A General Survey of B.A.M.S. Students to Improve Overall Teaching
Journal name: Ayushdhara
Original article title: A General Survey of B.A.M.S. Students to Improve Overall Teaching
AYUSHDHARA is an international peer-reviewed journal. It focuses on research in Ayurveda, Yoga, Unani, Siddha, Homeopathy, Allopathy, and Pharmaceutical Sciences.
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Parikh Mamta
Associate Professor & HOD, RSBK Department, Shri V. M. Mehta Institute of Ayurved (Affiliated with Gujarat Ayurved University) Gardi Vidyapith, Rajkot- Kalawad Highway, Village: Anandpar, Rajkot, India
Chotai Tanvi
Assistant Professor, Agadtantra Department, Shri V. M. Mehta Institute of Ayurved (Affiliated with Gujarat Ayurved University) Gardi Vidyapith, Rajkot- Kalawad Highway, Village: Anandpar, Rajkot, India
Ayushdhara:
(A peer-reviewed, bi-monthly open-access journal)
Full text available for: A General Survey of B.A.M.S. Students to Improve Overall Teaching
Year: 2022 | Doi: 10.47070/ayushdhara.v9i1.906
Copyright (license): CC BY-NC-SA 4.0
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Summary of article contents:
Introduction
The study aimed to gather insights from students enrolled in the Bachelor of Ayurvedic Medicine and Surgery (B.A.M.S.) program regarding their experiences, perceptions, and suggestions to improve the educational system. Conducted through an online survey of 352 students across seven colleges in the Saurashtra region of Gujarat, the research focused on understanding student backgrounds, their comprehension of the course, professional goals, and the effectiveness of teaching methodologies. The study highlights the challenges that students face in integrating ancient Ayurvedic knowledge with modern medical practices, particularly in light of the impacts of the pandemic and the shift towards online learning.
Preference for Teaching Methodologies
A significant finding of the study was the preference of students for traditional teaching methods, particularly the use of chalk and board over digital presentations. Approximately 63% of students reported that they found the classic teaching style more convenient and effective for retaining information. This preference emphasizes the value of direct engagement and eye contact in learning environments, as students felt more focused and concentrated in traditional settings. This preference contrasts sharply with the rising reliance on mobile devices and digital platforms for educational purposes, raising questions about the optimal teaching strategies in contemporary education.
Challenges in Curriculum and Learning
The survey highlighted students� perceptions of the syllabi and subjects they found most challenging. Many participants expressed a desire for changes in the curriculum, specifically in subjects like Dravyaguna and Shalya Tantra, which they deemed difficult due to the intricate and demanding content. Moreover, students noted the need for enhanced practical exposure in clinical settings, pointing out that theoretical aspects should be better integrated with practical applications. Their feedback indicated a desire for educational methodologies that prioritize clinical relevance across both clinical and non-clinical subjects, ensuring that education translates effectively to future practice.
Conclusion
The research underlines that there is a need for educational reforms in the B.A.M.S. curriculum to better align teaching methodologies with student preferences and professional aspirations. Students have articulated a yearning for more practical exposure and an integration of traditional teaching methods with visual aids in presentations. Furthermore, the pronounced usage of mobile devices for entertainment, rather than educational purposes, underscores the necessity for institutions and parents to establish boundaries around technology use. Overall, the findings suggest that adopting a blended approach that incorporates both traditional and contemporary teaching practices could enhance student comprehension and engagement in their Ayurvedic studies.
FAQ section (important questions/answers):
What were the main subjects students found difficult in B.A.M.S.?
Students reported that 'Padarthvigyana' and 'Rachana Sharir' were the most challenging subjects in the first professional year, while 'Dravyaguna Vigyana' and 'Rasashastra' presented difficulties in the second year, indicating potential issues with understanding and the subject's complexity.
What teaching methodology do students prefer for better learning?
Surprisingly, 63% of students preferred the traditional chalk and board method over digital presentations. They felt that this method better facilitated concentration and interaction, allowing for improved understanding and engagement during lessons.
How does mobile usage compare between education and entertainment among students?
The survey revealed that over 60% of students spend two or more hours daily on mobile devices primarily for entertainment, while only about 30% use them for educational purposes, highlighting a concern for distraction during their studies.
Glossary definitions and references:
Scientific and Ayurvedic Glossary list for “A General Survey of B.A.M.S. Students to Improve Overall Teaching�. This list explains important keywords that occur in this article and links it to the glossary for a better understanding of that concept in the context of Ayurveda and other topics.
1) Ayurveda (Ayus-veda):
Ayurveda is the ancient Indian system of medicine that combines physical, mental, and spiritual health practices. It integrates herbal treatments, dietary regulations, and body therapies to maintain and restore health. As seen in the text, the demand for Ayurvedic treatment has been increasing.
2) Tantra (Tamtra, Tantrism):
[see source text or glossary: Tantra]
3) Education:
Education, particularly in the context of the B.A.M.S. (Bachelor of Ayurvedic Medicine and Surgery) course, is the process of imparting knowledge and skills. The text surveys students' perceptions and suggestions to improve teaching methodologies and overall learning in Ayurvedic education systems.
4) Roga:
[see source text or glossary: Roga]
5) Striroga (Stri-roga):
[see source text or glossary: Stri-roga]
6) Prasuti:
[see source text or glossary: Prasuti]
7) Shalyatantra (Salyatantra, Shalya-tantra, Shalyatamtra):
[see source text or glossary: Shalyatantra]
8) Perception:
Perception refers to students' understanding and views about their course and educational methodologies, which are crucial for developing better teaching strategies. The survey aims to gather student feedback to improve their educational experience.
9) Shalya (Salya):
[see source text or glossary: Shalya]
10) Parikh:
Parikh refers to Parikh Mamta, one of the authors of the study and an Associate Professor and HOD of the RSBK Department at Shri V. M. Mehta Institute of Ayurved in Rajkot. She contributed to understanding the needs and challenges faced by B.A.M.S. students.
11) Family:
Family plays a crucial role in students' awareness and decision to pursue Ayurveda. The survey highlights that many students knew about Ayurveda through their family, indicating the influence of familial support in career choices.
12) Tanvi (Tanvin):
Tanvi refers to Chotai Tanvi, another author of the study and Assistant Professor in the Agadtantra Department at Shri V. M. Mehta Institute of Ayurved. She collaborated in conducting and analyzing the survey for improving B.A.M.S. education.
13) Shalakyatantra (Salakyatantra, Shalakya-tantra, Shalakyatamtra):
[see source text or glossary: Shalakyatantra]
14) Dravyaguna (Dravya-guna):
Dravyaguna involves the study of medicinal properties of herbs and other materials used in Ayurveda. The survey indicates that students in the second professional year of B.A.M.S. find Dravyaguna challenging due to the extensive memorization required.
15) Knowledge:
Knowledge is critical in any educational program, including the B.A.M.S. course. The survey aims to understand how students perceive their acquisition of knowledge, including difficulties they face and suggestions for curriculum improvements.
16) Kalpana:
[see source text or glossary: Kalpana]
17) Gujarat:
Gujarat is the Indian state where the survey was conducted, specifically in the Saurashtra region. The text mentions this locale to contextualize the demographic and educational background of the participating B.A.M.S. students.
18) Rasashastra (Rasa-shastra, Rasasastra):
[see source text or glossary: Rasa-shastra]
19) Saurashtra (Saurastra):
Saurashtra is the region in Gujarat where various Ayurveda colleges participated in the survey. The study covers students from Saurashtra to understand their challenges and perceptions regarding Ayurvedic education.
20) Discussion:
The discussion in the text analyzes the survey results, highlighting key challenges faced by students in the B.A.M.S. course. It includes areas where students want changes, such as more practical learning and improved examination methods.
21) Samhita:
[see source text or glossary: Samhita]
22) Vikriti (Vikrti):
[see source text or glossary: Vikriti]
23) Agadatantra (Agada-tantra, Agadatamtra):
Agada-tantra is a branch of Ayurveda dealing with toxicology and the management of poisons. Students found this subject particularly difficult due to its extensive and challenging nature.
24) Sanskrit:
Sanskrit is the classical language in which most Ayurvedic texts are written. Students find learning Sanskrit challenging, impacting their ability to understand Ayurvedic literature.
25) Shastra (Sastra):
[see source text or glossary: Shastra]
26) Village:
Village refers to Anandpar, the location of Shri V. M. Mehta Institute of Ayurved where the study was conducted. This rural setting may influence students' educational experiences and perceptions.
27) Disease:
[see source text or glossary: Disease]
28) Nidana:
[see source text or glossary: Nidana]
29) Nature:
Nature might refer to the inherent characteristics of the subjects in B.A.M.S. Some subjects require heavy memorization or practical exposure, leading to varied levels of difficulty for students.
30) Agada:
[see source text or glossary: Agada]
31) Kriya:
[see source text or glossary: Kriya]
32) India:
India is the country where this study was conducted. The text outlines the challenges faced by students in Indian Ayurvedic education, which is deeply rooted in traditional Indian medical practices.
33) Ayus (Ayush):
[see source text or glossary: Ayush]
34) Rasa (Rasha):
[see source text or glossary: Rasa]
35) Shri (Sri, Sr):
Shri refers to Shri V. M. Mehta Institute of Ayurved, where the authors of this study are affiliated. The institute is part of the educational landscape in Gujarat, playing a role in training future Ayurvedic practitioners.
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