How practical are the “teaching reforms” without “curricular reforms”?

Journal of Ayurveda & Integrative Medicine | July 2010 | Vol 1 | Issue 3 and indicate that once the maize DNA has been "laundered" through E. coli, the recombinant phage grow equally well on Q358, Q364 and K803. Since plant DNA's are known to be more extensively modified than other DNA's, it appears a reasonable conjecture that the difference in plating efficiency is attributable to differences among E. coli strains in the ability to replicate heavily modified DNAs.

and indicate that once the maize DNA has been "laundered" through E. coli, the recombinant phage grow equally well on Q358, Q364 and K803. Since plant DNA's are known to be more extensively modified than other DNA's, it appears a reasonable conjecture that the difference in plating efficiency is attributable to differences among E. coli strains in the ability to replicate heavily modified DNAs.
Subtle experimental "innovations" of such kinds have great significance, which most scientists do not realize, and details of which are often forgotten. The pioneers of those early plant DNA meetings and discussions went on to play leading roles in all subsequent plant DNA research. The missing details about the development of "Drosophilaspecific Rasayanas" in the paper by Priyadarshini et al, raise the need for debates and other events similar to those in the early days of plant DNA research. Open discussions and interactions between researchers based on deep understanding of Ayurvedic basic principles and the strengths and powers (and limitations) of model organisms should encourage all to consider the fine details -after all, both "God" and the "Devil" are hidden in details! The field is of importance, because many concepts fundamental to Ayurveda's "Rasayana Tantra" should be testable in suitable D. melanogaster models, particularly cellular and subcellular mechanisms of action of rasayanas' chemical aspects. This is similar to the way that concepts in western bioscience are presently tested in them. Some might even be directly applicable to vertebrates and higher model organisms and might show ways to benefit humans. The "drug" used by Benzer's team, 4-PBA, is now known to be a histone deacetylase inhibitor, and could well provide a way to prevent cataract [2] and fibrotic disorders [3] It may be that only experimenters like me will appreciate the significance of such small details, but losing the opportunity presented by the incompleteness in Priyadarshani et al, could be tragic for future Ayurveda research of this kind. Might I suggest holding one or more 1-day events to discuss the relevance of model systems in Ayurvedic research, and more specifically the need for organism-specific formulations as pioneered by Priyadarshini et al,? May I further propose that such a discussion could be held as an additional session at the 4th World Ayurveda Congress in December this year? Such an initiative would offer the chance to showcase and capitalize on such improvements.
We should "strike the iron while it is hot." Madan Thangavelu "Teaching reforms" without the "curricular reforms"? J. Narayan seems to be trying to suggest teaching reforms in the absence of curricular reforms as he seems to be content with the new curriculum that has been developed by CCIM. Well, one must remember that the quality of training that is imparted during a postgraduate program becomes vital in giving shape to a future teacher, and surprisingly, the postgraduate curriculum of almost no subject states that it aims at producing capable teachers. [2] Similarly, when J. Narayan notices the absence of several good practices like Tadvidya Sambhasha (participating in colloquia) and "problem-based learning and teaching" among the teachers, doesn't he feel the necessity of introducing the students to certain important domains like clinical decision making, ethical decision making, using clinical record-keeping software, carrying out reasonably refined searches of medical information databases over the Internet, and using telemedicine, during their postgraduate years of study? Hasn't the purview of Tadvidya Sambhasha crossed the barriers of a seminar hall in the present era of Internet?

Problems in the newly framed syllabus
Although the newly introduced syllabus is far better than the existing one, it still has many discrepancies. These discrepancies are mainly because of the fact that most of our teachers wrongly regard the "syllabus" as equivalent to the "curriculum." Actually, "curriculum" refers to the totality of content to be taught and the skills a student is expected to develop during the entire program. Thus, a curriculum subsumes a syllabus. The following are the major concerns related to the new curriculum that need attention: • First, there are no appreciable differences between the contents of graduate and postgraduate levels of the syllabi in many of the subjects. • Second, the entire syllabus needs to be classified on the basis of "must know," "desirable to know," and "nice to know" categories. This pattern is followed by many universities in India, and as an example, one can consult the MBBS (Bachelor of Medicine and Bachelor of Surgery) syllabus framed by MUHS (Maharashtra University of Health Sciences). [3] Unless this is done, the student will not know which topics in the syllabus are more important/applicable and which are less. For instance, descriptions related to the enumeration of anatomical structures and enumeration of different diseases as per different Samhitas (classical Ayurveda textbooks) must be included under "nice to know" category as these have least clinical applicability. • Third, the syllabus does not specify anything about the pattern of questions that will be asked during examinations. It should be mandatory to frame at least 60-65% of examination questions from the "must know" category.
• Fourth, the syllabi of most subjects do not speak about the training that should be given in teaching methodology. Ideally, at least a few weeks of time during the postgraduate program in each area of specialization should be dedicated to developing skills in teaching methods in the form of using audiovisual aids, preparing lectures, delivering seminars, using e-content for teaching, etc.

NET-like eligibility test is required
Unlike other streams of higher education, no National Eligibility Test (NET) like mechanism exists in Ayurveda [4] at present and every individual having just passed a postgraduate level of examination is eligible to enter the teaching profession. This is the reason why training in teaching methods has to be incorporated in postgraduate programs of Ayurveda. Even during interviews to select candidates for teaching posts, lecturing skills are generally not assessed.

Results of a nationwide survey
Our team completed a nationwide survey on Ayurveda education in 2008 that included interns, postgraduate students and teachers from more than 30 Ayurveda institutions spread across 18 states of India. The study included 644 students and 378 teachers and we have reported our findings in two research papers in two international journals. [5,6] Our study indicates that most students are not satisfied with their training in particular areas like Panchakarma (five basic purification therapies), Kshara Sutra (medicated thread used in the treatment of anal fistula and hemorrhoids), and Jalaukavacharana (leech therapy) at graduate level. [5] In addition, our study also showed that graduates are not trained sufficiently in handling clinical emergencies at primary healthcare level through Ayurveda. In general, we concluded that the exposure to basic clinical skills is insufficient during graduate programs. [5] Why new programs?
In addition to the above-mentioned findings, we have also noted that there is a considerable level of career-related anxiety among students because of limited employability. [6] Considering this, I do not understand the rationale behind starting another postgraduate diploma level of education, and also a 7-year graduate level program. Given the limited varieties of patients visiting hospitals in Ayurveda colleges, [5] will this not affect the quality of training in already existing programs?
To summarize, what I am emphasizing here is that there is no point in suggesting teaching reforms when the actual need is for curricular reforms. However, I am not in favor of simply adding many more points to the existing syllabus; rather, I suggest that possibilities like recruiting some subject experts other than Ayurveda teachers should also be explored.