Ask an Ayurvedic doctor, what do you want to do?
Often the answer is we want to earn money like allopathic doctors.
Or, we can manufacture this medicine and this combination or this thing.
Discuss a case and first thing first - this medicine and this procedure.
There is a training and structural flaw.
Why can these kids not be told to first think and identify the problem, the root of it?
Why are they not taught an algorithm or a flowchart which helps them visualize what is happening and what is not?
Some will argue it is there in texts. Yes it is there, but how coherent it is given that this child comes from 18 years of exposure to a world where Ayurveda systemically does not exist beyond a fad!
Even if some adventurous lecturer tries to break this barrier he does not go beyond Vata-Pitta-Kapha or Satva-Rajas-Tamas.
Rarely do they merge the two triads.
They do inform about modern investigations and their relevance; but do they fill the connecting dots between relevance of modern investigations and ayurvedic models of panch mahabhoot?
The answers are - NO
The reason is simple - more often than not, the model has been to copy Allopathic models of education. Instead of bringing it to assimilation, it has been imbibitionary.
The teachers themselves struggle from lingual barriers, and have never really evolved largely beyond belief that Ayurvedic drugs do not have side effects, it is herbal etc., despite they prescribe herbomineral drugs.
They would call for CD4+ and CD8+ counts in posing to be knowledgeable, but would not be able to explain its relevance to viral infections, viral loads and short and long term impacts.
Few would discuss antioxidant character or certain drugs which is beyond just being vitamins. They do not understand the concept of aam dosha as metabolic anaerobic stress.
Need is to prioritize quality of education.
Need is to tell kids, how to map modern biochemistry and investigations with Ayurvedic understanding.
Need is to evolve with the concept of Ayurveda that with time, geography, age and everything, the descriptions of the same disease in the texts has gone blurred as prakruti has changed and so has the harmony of the times and environment impacting health.
This is much intricate that just these words. Practicing prakruti evaluation is way beyond just nadi vigyan and using a software to evaluate prakruti and telling people you are vataja or pittaja or something. It is about a dynamic transition and interplay of all six attributes mentioned on the top.
Modern microbiology and modern biochemistry are essentials to medical education, research and even patient health.
Prioritize if you want Ayurveda to be limited to manufacturing of malts, powders, syrups conventionally or educate and bring it to mainstream as a clinical science. the lead needs to be taken by students and new age practitioners, at least by self education and upgrade.
HBH - Health Beyond Healing is one such upcoming organization which is looking to do this in association with AAUHT - Ayush Ayurveda University Hospital Trust Iceland, by bringing and linking Ayurvedic medical education with medical practice and Patajali's Yoga Sutras training specially as Dr Robert of AAUHT often states; than concentrating and prioritizing on medicine formulations and manufacturing of them.
Students need to learn, medicine came later than the disease of disorder. Unless you understand the condition, you cannot plan the reverse of it, route of it and duration and, strength of it. It being in question the drug, food and lifestyle.
PRIORITIZE!
