Ayurvedic practice, education and research, beyond dilemmas and confessions

• Published in: Journal of ayurveda and integrative medicine Vol. 14; no. 6; p. 100814
• Main Authors: Pratibha, Nair, E, Mukesh, Mv, VinodKumar
• Format: Journal Article
• Language: English
• Published: United States Elsevier 01.11.2023
• Subjects: VSI: Rasayana, Immunomodulation, and Regeneration
• ISSN: 0975-9476; 0976-2809
• DOI: 10.1016/j.jaim.2023.100814

Emergent diseases and the pursuit of universal health coverage have incited a renewed interest in the role of traditional medicines (TM) in healthcare. Ayurveda, a widely accepted and practised system in India, is gaining attention globally owing to its holistic and individualised therapeutic approaches. Addressing the contemporary relevance of Ayurveda in healthcare, the article examines concerns surrounding its core principles, educational methodologies, and research validation. Pertinent queries are raised about Ayurveda's relevance today and challenges in aligning Ayurvedic theories with current scientific paradigms and pedagogical dilemmas in Ayurvedic education. Further, we propose solutions, charting a course for Ayurveda's evolution in contemporary healthcare. This includes bridging epistemological differences by integrating modern scientific methodologies with Ayurvedic concepts. Addressing the educational challenges, we recommend comprehensive curriculum revisions considering contemporary healthcare needs. The teaching methodologies are to be enhanced to impart Ayurvedic principles effectively, acknowledging the limitations of ancient anatomical and physiological constructs. Training programs must prioritise equipping teachers with the ability to impart a critical understanding of Ayurveda's philosophy without undermining modern scientific concepts. In conclusion, this article underscores the importance of policy reforms in Ayurvedic curriculum design and teaching methodologies to ensure Ayurveda's sustained relevance and integration within contemporary healthcare systems.