such as – Pramana/Pariksha,

Tantrayukti, Vaadmargas etc. Swasthavritta subject doesn’t include these topics, merging

it with Swasthavritta is not appropriate. The subject should have practical/viva also to make

it useful in clinical setup.

6. In the BAMS 3rd professional the time allotted for subject is only 150 hours. This is very

less in comparison to the amount of contents which need to be taught. Any sincere faculty

 know that the Charka Chikitsasthana, Kalpasthana and Siddhisthana cannot be

completed in just 150 hours. This will dilute the subject to the level that students will not

be able to grasp the original view of Ayurveda at all. At  least 250 hours are required to teach

the subject in a proper way.

7. In the  latest draft instead of specifying the name of the text, the term ‘Samhita Adhyayan’ is

mentioned. This is again a confusing way of presenting the draft, clearly the name of the

texts should be specified such as Asthanga Hridaya, Charaka Samhita etc.

8. To reform syllabus of Samhita-Siddhnata and Sanskrit, expert panel should be appointed.

9. For teaching the Samhita-Siddhanta practically with the clinical exposure  OPD and IPD

facility should be provided to the Subject.

10.Department of Sanskrit Samhita Siddhanta renamed as Dept. of Ayurved samhita Siddhanta in the 2016 MSR. Total 5 subjects have been included under this department. Among these Sanskrit, Padartha Vidnyana, Ashtanga Hrudaya total three subjects are part of 1st BAMS curriculum

Charak poorvardha and Charak Uttarardha  subjects are meant for 2nd and 3 rd BAMS curriculum respectively. So this department have to deal with all three professional years. While enforcing  proposed pattern ,teaching faculty of the said department has to handle atleast five batches simultaneously (Including repeaters). Handling five batches at a time will be impossible task by means of existing staff pattern. It can affect quality of teaching also.

So there is need to increase number of staff. At least 4 faculty(for UG) members are required to complete the assigned task.

11.Practicals/ Orals for the subjects included under dept. Of Ayurved Samhita Siddhanta had been cancelled   as per 2012 MSR. In 2016 MSR above said oral exams  have been restored.

If we compare results of all universities during enforcement of these two MSR,percentage of passing the students has been reduced to 7-50%(2012-2016).After restoration of orals increase in the percentage (90%)has been noticed. This indicates that restoration of orals has improved overall performance of the students in University exams.

 

We humbly request the authority to kindly include the above suggestions in the new MSE and take

 

necessary action to strengthen the Ayurveda education.