There has been a mushroom growth in the number of Ayurveda colleges in the last 2-3 decades which has led to a dilution in the standards of education and research. Pursuing postgraduation has become a fad among the students though they do not get exposure to the basics of research. Recently, CCIM has introduced the Research Methods and Biostatistics subjects in both the graduate and postgraduate levels of Ayurveda curricula. However, the required level of expertise to teach these subjects is not available among the teachers in most of the Ayurveda educational institutions. Therefore, the research is still at a stage of infancy in most of these institutions, though research forms an 'essential' part of the degrees these institutions award. In the following paragraphs, I have tried summarizing the major facets of this problem.
Compulsion-driven Research
Currently, in most of the Ayurveda colleges, research is performed as a ritual for acquiring the degrees. The teachers get involved with research activities out of compulsion to guide the students and not out of curiosity. This leads to monotonous and template-based research that thwarts innovative ideas. Often the PG/PhD theses in such cases contain meaningless data that are not worthy of getting published anywhere. For instance, though the database of the Ayurveda theses and dissertations maintained by Girish KJ and Baghel MS contains more than 20,000 titles, however, as the entire PubMed database contains only 5000 articles on Ayurveda, the futility of these works becomes evident.
Lack of research-literacy and scientific pursuit
The research atmosphere in Ayurveda colleges and Universities is dampening. The ethical aspects of conducting and reporting the research are often overlooked in these institutions. Plagiarism and publishing with predatory journals are well-known problems in the sector. Unfortunately, many teachers from these institutions are themselves associated with many of the sub-standard journals, and hence the question of educating them is a challenge. The most striking problem is that there are no well-informed expert teachers who can train the students in research methods, biostatistics, scientific writing, research ethics etc. Many colleges are so ill-equipped that they thrive only because of the widespread corruption that prevails in the system. The fake data of patients they manufacture every day systematically save their recognition and serve as the basis of the dissertations and theses as well. The menace of ‘ghost faculty’ is another problem that adds to the gravity of the situation. The fabrication of data is so rampant in these institutions that it is better if it remains unpublished!
The absence of Ayurveda-principles-driven clinical research
The current clinical research in Ayurveda colleges revolves around the one drug-one disease model (or one intervention-one disease model) of clinical research method, which is most of the times not suitable for Ayurveda. Practice-based research must be the ideal mode of research in most of the circumstances, however, the fossilized mindset and lack of motivation to learn new methods have made the clinical studies stagnant. To most of the teachers in Ayurveda colleges, ‘whole system trials’ is still a new phrase. They do not venture into newer domains of research not only because of lack of experience but also because of lack of orientation.
The absence of basic-science research
Every department in Ayurveda colleges is unfortunately inclined at carrying out some or the other clinical trials on one or the other pretext. This has been a major setback to the basic research such as teaching methods, assessment methods, development of standard tools to assess clinical health parameters such as Agni, Ama, Koshtha etc. Students who fail to get admission in any clinical branch while pursuing postgraduation, try doing clinical work while being in a non-clinical branch which is not the ideal situation to be in. This way they neither become good clinicians nor do they gain expertise in basic science research.
Lateral entry of teachers from allied disciplines
A postgraduate degree holder in the subject Ayurveda Samhita and Siddhanta and one who has taught Charaka Samhita for ten years, for instance, can be inducted directly as a professor in Kriya Sharir as per the latest CCIM guidelines. This renders the seriousness, knowledge and skills required in the subject totally a non-issue. There are many more subjects with a similar provision of lateral entry. This especially is injurious to basic science subjects such as Kriya Sharir which require dedicated study of the subject.
Questioning: An Attitudinal Problem
A widespread perception that prevails among Ayurveda teachers is that there is no need for carrying out any research in Ayurveda because whatever has been written in ancient classical textbooks is the ultimate truth and has been written only after sound research. However, they fail to recognize that in classical textbooks too, it has been clearly stated that accepting any theory without repeatedly examining it is not a sign of a rationally minded physician. Further, the descriptions that were documented hundreds of years ago need not necessarily match with the present-day situation. There might have also been a loss of information during its transfer from one version of the textbook to the next. Therefore, there is a need for inculcating the habit of questioning among Ayurveda teachers and students, and only then, good research questions will emerge.
New Institutions in Isolation: Good or Bad for Ayurveda?
Of late, we have been witnessing a trend of establishing standalone Ayurveda universities and institutions/colleges both by Central and State governments. This strategy won’t serve the purpose of setting the right trend in education and research. I like to believe that this inclination stems out of a subconscious sense of diffidence that prevails among Ayurveda professionals. They often feel more secure when in isolation. In fact, we forget that a conducive atmosphere for research cannot be created on an isolated campus and students need enough exposure to multiple interrelated disciplines to be able to produce meaningful research output.
The following tables illustrate the differences in research output in different types of educational institutions. These institutions have been chosen randomly and for the purpose of illustration only. The years of establishment of these institutions have been provided so that a reasonable comparison can be drawn. The data is based on Scopus, and of course, there might be some unintentional omissions. However, the trend becomes very clear from the tables: the smaller and more isolated is the institution, the smaller and insignificant is the research output. A university such as BHU stands out so differently because of the multiple disciplines it hosts in the campus apart from Ayurveda which vary from physics, botany, zoology to molecular biology.
Therefore, the future step must be not to start new Ayurveda educational institutions in isolation, but to move the existing isolated Ayurveda educational institutions into the campuses of various State/ Central universities/ IITs/ /AIIMS/ other medical colleges and other premier institutes. Such an effort would probably be able to replicate the BHU model throughout the country and would improve the quality of research.
Note:
Following is the brief talk (first 8 minutes of the clip) on "Research Orientation in Ayurveda Educational Institutions" that I gave during the panel discussion on the occasion of National Symposium on Creating Conducive Environment for Ayurveda Research Organised by AYUSH Center of Excellence, Savitribai Phule Pune University, Pune.
2 comments:
Sir, in present standards with oura single day teaching experience one can become professor directly with research experience with research councils. Outside research experience is also not counted. In Recruitment in higher faculty they are adamant on Payscale and denying experience in private organisations where very few institutions pay salary in grade pay structure. It is noted that rules are made not benefit of science but for benefit of specific people who are in the system. Regarding recruitment of AIIA the criteria if you followed can clearly say. In initial RR, for Asst professor 3year teaching experience was mandatory. Later to suit few it is converted to any 3 year experience. PhD experience is also counted. Later in interview PhD got weightage. How anyone can get double benefit?
It is of no use thinking about the betterment of system when decisions are taken against the benefit of system.
Dear Kishore
There is no point in disucssing the status of Ayurved colleges, their ever increasing numbers, poor quality of educatione etc. Ebverybody is aware of this fact. This is never going to change unless the education system is changed, which is not likely to happen in at least near future. Research is rarely done by either graduate and p.g. students. It is done by full fledged professionals. The studentship sets the attitude of a person. Once the attitude is set, it is very difficult to change. So better consider the quality of professionals at your hand. Find out the right kind of people who are realy interseted in taking up research studies for the sake of research only and not for some monitory gain. Provide right kind of tutelege and fostering to these people. I think presently there is a dire need that right kind of people who are not after name, fame, money and power and only are knowledge seekers, should come together and provide appropriate direction.
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