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CRITERION II: TEACHING LEARNING AND EVALUATION
2.1 Student Enrolment and Profile
2.1.1 How does the university ensure publicity and transparency in the admission
process?
Gujarat Ayurved University is an academic and institution of higher learning
established in 1967 by an Act of Gujarat State Assembly. This university is an
autonomous organization fully financed by Govt. of Gujarat State. University
looks after the management of the Institutes and Colleges situated in the campus
along with conducting the examination of all the degree/diplomas awarded by
the University.
It is the first statutory University of its Kind both at national and international
level - exclusively devoted to Ayurvedic studies and Research. This University is
administratively linked to Ministry of Health and Family Welfare both at State
and Centre-indicating its special status.
This setup of University continued till 1998. Since then few more Institutes and
Centers were opened to broad base the training programmes of Ayurved. At
present following Institutes and Centers are working in the Campus of Gujarat
Ayurved University, Jamnagar as constituent Institutes: -
Institute for Post Graduate Teaching & Research in Ayurved.
Shri Gulabkunwarba Ayurved Mahavidyalaya, Jamnagar
Indian Institute for Ayurvedic Pharmaceutical Sciences
Maharishi Patanjali Institute for Yoga & Naturopathy Education and Research.
University School of Continuing Education in Ayurved
To promote the teaching and learning in Ayurved in foreign countries following
centers was established in 1999: -
International Center for Ayurvedic Studies
Many other Ayurvedic Colleges of the state are the affiliated colleges of Gujarat
Ayurved University. They are as follows:
1. Government Akhandananda Ayurved College, Ahmedabad
2. Government Ayurved College, Vadodara
3. Sheth J. P. Ayurved College, Bhavnagar
4. Government Ayurved College, Junagadh
5. Shri O. H. Nazar Ayurved College, Surat
6. Shri J. S. Ayurved College, Nadiad (Self Finance)
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7. Govindbhai Jorabhai Patel Ayurved College, Vallabhvidyanagar (Self Finance)
8. Parul Institute of Ayurved, Limda, Vadodara (Self Finance)
9. Morarji Desai Institute of Naturopathy & Yoga Sciences, Vadodara (Self Finance)
10. Shree Dhanvantari Ayurved College, Koydam
Details about the Admission in the Constituent colleges of the University:
Shri Gulabkunverba Ayurved Mahavidyalaya (SGAM)
It runs 5 ½ BAMS professional graduation course in English Medium for Indian
Nationals. http://www.gacollege.in
Institute for Post Graduate Teaching & Research in Ayurved (IPGT&RA)
This institute offers Post Graduate and PhD levels study in Ayurved, Ayurvedic
Pharmacy and Medicinal Plants. http://www.ayurveduniversity.edu.in
International Centre for Ayurvedic Studies (ICAS)
It runs 5 ½ BAMS professional graduation course in English Medium for foreigners
including NRIs candidates. In addition, 3 month introductory course in Ayurved for
foreigners and Certificate course in Ksharasutra and Panchakarma for
Ayurvedic/Traditional Medicine Graduates and foreign modern medical graduates
are also organized. http://www.ayurveduniversity.com
Indian Institute of Ayurvedic Pharmaceutical Sciences (IIAPS)
It runs D. Pharm & B. Pharma in Ayurved courses. http://www.iaps.ac.in
Maharishi Patanjali Institute for Yoga & Naturopathy Education and Research
(MPIYNER)
It runs the Bachelors, Certificate and Diploma courses in Yoga and Naturopathy.
http://www.ayuyoga.com
University School of Continuing Education in Ayurved (USCE)
It runs various short-term certificate courses in Ayurved.
http://www.continuouseduayu.com
1. Publicity
a. Web site:
The admission notice is announced on the University website as well as constituent
institute websites sufficiently in advance. Application forms are available on line and
can be downloaded from the websites mentioned below:
http://www.ayurveduniversity.edu.in
http://www.ayurveduniversity.com
http://www.ayurvedelearning.com
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http://www.gacollege.in
http://www.iaps.ac.in
http://www.continuouseduayu.com
http://www.ayuyoga.com
b. Prospectus:
The prospectus is available online and in the office of the respective institutes for
each course, with all the relevant details of admission process, eligibility and
duration.
c. Advertisement in Regional / National Newspapers:
Advertisements are given in regional and national news papers to ensure wide
publicity. Advertisement is also done in different social medias.
d. Social networking sites, alumni, word of mouth:
Social networking sites with active participation of alumni, faculty and university
authorities have added value to traditional advertising methods. Students and
parents of graduates also contribute by word of mouth.
2. Transparency
Complete transparency is ensured at undergraduate level as admission process is
carried out by the Admission Committee for Professional Medical Educational
Courses, Gujarat for 90% seats and for remaining 10% seats (Foreigner‘s quota)
admission process is carried out in a completely transparent manner as per
University guidelines.
Complete transparency at post graduate level is evident as out of the general
seats, 50% is reserved for the Indian National candidates passing qualifying
examination from Gujarat state and 50% for the candidates passing their
qualifying examinations from the state other than Gujarat State including the
reservation for SC and ST candidates as per rule of Govt. of India.
All admissions to PG and Ph.D Degree are given on the basis of inter-se merit of
the marks obtained by the scholars in the qualifying examination, Interviews and
attitudinal evaluation for specialty courses and programs are conducted with the
help of subject experts.
The details of the programs, their duration, entry qualification, tuition fee to be
paid, syllabus for different courses, date of examination, approximate date of
declaration of result, dates of counseling, last date of admission are prominently
indicated in the information brochure and also posted on the website of the
university.
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Transparency is ensured by declaring and displaying the merit list of candidates
on the university website.
The dates and time of counseling are also displayed on university website well in
advance for the benefit of the applicants.
2.1.2 Explain in detail the process of admission put in place by the university. List
the criteria for admission: (e.g.: (i) merit, (ii) merit with entrance test, (iii)
merit, entrance test and interview, (iv) common entrance test conducted by
state agencies and national agencies (v) other criteria followed by the
university (please specify).
1. Detailed process of Admission:
A. For Undergraduates BAMS and B.Pharm:
http://www.ayurveduniversity.edu.in/General%20Information/ordinance%20GAU
Every candidate for admission as a student of the University to the first year class of
Ayurvedacharya (B.A.M.S.) course or first year of B. Pharm (Ayurved) course should
possess the following qualifications:-
Higher Secondary Examination of the Gujarat Secondary Education Board with
Science Channel (Physics, Chemistry, Biology & Math group) passed and (ii) must
have passed S. S. C. Exam. (X Std) with Sanskrit subject or its equivalent.
OR
Must have passed Higher Secondary Examination (XII Std) with Sanskrit subject
or its equivalent. Provided that for calculating the marks in Sanskrit subject
maximum number of marks obtained at any one of the above examination shall
be taken into consideration.
The candidate for admission to the Ayurved College should be completed the age
of 17 years or shall complete that age on 31st December of the year of his joining
the college.
Admission shall be granted strictly on merits according to the percentage of
marks obtained by the candidate in the Higher Secondary Examination or Pre-
University Science as the case may be in Physics, Chemistry, Biology and two
papers of Mathematics of theory only together with marks obtained in Sanskrit at
S.S.C. Examination (X Std) or in Sanskrit at Higher Secondary Examination (XII
Std) which is more, or its equivalent and must have secured totally 50% marks of
the above subjects as minimum. In case of tie, the marks obtained in Sanskrit
subject shall be taken into consideration.
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7% of the seats in all the Ayurvedic Colleges affiliated to the Gujarat Ayurved
University shall be reserved for the candidates belonging to the Schedule Castes
and 13% shall be reserved for the candidates belonging to the Schedule Tribes,
Nomedic Tribes and Denotified Tribes.
i. 10% of the seats in all Ayurvedic colleges affiliated to Gujarat Ayurved
University shall be reserved for the candidates who are socially and
educationally backward as determined by the Baxi Commission.
ii. 2% of the seats in all Ayurvedic colleges affiliated to Gujarat Ayurved University
shall be reserved for the candidates who are orthopedically handicapped.
iii. Two seats namely one seat in Government Ayurvedic colleges and one seat in
private Ayurvedic colleges affiliated to Gujarat
A student from abroad intending to join the Ayurvedacharya (B.A.M.S.) or B.
Pharm (Ayurved) course must have passed the examination equivalent to Higher
Secondary Examination of the Gujarat Secondary Education Board, and must
have secured minimum 50% marks in subjects of Science and Math, and must
have working knowledge of Sanskrit and Hindi. The Registrar shall issue an
eligibility certificate to him after he has successfully passed an entrance
examination in languages mentioned above. A committee consisting of 3 members
shall be appointed by the Vice-Chancellor as mentioned below:
A committee consisting of following will scrutiny the applications and recommend
the admissions.
1 Principal, G. A. Mahavidyalaya Chairman
2 One Senior Head of Dept., G. A. Mahavidyalaya Member
3 Course Co-ordinator Member
4 Officer In-charge International Centre Member Secretary
B. For Post graduates- M.D (Ayu)/M.S (Ayu):
http://www.ayurveduniversity.edu.in/General%20Information/PG%20Regulation.
With Stipend:
A bachelor‘s degree B.A.M.S. or its equivalent awarded by Statutory University
/Statutory body recognized by the C.C.I.M.
The number of seats will be as approved by Govt. of India and the CCIM from
time to time. It will include the seats reserved for Govt. of India and Govt. of
Gujarat nominees and foreigners.
Out of the general seats, 50% are reserved for the Indian National candidates
passing qualifying examination from Gujarat state and 50% for the candidates
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passing their qualifying examinations from the state other than Gujarat State
including the reservation for SC and ST candidates as per rule of Govt. of India.
If any vacancy arises out of reserved quota of Gujarat, it will be filled from the
open merit list of Gujarat candidates as described in (i) and in case any vacancy
arises out of reserved Quota of Other State, it will be filled from the open merit
list of other state candidates.
Reserved for Govt. of India nominee 10%
As per the guidelines received from Govt. of India, Ministry of Health & Family
Welfare, Dep‘t of I.S.M. & H., New Delhi vide its letter No. R.12013/2/2007-E&C
dated 22.06.2007 following will be the sequence for nomination candidates.
Candidates sponsored by the State/UTs which do not have post graduate
courses, offering M.D.(Ayu) (PG) level education in the specialities/subject
concerned will be considered for nominations as Govt. of India nominees for
M.D. courses against the seats earmarked by the donor institutes/colleges for
Govt. of India‘s nominees.
While making nomination against Govt. of India‘s nominees; Preference will be
given to the regular teaching staff of any Government run medical institutions.
If no teaching staff of State Government run medical institutions is available for
nomination, medical officers working in the Government will be nominated as
Govt. of India nominees. If neither a teacher nor a Medical officer working in
the Government is available for nomination, the vacant seats will be filled by
the private candidates sponsored by deficient states/UTs.
The Government teachers/doctors will not be subjected to the entrance test
conducted by the Institute/college. However, the other candidates from
deficient States/UTs shall be admitted by the virtue of marks obtained by them
in the entrance test conducted by the concerned Institute. They will have to
apply to the concerned Institute for entrance test/admission.
Without Stipend:
Reserved for Government of Gujarat nominee 10%.
Preference will be given to teachers and Medical Officer and they will be
exempted from admission test, whereas in case of other sponsored candidates the
admission test is compulsory to qualify for admission.
In case Government of Gujarat feels that the candidate should be given stipend
they should mention in the nomination letter that they would meet with the
expenditure for the same.
Foreign Nationals candidates - Non stipendiary 03 (maximum)
Any seat remaining vacant of this category will be filled from the open merit list
of Gujarat state and other state candidates equally.
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C. For Post graduates- Self financed colleges- M.Pharm (Ayu) & M.Sc. (Ayu Medicinal Plants): http://www.ayurveduniversity.edu.in/General%20Information/PGT-SFC regulations.pdf
M.Sc. (Ayu Medicinal Plants): Graduate in any of the following disciplines:
Science (Botany as one of the subject of study), Pharmacy, Ayurveda (including
Siddha) or Agriculture.
M.Pharm (Ayu): B.Pharm (Ayu) from recognized University. B.Pharm for certain
percentage of seats.
The numbers of seats are approved by the PG Board from time to time. It will
include the seats reserved for candidate‘s domicile of Gujarat state, Indian
National candidates passing B.Pharm (Ayu) domicile of states other than Gujarat
and foreigners.
Out of the available seats, 50% seats for Gujarat State domicile candidates and
50% for other state domicile candidates. The reservation for SC, ST, OBC and
other category candidates will be as per the prevailing rules of Govt. of India.
M.Sc. (Ayu Medicinal Plants) – Total fifteen seats with reservation for different
categories as per the Govt of India rules.
M.Pharm (Ayu) - Total Twenty seats (including 01 seat for non Ayurved
B.Pharma graduates) and one seat for foreign nationals.
D. For Ph.D- Ph.D (Ayu)/ Ph.D Pharm (Ayu) & Ph.D (Ayu Medicinal Plants): http://www.ayurveduniversity.edu.in/General%20Information/Ph.D.%20Regulation.pdf
The admission in Ph.D. course will be done only once every year.
The process of admission will be started in the month of May. A list of qualified available guides along with vacancies under them will be put on website of the University.
2. Criteria for admission:
a. Courses:
Admission to BAMS course is carried out through State level Central Admission
Committee for Professional Medical Educational courses, B.J.Medical Institute,
Ahmedabad. http://www.medadmbjmc.in/Adm15/Home/InstView?id=30. The
details are available on the College website.
http://www.gacollege.in/admission.html and
http://www.gacollege.in/201516.pdf.
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Admission to Foreign National/NRI candidates for BAMS and short term
certificate courses is granted by University directly only at its constituent
Institutes on first come first serve basis.
http://www.ayurveduniversity.com/bams-ayurvedacharya.html
Admission to Ayurved Pharmaceutical, B. Pharm and D.Pharm are carried out on
the basis of Academic record and interview. The details are available on the
College website http://www.iaps.ac.in/admission.html
Admission to Yoga and Naturopathy under Graduate and different
Diploma/Certificate Courses are carried out on the basis of Academic record and
interview. The details are available on the College website
http://ayuyoga.com/courses.html
Admission to different Diploma/Certificate Courses is accorded strictly on the
base of merit following a formal personal interview.
http://www.ayurveduniversity.edu.in/submain/54.pdf
Admission to different Post graduate and Ph.D (SFI) courses: Admission on
Ayurvedic B.Pharma graduate seats will be based on a written Entrance
Examination of 100 marks Multiple Choice Question (MCQ) based on syllabus of
B.Pharma Ayurved, Gujarat Ayurved University. Minimum 50% qualifying
marks will be required for General & OBC
category candidates and 40% for SC & ST category candidates. The admission to
one seat for non Ayurved B.Pharm will be on merit basis of the qualifying
examination. The admission to one seat for foreign candidate is on first come and
first serve basis.
http://www.ayurveduniversity.edu.in/General%20Information/PGT-SFC-
regulations.pdf.
Admission to M.D M.s (Ayu) and Ph.D courses is based on the All India Entrance
Test, Merit and Counseling.
Process of entrance examination will be carried out at Institute for Post Graduate
Teaching & Research in Ayurved as per the scheme of the C.C.I.M.
Test will be conducted for the marks as prescribed by C.C.I.M. and every wrong
answer will be awarded 1/4th negative mark. All ambiguous questions will be
awarded marks in proportion to the marks obtained by the candidate.
Results, Answer Key and Merit will be published on respective Websites. No
separate mark sheets or call letters will be posted.
Counselling will be done at the host Institute. Candidates qualifying for out of
state quota will have to appear for counselling at the host Institute. Candidates
qualifying under the quota of Gujarat State category will have their counselling
at Institute for Post Graduate Teaching & Research in Ayurveda, Jamnagar.
http://www.ayurveduniversity.edu.in/General%20Information/PG%20Regulat
ion.pdf
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b. Eligibility:
As the courses are regulated by the statutory councils, the eligibility is as
determined by Central Council of Indian Medicine, New Delhi.
The eligibility for other professional courses is as prescribed by the university
from time to time and depicted in the prospectus.
3. University Admission Strength
The detail of the admission in different constituent and affiliated institutes under
Gujarat Ayurved University, Jamnagar is mentioned below:
http://www.ayurveduniversity.edu.in/university_today.php
Course Institute Constituent/
Affiliated
Admission
Capacity
BAMS Shri Gulabkunverba Ayurved
Mahavidylaya, Jamnagar
Constituent 50 +10-
(Foreign)
Government Akhandananda Ayurved
Institute, Ahmedabad
Affiliated 50
Government Ayurved Institute,
Vadodara
Affiliated 35
Sheth J. P. Ayurved Institute, Bhavnagar Affiliated 35
Government Ayurved Institute,
Junagadh
Affiliated 35
Shri O. H. Nazar Ayurved Institute, Surat Affiliated 50
Shri J. S. Ayurved Institute, Nadiad Affiliated 50
Govindbhai Jorabhai Patel Ayurved
Institute, Vallabhvidyanagar
Affiliated 50
Parul Institute of Ayurved, Limda,
Vadodara
Affiliated 50
M.D (Ayu) Institute of Post Graduate Teaching &
Research in Ayurved, Jamnagar
Constituent 47
Government Akhandananda Ayurved
Institute, Ahmedabad
Affiliated 11
Shri J. S. Ayurved Institute, Nadiad Affiliated 10
M. Sc. (Med.
Plants)
Institute of Post Graduate Teaching &
Research in Ayurved, Jamnagar
15
M. Pharm
(Ayu)
15
10
Ph.D.
(Ayurved)
Constituent
20
Ph.D. (Med.
Plants)
5
Ph.D. (Ayur.
Phar.)
5
B. Pharm
(Ayu)
Institute of Ayurved Pharmaceutical
Sciences, Jamnagar
Constituent
45
D. Pharm
(Ayu)
60
P.G. D.Y.N. Maharishi Patanjali Institute for Yoga
Naturopathy Edu. & Research, Jamnagar
Constituent
20
C.Y.N.T. 20
D.Nat
(Ayu)(H.E)
20
C.Y. Ed 20
Introductory
Course in
Ayurved for
Foreigners
International Centre for Ayurvedic
Studies
Constituent
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2.1.3 Provide details of admission process in the affiliated institutes and the
university’s role in monitoring the same.
Affiliated colleges have been issued the minimum guidelines for admission into
the Bachelor‘s programmes. They also have the course / syllabus related
guidelines passed by the respective Boards of Studies, Faculty and the Academic
Councils.
Colleges are independent to admit students in their programmes, and each college
advertises its guidelines and procedures.
The University by virtue of the statutory mandate has constituent units and
affiliated institutes under its ambit. The admission process is centralized by the
university. Admissions in all recognized centres are carried out through merit-
cum-reservation policy framed by the University and State Governments.
The details of the process of admission have been explained under 1.2.3. With
regards to the role of the affiliating university in monitoring the admission
process, all students are required to report to the institute on or before the last
dated fixed by the State Government and the GAU.
The entire data related to students‘ registration from the affiliating colleges come
to the University forming a centralised data of UG students.
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The institute is required to upload the required information online to the
university and submit all the documents, along with the requisite fee, to the GAU
prior to the last date for scrutiny, verification and approval of students‘
admission. Students are then permitted to continue with their course and are
eligible to appear for the annual examination conducted by the GAU.
2.1.4 Does the university have a mechanism to review its admission process and
student profile annually? If yes, what is the outcome of such an analysis and
how has it contributed to the improvement of the process?
1. Admission process:
The institute does not have any role to review the admission process. In case of
undergraduate admission for seats under Government quota, admission process
is conducted by Admission Committee for Professional Medical Education
Courses, B.J.Medical Institute, Ahmedabad Gujarat.
For admission of foreigner‘s in undergraduates, after the admission process,
review of admission process of the institute is done to derive inputs from the
members for improvising the procedure.
In case of postgraduate and Ph. D admissions for seats under Gujarat Ayurved
University admission process is conducted by Board of Post Graduate Teaching
and Research, G.A.U.
The Admission Monitoring Committee for Post Graduate & Ph.D. Admission of
the University conducts meetings periodically. This Committee evaluates the
applications and monitors the process of admission. It also discusses the
relevance of the research topics chosen for the Post Graduate & Ph.D.
programme.
The list of students getting admission is displayed on the college website and
notice board.
The university reviews the admission process every year by a committee. The
review is undertaken for the following criteria.
a. Eligibility criteria.
b. Demand ratio (The number of students applying as against the number of seats
available)
c. Gender ratio (Number of males/females applying/admitted).
d. Diversity ratio Number of students admitted from other states.
e. Backward and weaker sections: (SC/ST/OBC/SEBC)
2. Students Profile:
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The students profile is identified by:
a. Academic progression
b. Participation in sports and cultural events
c. Participation in National programs.
d. Participation in National Service Scheme (NSS)
e. Participation in research activities
f. Participation in social activities.
3. Outcome:
The results of this analysis provide an insight into gender distribution and
diversity to plan a strategy for attracting students from states with low responses.
In devising method of improving our access to SC/ST/OBC/SEBC students.
Ensuring better participation in co-curricular activities and programs of national
importance.
Identifying slow learners and providing desired support.
Demand trends for various professional courses and the need for expansion.
Ayurved and other allied science have attracted and keep attracting a large
number of students.
The observations, conclusions and recommendations there to are appropriately
considered by Academic council/ Board of management of the university for
policy decision there on with prospective effect.
2.1.5 What are the strategies adopted to increase / improve access for students
belonging to the following categories:
SC/ST
OBC
Women
Persons with varied disabilities
Economically weaker sections
Outstanding achievers in sports and other extracurricular activities
SC/ST/OBC
The institution strictly follows the Government norms for admission of students
belonging to SC/ST/OBC category.
Students seeking admission from the above backward communities have been
statutorily provided with relaxation in eligibility norms.
7% of the seats in all the Ayurvedic Colleges affiliated to the Gujarat Ayurved
University shall be reserved for the candidates belonging to the Schedule Castes
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and 13% shall be reserved for the candidates belonging to the Schedule Tribes,
Nomedic Tribes and Denotified Tribes.
The university encourage the students belonging to socially challenged category
and is helping with scholarship & other financial support.
Students from this OBC category have been enrolling in this university for
various courses in the university.
The institute has effectively helps to disburse the scholarship amount received
from State Government. The institute also provides necessary facilities for their
education and development.
Details of the SC/ST categories admissions in the last 4 years in the University‘s
constituent colleges:
Women
Ayurved has served to attract women in larger number than any other
professional course. Zero tolerance for gender bias and harassment of any type
0
5
10
15
20
2012-2013
2013-2014
2014-2015
2015-2016
Colleges Year 2012-2013
Year 2013-2014
Year 2014-2015
Year 2015-2016
Male
Female
Male
Female
Male
Female
Male
Female
Total
SGAM N.A N.A 02 07 04 07 03 07 30
IPGT&RA 05 07 05 04 09 05 07 08 50
IIAPS 01 02 04 04 09 08 06 12 46
MPIYNER 00 01 02 01 01 01 02 02 08
Total 6 9 13 16 23 21 18 29
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at work place/ learning place. Gender equality and gender sensitization has
created a very conducive environment for women in the campus.
Safety, security and discipline have resulted in more ratio of female students than
male students in the present scenario.
It has been observed that there has been increase in the girls students/scholars
number in both UG and PG respectively.
Persons with varied disabilities
The infrastructure of the University has inbuilt facility to redress this issue.
University building is equipped with minimum 2 spacious lift and ramp facility.
The central & departmental libraries are equipped with e-access facilities.
2% of the seats in all Ayurvedic colleges affiliated to Gujarat Ayurved University
shall be reserved for the candidates who are orthopedically handicapped.
Through the aforementioned admission process, students with physical
disabilities have gained admittance to the University. Many students have
completed their postgraduate studies.
Economically weaker sections
Students from economically weaker sections are provided with financial
assistance by way of scholarships, concession in fees in accordance with the
prescribed policy.
10% of the seats in all Ayurvedic colleges affiliated to Gujarat Ayurved
University shall be reserved for the candidates who are socially and
educationally backward as determined by the Baxi Commission.
The University assists students belonging to economically weaker sections to get
scholarship(s) from the Central and State Governments.
Outstanding achievers in sports and other extracurricular activities
In view of state of art facility in sports good numbers of students belonging to
this group prefer to take admission to various programs of our University.
Special citations and prizes for exemplary extracurricular activity conferred
under the signature of Vice Chancellor.
2.1.6 Number of students admitted in university departments in the last four
academic years:
Details of the students admitted in the University departments is mentioned below
in the descending order:
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Ph.D (Ayu) Students admitted in Institute of Post Graduate Teaching & Research
in Ayurved:
Categories
Year 2012-2013
Year 2013-2014
Year 2014-2015
Year 2015-2016
Male
Female
Male
Female Male
Female Male
Female
SC 1 2 0 2 3 0 1 2
ST 0 1 1 0 2 1 1 1
SEBC 0 0 0 0 4 0 0 0
OBC 6 0 4 2 2 1 1 1
General 9 3 8 4 6 3 6 6
International students
0 0 0 0 0 0 0 0
In Service
0 0 0 0 0 0 0 3
PH 0 0 0 0 1 0 0 1
Total 16 6 13 8 18 5 10 14
M.D/M.S (Ayu) Students admitted in Institute of Post Graduate Teaching &
Research in Ayurved:
Categories
Year 2012-2013
Year 2013-2014
Year 2014-2015
Year 2015-2016
Male
Female
Male
Female Male
Female Male
Female
SC 2 1 2 1 1 3 3 2
ST 3 1 2 1 3 1 2 4
SEBC 3 1 2 3 5 2 0 0
OBC 4 1 5 0 3 3 8 4
General 11 7 4 11 3 18 7 16
International students
1 1 1 2 0 3 1 2
SGN 2 0 0 0 0 0 0 0
CGN 0 0 2 1 1 1 2 1
PH 1 0 0 0 1 0 0 0
Total 27 12 18 19 17 31 23 29
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Students admitted in Shri Gulabkunverba Ayurved Mahavidyalaya:
Every year Admission for BAMS is done through Central Admission Committee
for Professional Medical Educational courses, B.J.Medical Institute, Ahmedabad
(Website: www.medadmbjmc.in ).
No permission granted from CCIM for the academic year 2011-2012 and 2012-
2013. New courses/programmes in the form of USCE have been started giving
wider scope of knowledge.
0
10
20
30
40
50
60
Ph.D M.D./M.S. (Ayu)
2012-2013
2013-2014
2014-2015
2015-2016
Categories Year 2012-2013
Year 2013-2014
Year 2014-2015
Year 2015-2016
Male
Female
Male
Female
Male
Female
Male
Female
SC N.A N.A Nil 03 02 01 00 01
ST N.A N.A 02 04 02 06 03 05
SEBC/OBC
N.A N.A 01 09 05 08 06 09
General N.A N.A 02 19 05 21 09 17
International students
N.A N.A 05 02 05 04 06 03
Total N.A N.A 10 37 19 40 24 25
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Students admitted in Indian Institute of Ayurvedic Pharmaceuticals:
Years D/B.Ph. Total Female Male Open SEBC OBC ST SC
2012-13 D-I 27 14 13 16 08 - 01 02
B-I 10 06 04 06 04 - -
2013-14 D-I 38 14 24 30 11 - 02 02
B-I 30 11 19 22 04 - 02 02
2014-15 D-I 40 23 17 16 05 06 07 06
B-I 35 24 11 27 - 04 02 02
2015-16 D-I 36 19 17 11 03 08 05 09
B-I 37 21 16 23 09 01 01 03
Total 401 201 200 269 63 26 21 28
0
10
20
30
40
50
60
70
B.A.M.S
2013-2014
2014-2015
2015-2016
0
5
10
15
20
25
30
35
40
45
D.Pharm B.Phar.
2012-2013
2013-2014
2014-2015
2015-2016
18
Students admitted in Maharshi Patanjali Institute of Yoga and Naturopathy
Education and Research.
Course
Name
Duration 2012
13
2013
14
2014 -
15
2015 -
16
Total
M F M F M F M F
P.G.D.Y.N. 1 Yr. 3 2 3 1 7 7 11 19 74
D. Nat.
Yoga
1 Yr. 0 0 3 3 0 0 2 13 46
C. Y. N. 4 Months 0 1 0 0 0 0 0 0 5
C. Y. Ed. 6 Months 0 0 3 14 4 7 4 9 59
PTCY 3 Months 1 2 0 0 1 1 0 0 5
TOTAL 4 5 9 18 12 15 17 41 189
Students admitted in University school of Continuing Education in Ayurved:
The courses have been started from the year 2014, the data is listed below:
Candidates- 2014-2015
Sr. No. Course Name No. of Participants
Male Female Total
1 Certificate Course in Ksharasutra 11 2 13
2 Certificate Course in Panchkarma 3 9 12
3 Certificate Course in Nadisutra 15 21 36
4 Basic Certificate Course in Panchkarma
0 6 6
0
5
10
15
20
25
30
35
P.G.D.Y.N D.Nat.Yoga C.Y.N C.Y.Ed
2012-2013
2013-2014
2014-2015
2015-2016
19
Total 29 38 67
Candidates- 2015-16
Sr. No. Course Name No. of Participants
Male Female Total
1 Sanskrit Workshop PRABHASANAM
48 98 146
2 Basic Certificate Course in Ksharasutra
4 2 6
3 Basic Certificate Course in Ksharasutra
5 2 7
4 Basic Certificate Course in Panchkarma
1 6 7
5 Advance Certificate Course in Ksharasutra
1 11 12
Total 59 119 178
2.1.7 Has the university conducted any analysis of demand ratio for the various
programs of the university departments and affiliated institutes? If so,
highlight the significant trends explaining the reasons for increase /decrease.
While the university has not taken any analysis of demand ratio for the various
programmes offered by it, the demand for Ayurved and allied sciences has
increased in the last five years.
Employing highly qualified staff, excellent infrastructure facility, availability of
sufficient clinical material and our potential to grow have always had a positive
impact on the demand ratio of various programmes. The details are mentioned
below:
Reason for increase
a. Reputation built over a period of 50 yrs.
The institute has gained recognition and reputation as a premier Ayurved sciences
institution across the world over a period of 50 yrs.
b. Increase in number of seats and programmes
This is reflected also in an increase in the number of Ayurved institutes in the state
and also an increase in seats available in Ayurved courses and moreover from last
year onwards the demand in the seats for Ayurved has increased.
The institution has made progress through increase in number of seats at both
undergraduate and postgraduate level and Ph.D. Also add-on courses in the form of
new diploma and certificate courses have been started.
20
c. Continuous up gradation of the teaching hospital
The teaching hospital has recorded a steady increase in the number of teaching beds,
clinical workload, starting of new Panchakarma building. Up-gradation of the
hospital has resulted in added clinical material where by clinical teaching-learning
has been augmented.
d. Publicity
Publicity is through mass media, social networking sites, Alumni and word of
mouth of past students, conferences and awareness programs.
e. Campus
Eco-friendly green campus with self contained facilities, cafeteria, sports complex,
hostels for both Indian and foreign students along with safety and security provided
24 X 7.
2.1.8 Were any programs discontinued / staggered by the university in the last four
years? If yes, please specify the reasons.
CCIM didn‘t grant the permission for BAMS in Shri Gulabkunverba Ayurved
Mahvidyalaya, for the academic year of 2011-2012 and 2012-2013. Old building was
supposed to be demolished and the work for new building construction was to be
started. From the patients admissions point of view the criteria was fulfilled.
2.2 Catering to Student Diversity
2.2.1 Does the university organize orientation / induction program for fresher’s? If
yes, give details such as the duration, issues covered, experts involved and
mechanism for using the feedback in subsequent years.
The institution organizes Shishyopnayan program for freshers. After the welcome
address by the Vice Chancellor and Head of the institutes students are given briefing
about:
For UGs:
Campus visit
Introduction to staff of the departments.
Orientation of departments, lecture halls, and classrooms.
21
Working system of the departments.
Discipline to be followed by the students.
Access to the Library and information resources.
Hostel facility mess and its regulations.
Sports facility.
Health care and cover provided for students on the campus.
Academic Calendar, Attendance, Examination and Internal Assessments.
Healthy practices
Students Council and their participation in academic, extracurricular and
extension activities.
Glimpses of the subjects that will be taught during the course.
Information about different help cells specially Women‘s cell, Anti-ragging cell.
Briefing about the courses in the form of videos are done:
https://youtu.be/wb1B5mzN6-w and https://youtu.be/q9-aFH-pGaY
For Foreign students, sensitization program is carried out to make them
acquainted with the Diet, Language, Culture, and Diversity etc issues.
Mentoring system is highlighted for the benefit of the students.
Different cultural programs are carried out in the form of Welcome to the
fresher‘s.
For Interns:
It consists of address by the Medical Superintendent and through a presentation
the rules and regulations of Internship Program as outlined by the Central
Council of Indian Medicine is informed.
The institutions distribution of postings through different Modules and Batches is
clarified.
For PGs:
Campus visit
At postgraduate level, orientation is at department level by The Head of
Department, Faculty of the Department and Staff.
Different cultural programs are carried out in the form of Welcome to the freshers,
―Sanskriti Sangam.‖
2.2.2 Does the university have a mechanism through which the “differential
requirements of the student population” are analyzed after admission and
before the commencement of classes? If so, how are the key issues identified
and addressed?
22
The merit and performance of the students in qualifying examination helps in
assessing the students‘ level of knowledge and skills before the commencement of
the programme.
A Mentor System is used, where 2-4 students are assigned to one faculty.
The students are informally interviewed by their mentors and their academic and
extracurricular achievements, goals, aspirations, emotional intelligence and
motivational status is assessed. Also the mentor assesses their English language
proficiency and tries to
picture the family environment and background.
The key issues identified are (i) language problems, (ii) attitudinal issues (iii)
Parental & Peer pressures in career choice and (iv) adaptation problems.
Every student is considered unique and his/ her specific areas of strengths and
weaknesses are identified, shared with them and learning process modified to suit
their needs.
Language problems are attended by motivating them to involve in activities such
as newspaper reading and group discussions in English, the use of English
dictionary and interaction with teachers and students who are proficient in
English language.
The Hostel Wardens play the key role in adaptation process, and try to make the
students feel at home.
Members of Student grievance cell and Anti-ragging committee also attend to the
adaptation problems.
Students with health issues if any are referred to the specialists who counsel them
or treat the disorder so that the stress is removed and student puts efforts back in
studies.
The specific differential requirements at postgraduate level are rare and if at all
present, remedial measures are taken.
2.2.3 How does the institution identify and respond to the learning needs of
advanced
and slow learners?
The institute‘s method of identifying slow and advanced learners is through
accomplishment tests (internal assessment examinations) over regular periods of
time.
The tests include viva voce, written theory and practical/clinical assessment.
These tests provide information on the competency of each student, allowing the
institute to adopt remedial strategies, particularly in the case of slow learners.
23
Additional lectures and practical/clinical sessions are organised for such students
to improve on the knowledge and skills acquired.
With regards to advanced learners, once identified, they are provided
opportunities to participate in research and develop further analytical faculties.
Such students are also provided with the opportunity to present these researches
(as papers/posters) at scientific forums which not only adds to the institute
profile but the individual students‘ academic profile.
Advanced learners are identified based on their performance and interest. They
are encouraged to participate in national and international level seminars.
The departments endeavour to cultivate gifted and talented learners by
motivating them towards more challenging assignments and classroom
presentations and seminars. They are also entrusted group-leaders‘ roles during
group activities, and requested to become peer-mentors for their slow learner
classmates
In order to promote research interest of advanced learners of various
schools/departments, students are encouraged to apply for the different
Fellowships and Research projects that are supported by AYUSH, CCRAS etc.
BAMS Students who secured 1st rank in third professional and who secured 1st
and 2nd position in the poster competition in the college were granted travel and
registrations assistance from the University to participate in World Ayurved
Congress (WAC), New Delhi, 2014.
2.2.4 Does the university offer bridge / remedial / add-on courses? If yes, how are
they structured into the time table? Give details of the courses offered,
department-wise/faculty-wise?
Slow learners and language issues are dealt with in a well-planned manner.
Faculty members continually monitor students‘ academic progress and advice on
academic issues.
The students are identified based on performance in the internal examinations
and analyzed by the course in charge.
Faculty members in various departments identify students with academic
difficulties and possible underlying personal issues.
Each faculty member is given charge of a particular number of students and is
responsible for mentoring and training students in the basics of the respective
subject.
There is a provision for tutorials / remedial sessions and additional internal
assessment examination (improvement examination) for slow learners.
Extra classes are adjusted for foreign students after college hours. It is given in
form of tutorial addressing a small class after identifying the needs.
24
1. Bridge courses include:
The University provides bridge course in Biostatistics for post graduates and Ph.D
scholars.
2. Remedial courses:
They are carried out during vacation for slow learners or these who have missed
the Teaching Learning Program on account of sickness or late admissions.
Extra tutorials are arranged by the Experts.
Bedside clinical are arranged.
Modern Doctors faculties are called for the expertise lectures.
Pharmaceutical industry related persons are called for the lectures for Pharma
students.
Lecture series in the form of ECG and Radiology are arranged with the
collaboration with MP Shah Medical college and sponsored by Recure Health
Care pharmaceutical and Aimil Pharmaceutical industries respectively.
3. Add on courses
The following Add on courses are available to Students:
a. Certificate courses from USCE
- Certificate course in Nadi Sutra
- Sanskrit Workshop Prabhashanam
- Workshop on Research Methodology and Scientific writing.
b. Courses from MPIYNER
- C.Y.N (Certificate Course in Yoga and Naturopathy)
- P.G.D.Y.N (Post graduate diploma in Yoga and Naturopathy)
c. Courses from IPGT&RA
- Introductory Course in Ayurved.
2.2.5 Has the university conducted any study on the academic growth of students
from disadvantaged sections of society, economically disadvantaged,
physically handicapped, slow learners, etc.? If yes, what
There is well established ST-SC Cell in the University for looking after all the
details related to disadvantaged sections of society, economically disadvantaged,
physically handicapped, slow learners, etc.
25
The Staff Councils discuss the academic growth of all students including the
disadvantaged students. The Review includes.
a. Regular attendance
b. Performance in formative and summative examination
c. Participation in academic and research activities.
d. Completion of assignments in stipulated time.
e. Participation in sports and cultural activities
2.2.6 Is there a provision to teach the local language to students from other
states/countries?
Language issues are dealt with in a well-planned manner especially for
International students.
In regards to Foreign national students, for easy understanding and
communication at the bedsides and during clinical postings faculty members are
appointed to take lectures in the dominant local Language, namely Gujarati.
Moreover, the institute distributes books through Institute Book Bank facility.
2.2.7 What are the institution’s efforts to teach the students moral and ethical
values and their citizenship roles?
The goal of the University with regards to the different courses is to produce
scholars who harbour the concepts of ethical practice. The institution aims for its
scholars to not just become competent vaidyas, but also ideal and responsible
citizens.
By organising outreach activities in areas of need, the university aims to sensitise
its students on the necessity of Ayurved treatment for all strata of society.
The institute also provide students with guidance on personality development
through a series of guest lectures.
Observing days of national importance such as Independence Day, Republic day,
Women‘s day, Doctors day, Teacher‘s day and World health days (Cancer day,
AIDS Day, Anti-tobacco day), Blood donation camp.
The rich culture and heritage of our land is reinforced among students regularly
through interactive sessions on ethics and values. These are re-emphasised at
different points in time by the faculty, who also strive to set high standards for
students to emulate. In our quest for excellence, we believe that by providing the
best of resources and teaching-learning experiences to the students, we cultivate
an inherent desire in them to become the best and provide the best in return.
Celebrating festivals like Republic Day, Independence Day, Uttarayan (Kite
festival), Holi and Diwali.
26
Outreach activities in the form of NSS extension activities like special camps
provide unique opportunities for students to hone their basic clinical and
communication skills, and to provide culturally and ethically appropriate
services for a multi-cultural environment.
2.2.8 Describe details of orientation/ foundation courses which sensitize students to
national integration, Constitution of India, art and culture, empathy, women's
empowerment, etc.
National Integration: Every year, the University celebrates two national
landmarks—the Independence Day and the Republic Day. The programmes
include the customary hoisting of the Indian flag, the rendering of the National
Anthem, as well as addresses by senior institute administrators about the
significance of the day.
Art and Culture: Annual function is organized to promote art and culture.
Institute promotes Student participation in inter college art and cultural
competitions, and youth festivals.
Garbha festivals are celebrated every year in the campus with full colours.
Annual sports meet is organized to promote team spirit and physical fitness.
In addition, NSS lectures/classes on the Women empowerment are covered by
the experts who serves as a guest faculty to the institute. The institute‘s policy on
policy on non-discrimination discourages practices that could preclude the fair
and equal treatment of women; there are policies and procedures in place
wherein female students have avenues for redressing their grievances
furthermore, the institute is in compliance with GAU guidelines which have a
zero tolerance towards any form of gender discrimination, exploitation and
harassment. In this regard, the institute has constituted a Women‘s Welfare Cell
and Anti-Ragging cell.
2.2.9 Has the institution incorporated the principles of Life Style Modifications for
students based on Eastern approaches in their day to day activities?
The University represents Educational Society, and moreover it is named as
Dhanwantari Mandir which in turn represents the temple for education in the
Jamnagar. It propagates the tenets of Eastern philosophy such as non-violence.
The institution collaborates to organize ‗Meditation and Vipasana workshops
where students participate in large numbers.
Seminar on benefits of Meditation was organized with a guest expert lecturer.
Healthy and nutritious food is recommended and same is provided in college
and hospital canteen.
27
Consequently, the institute campus harbors an exclusive vegetarian dining
facility and consumption of meat is prohibited. Furthermore, the campus is a
tobacco-free and a non-alcoholic zone.
University has taken initiation as every Wednesday has been declared as ―No
Vehicle Day‖ in the campus from the point of Environment focus.
2.2.10 Has Yoga/Meditation/any other such techniques been practiced by students regularly as self-discipline?
Yogasana/meditation/and other such techniques are practiced regularly as self-
discipline by students in their individual capacity. The institute encourages its
students to stay fit, which in effect is an extension of a lifestyle that reflects self-
discipline by virtue of providing numerous facilities, be it outdoor sport and
athletics, or an indoor facility that includes shuttle badminton and multi-gym.
A complete institute with the name MPYINER is established inside the campus of
the university not only for the add-on courses, but also it is having attached
meditation/yoga hall along with the gym facilities.
2.2.11 How does the institution attend to the diverse health issues (physical and
mental) of students and staff? The very purpose of health science education relates to complete physical, mental,
and social well being and not merely an absence of disease and infirmity.
Hospital provides a comprehensive health cover for all students and faculty. A
specially run OPD caters to the need of the faculty/ students and there is
reserved indoor facility for them. The entire cost of treatment including drugs
and investigations is borne by the university.
Examination, family and social stress are addressed by counselling and building
confidence through mentorship.
The principles of preventive and promotive medicine are stressed immediately
on enrolment by the Preventive and Social Medicine department.
Cleanliness and hygiene is practiced in the hostels and the institute monitors the
eateries for hygienic food and water.
Sports, yoga, meditation are encouraged for general fitness and de-stressing.
The sports complex has facilities for outdoor and indoor games besides a well
equipped gymnasium with qualified trainers.
Paternity and Maternity leave is provided to all the staff members and maternity
leaveis provided to the students in terms of the prescribed governing policies of
the university in tune with that of Govt. of Gujarat.
The students are sensitized to prevalent communicable diseases in the region and
trained to take preventive and promotive measures.
28
15 CLs & MLs are provided to the PGs and Ph.D scholars.
Fitness centre, gym with Yoga centre for staff and students is there in the
campus.
2.2.12 Does the institution cater to the needs of groups / individuals requiring
special attention by conducting group classes / special individual trainings /
focused group discussion / additional training measures etc.?
The institution looks for identification of slow and advanced learners from all the
constituent colleges.
Slow learners require special attention which is provided through mentors,
remedial classes and capsulated teaching. Special assignment and assessment is
conducted for them for mainstreaming.
Advanced learners are encouraged to take part in research projects, write papers,
and conduct seminars and teaching sessions.
In PG, weekly research topic and drug seminars are held in active learning mode
where in a student/scholar present a topic and face question from all other
students and faculties who are informed of the topic concerned and the time and
place of presentation.
Additional training measures are conducted and there is a supervised hand on
training for Interns and PG-Ph.D Scholars.
2.3 Teaching-Learning Process
2.3.1 How does the institution plan and organize the teaching-learning and
evaluation schedules such as
* Academic calendar
* Master plan
* Teaching plan
* Rotation plan
* Course plan
* Unit plan
* Evaluation blue print
* Outpatient teaching
* In-patient teaching
* Clinical teaching in other sites
* Teaching in the community
1. Academic calendar:
29
A comprehensive academic calendar is prepared at the beginning of the term, and
approved for implementation in the Academic committee meeting.
The University in consultation with the principal of all the institutions and the
Heads of the department plan the academic calendar. This calendar is made
available to the students via website. This helps considerably in coordinating
complex schedules and in its timely implementation and allows the students to
organize their learning process more efficiently.
Annual Calendar covers commencement of academic session, meetings of
statutory bodies and their schedule, dates of curricular and co-curricular
activities, probable examination schedules, activities of NSS wing etc.
Similarly, academic calendar is printed for each course (as per guidelines of
regulatory bodies) which gives all the details regarding beginning of classes,
internal assessment tests, submission of synopsis and dissertations (for PGs),
University examinations and vacation etc.
2. Master plan:
Apart from the information available in the academic calendar, the master plan
includes overall considerations of theory and practical timetable, practical/clinical
work schedule cum patient case quota, bedside schedules, and internal examination
schedule for students.
3. Teaching Plan:
This is related to subject specific and syllabus specific detailing.
Each department in advance prepares a teaching plan in accordance with the
syllabus for undergraduate and postgraduate students.
The heads of the various departments charts out the timetable and the overall
teaching methodology, evaluation pattern and examination schedule.
4. Rotation Plan:
It is mandatory in the health science universities, which exposes the students to
various health needs of the community and helps in overall development of
students.
It is prepared for clinical postings.
The respective H.O.D is informed about the names of the students in each group
for rotational clinical postings by the students section.
5. Course Plan:
The course plan for all academic programs is in accordance with regulations of
regulatory bodies, and the University adheres to these.
30
6. Unit Plan:
It includes daily lectures, practical‘s and clinical.
Topics in different subjects in that profession are identified and integration of the
topics by concerned departments is executed.
7. Evaluation Blue Print:
The student evaluation is done based on the marks obtained in the theory and
clinical internal examination conducted by the institution as per the university
guidelines.
The final evaluation is done through the examination conducted and evaluated by
the central evaluation system in the university.
The practical evaluation of the students is done by the duly appointed examiners
of the university.
In post graduate and Ph.D levels synopsis submission, thesis evaluation, DRC
criteria is noted down.
8. Outpatient teaching
Undergraduate students are rotated in small batches through all the clinical
departments. In the out-patient clinic they learn-
History taking,
Clinical approach to diagnosis,
Observe and practice outpatient treatment techniques.
Students attend OPDs under supervision with complete patient evaluation and
plan treatment /management in consultation with the concerned faculty of the
department.
The OPD teaching plan is prepared by the head of department of each department
with the schedule of rotations for undergraduates, postgraduates and interns
respectively.
Students have to present a case study during clinical case discussions during
which extensive discussions are held on the case history, diagnosis and treatment
plan
Disease specific camps are conducted.
Disease Specific OPDs are conducted
For PG Students: as per unit pattern they are involved in direct patient
management under supervision of senior faculty, and by the end of their
residency period they are capable of handling the OPD patients independently.
Seminar Rooms are available in OPD Area for seminars, group discussions,
journal clubs, case presentation etc.
31
Specialty Clinics are held every day, and the PG Students learn about commonest
diseases from experts, while examining a number of cases of the same disease.
9. Inpatient teaching is carried out as under:
1. For Under-Graduate Students
Bed-side clinics: The student learns to take history, perform physical
examination and is guided in the method of arriving at clinical diagnosis.
Participation in Ward rounds is a time-tested teaching & learning process for
interns. Case presentations are performed in the ward-side clinic
/demonstration room which are interactive in-entirety.
2. For Interns
They carry out clinical evaluation, investigations and primary care which are
duly evaluated.
3. For Post-Graduate Students:
The postgraduate students go through a schedule that trains them through
the entire spectrum of clinical practice.
Starting initially from supervised evaluation and observations to assistance
and finally independent planning, performing and administrating the entire
treatment –management plan and various panchkarma and surgical
procedures. The skills are developed by –
Observing,
Assisting,
Performing Procedure under observation
Performing independently.
10. Clinical teachings in other site:
The Minor and Major Operation Theatre are an important learning place for the
UG Students. The Intern and PG Residents learn by actually assisting the Surgeon
during operations.
Students works in other places where PHC, CHC are located for wide range of
disorders in people with varied social, economical and cultural backgrounds.
11. Teaching in the community:
The UG Students are exposed to the Preventive and Social medicine teaching
process of community medicine department throughout their UG period. The
department organizes field visits, (Industry, Primary Health Centres, Remote
villages, Old age homes etc).
Free of cost health camps and awareness programs are being conducted.
32
2.3.2 Does the university provide course outlines and course schedules prior to the
commencement of the academic session? If yes, how is the effectiveness of the
process ensured?
Yes, the University provides course outlines and course schedules prior to the
commencement of the academic session as per the guidelines of CCIM and
University rules and regulations.
The faculty members provide course syllabus to the students/scholars of UGs,
PGs, PhDs and other diploma and certificate courses at the commencement of
academic session.
The details are mentioned in the CCIM and GAU website, the links are
mentioned below:
http://www.ccimindia.org/cc_act_ug_regulations_2012.php
http://www.ccimindia.org/Ayurved-pg-reg.php
http://www.ccimindia.org/Ayurved-ug-pg-diploma-course.php
http://www.ayurveduniversity.edu.in/General%20Information/Ph.D.%20Regul
ation.pdf
The objectives of the different programme, in general, as well as that of individual
streams are provided to students, also in individual department at the
commencement of teaching-learning in that respective specialty.
Internship course outline, objectives, duties and responsibilities are defined in the
internship programme plan.
The effectiveness of the programmes is partly assessed through the performance
of students at the internal examinations, the competency assessments as well as
university examinations.
Distribution of teaching hours per subject is done as per the norms of the
statutory bodies.
The individual teacher works out the teaching plan of his/her topics/ subjects/
practical‘s/ bedside clinical etc.
2.3.3 Does the university face any challenges in completing the curriculum within
the stipulated time frame and calendar? If yes, elaborate on the challenges
encountered and the institutional measures to overcome these.
No University doesn‘t face any challenges in completing the curriculum within
the stipulated time frame and calendar, but in case of delay in admission
procedures and announcement of results poses a few challenges like shortage of
teaching hours and limited practical/clinical hours.
33
The curriculum developed by the CCIM and adopted by the GAU is such that the
number of work hours is flexibly sufficient for completion within the respective
academic years.
The annual academic calendar allows flexibility which ensures timely completion
of the curriculum.
Extra classes are scheduled if necessary.
2.3.4 How is learning made student-centric? Give a list of participatory learning
activities adopted by the faculty that contributes to holistic development and
improved student learning, besides facilitating life-long learning and
knowledge management.
Some of the participatory activities adopted by the University are mentioned below:
Students are asked to prepare assignments/projects on specific topics.
Students are given an opportunity to write a publish research paper in highly
indexed peer reviewed journals.
They are instructed to make Power Point Presentations in the seminar hall for
weekly seminars and Drug seminars.
Use of Information and Communication Technology (ICT)
Students are encouraged to participate in Seminars/Workshops/Competitions
that are conducted within the campus and those conduted by other institutions
which contribute towards holistic development of the students.
Case studies
Postings in Primary and Urban Health Centres.
Health surveys.
Projects/Journals
Industrial tours/Field visits to acquaint the students with the changes taking
place in their field of study.
The students of Pharmacy College are trained for formulation studies.
Guest lectures and seminars are regularly conducted on moral and ethical issues
for the holistic development of the students.
2.3.5 What is the university’s policy on inviting experts / people of eminence to
deliver lectures and/or organize seminars for students?
Eminent academicians and subject experts from various parts of India and abroad
are invited for interactive lectures, seminars.
Funds from AYUSH, Rashtriya Ayurved Vidyapeeth (RAV) are used periodically
to organize short lectures, workshops, seminars and CME.
34
Experts from other National institutions are invited to deliver theme-based
lectures.
The topics on core curriculum are taught by the regular Full-time faculty. Topics
on add on curriculum are taught by adjunct faculty and selective topics of
contemporary and long term interest are dealt by visiting faculty from MP Shah
Medical Institute Jamnagar.
P.M Mehta oration programs are carried out in the form of Seminars/symposia in
which many distinguished and renowned experts are invited.
Organized seminars, conferences, workshops, etc., on the campus bring
prominent national / international scholars and every department tries to make
them interact with their students for some time. (A small illustrative list of such
eminent scholars on our campus has already been mentioned in 1.3.4 as well as
1.4.2.).
The University has many endowments, which are useful in inviting various
experts from different parts of the country. This helps students to get exposed to
various latest developments in the field.
The University has created many chairs, centres and award lecture series to invite
diverse persons of eminence to deliver lectures which are relevant to
contemporary issues and interests.
2.3.6 Does the university formally encourage blended learning by using e-learning
resources?
University has a Central library which is equipped with learning resources. ETD –
Electronic Theses and Dissertation are available in the form of Ayurvedic
Researches Database. Researchers can access the theses and dissertations
submitted in universities across the country.
A large number of computers with access to internet, online journals, are available
at the central library along with books and printed journals.
All postgraduates have access to content and utilize time for self- directed
learning.
Students are encouraged to access the information therein in their learning and
other scholarly exercises such as seminar preparation and conference
presentations.
Students have given access for e-library, Ayurved catalogue, Ayurved
manuscripts, links mentioned below:
http://www.ayurveduniversity.edu.in/importantlinks.php
http://ayurvedlibrary.com/inquiry.html#
http://www.Ayurvedcatalogue.in/aboutproject.html
http://www.Ayurvedmanuscripts.com/
35
2.3.7 What are the technologies and facilities such as virtual laboratories, e-
learning, open educational resources and mobile education used by the faculty
for effective teaching?
The faculty uses Audio-visual aids in the form of OHP/ laptops (every
department is equipped with its own PC) for power point presentation. Power-
point presentations have been developed for a number of topics by every
department covering almost 50% content of didactic lectures.
All faculty members are trained in the use of computers and their knowledge is
constantly upgraded for utilizing new software that is added.
Digitalization of Manuscripts, a project was initiated by this institute [IPGT&RA]
under EMR Project of AYUSH, New Delhi. A total of 563 manuscripts had been
digitalized in this first attempt.
http://www.Ayurvedmanuscripts.com/aboutus.php
Database ‗International Catalogue of Ayurvedic Publications‘ more than 4400
entries covering over 19 different subjects have been made which includes
publications within and outside India, and in all languages (Hindi, English,
regional languages, foreign languages such as French etc.). Effort has also been
made to include publications from individual authors and also from small frame
publication units which are proven to be useful for knowledge seekers. A list of
publishers along with their contact details, phone number and email ID (where
ever possible) too is given in this DATABASE, so that the reader can approach the
publisher in times of need. http://www.Ayurvedcatalogue.in/aboutproject.html
Museums in Anatomy, Physiology, Pathology, Forensic, Pharmaceuticals,
Pharmacognosy and other clinical departments with wide range of specimens,
charts, models, and relevant text is an important educational and learning
resource.
Clinical training such as case studies, outpatient clinics, subspecialty trainings,
clinical postings in basic science, video assisted learning, and etc. is done.
‗Ayurved E-learning Course‘ is a online computer based learning program of
Ayurved. It is a project of Department of AYUSH, Ministry of health & Family
Welfare, Govt. of India (GOI), New Delhi, designed and implemented by
IPGT&RA, Gujarat Ayurved University, Jamnagar, Gujarat (India). This course
was launched by Secretary, Department of AYUSH, Ministry of health & Family
Welfare, GOI, New Delhi on 15th February 2010 and now available through
internet for all. This program of computer oriented Ayurved learning was
officially launched on 15.02.2010 by Ms. S. Jalaja, Hon‘ble Secretary, Dept. of
AYUSH, Ministry of Health & FW, Govt. of India. ‗Ayurved e-Learning‘ is a
unique concept conceived by the then Secretary, Dept. of AYUSH about an year
36
ago and it was entrusted onto the able hands of Prof. M. S. Baghel, Director of
IPGT&RA, Gujarat Ayurved University, Jamnagar, and he designed this whole
project with meticulous planning and scientific approach.
This ―Sensitization Course in Ayurved‖ is designed basically for the scholars of
medical fraternity who do not know much about Ayurved and also to all those
who have a quest for knowledge of Ayurved and for positive health. It is a paid
course comprising of about 65 teaching modules covering all major topics of
Ayurved, it is presented in three parts and each part can be availed by the
students by paying the prescribed fee, following are the details of the course:-
Sensitization Course in Ayurved Part-I Fundamental principles of Ayurved & their application in promotion
of health & cure of diseases
Sr. Topics No. of Modules
1 Introduction to Ayurved, Historical review 01
2 Role of Ayurved in the western world 01
3 Holistic approach of Ayurved. Body & mind relationship, Concept of body - mind – soul trio in maintenance of health and disease.
01
4 Ayurvedic Psychology, meditation with updated scientific evidence
01
5 The concept of Panchamahabhuta (five proto elements) and their practical utility. The concept of twenty Bhautika-Gunas (properties) and their practical applicability in Ayurved.
01
6 The concept of Tri-Doshas. 01
7 The concept of Dhatu – Upadhatu – Malas, Oja and their applied aspects.
01
8 The concept of Srotas (channels) and their importance in Patho-physiology
01
9 The concept of Prakriti and its clinical importance. Prevention plan of diseases according to the body types. Therapy through diet. List of foods according to category and effect on constitution.
01
10 The concept of Agni. Digestive strength (Agni) subtypes and states. Digestion & metabolism in Ayurved and the formation of Dhatu etc. Concept of Ama.
01
11 Effects of food on body and on mind. Food combination. Fasting. Getting accustomed (Satmya).
01
12 Food preparation. Code for diet selection and method of (Aharavidhivishesha Ayatana) cooking of food healthy way, concept of Viruddhahara and Satmya-Asatmya. Kritanna Varga
01
13 Definition and concept of health in Ayurved, concept of Hitayu including Sukhayu with factors responsible for health and disease in Ayurved.
01
37
14 Maintenance of health - Ratricharya (night Regime), Dinacharya (daily regime), Ritucharya (Seasonal regime). Importance of sleep and celibacy.
01
15 Introduction to Yoga. Relation of Ayurved and Yoga, Asanas, Shatkriyas and their role in therapeutic and health maintenance. Concept of Pranayama in maintenance of health and management of diseases.
01
Daravyaguna, Rasashastra & Bhaishajyakalpana (Materia Medica & Pharmacy)
(Pharmacology & Pharmaceutical in Ayurved)
Sr. Topic No. of Modules
16 Concept of Dravya (Material base) of Drug, Concept of Ganas and classification of drugs in Ayurved.
01
17 Pharmacodynamics and Pharmacology of herbs according to Ayurvedic Principles. Concept of Ayurvedic pharmacodynamics.
01
18 Introduction to the use of minerals and metals in Ayurved – facts and fallacies.
01
19 Concept of Shodhana with respect to metals, minerals and poisonous drugs.
01
20 Bhaishajya Kalpanas and Ayurvedic dosage forms and their properties.
01
21 Basic Introduction preparation of different Kalpanas from herbal source, Choorna (Powders), Vati (Pills-Tablets), Pancha (syrups), Asva-arists etc.
01
Sensitization Course in Ayurved Part-II Kayachikitsa
(Internal Medicine/Rejuvenation therapy/Healthy sexual life management)
Sr. Topic No. of Modules
1 Introduction to Ayurved, Historical review 01
2 Role of Ayurved in the western world 01
3 Concept Disease (Vyadhi) in Ayurved. Shadkriyakaala (the six progressive stages of an illness).
01
4 Classification of illnesses. Etiology and clinical evolution. Santarpana and Apatarpanajanya diseases.
01
5 Diagnosis methodology in Ayurved. Ayurvedic specific diagnostic tools like Dashavidha Pariksha etc., Ashvidha Pariksha
01
6 Concept of Pancha Nidana in Ayurved. 01
7 Concept of epidemics 01
8 General factors producing diseases 01
9 Definition of Chikitsa, Ayurvedic concept of Aushadha and Aushadhakala.
01
10 Classification of Chikitsa- Dvividha Upakrama, Sadavidha Upakrama,
01
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11 Sodhana, Samana, Nidana-Parivarajan, Dosha Vyadhi and Ubhayavidha Chikitsa.
01
12 Ayurvedic concept of Pathya-Apathya (Dietary Schedule) for the diseases.
01
13 Role of Ayurved in the management of common GIT disorders 01
14 Role of Ayurved in the management of common Neurological disorders
01
15 Role of Ayurved in the management of common Osteo-muscular disorders
01
16 Role of Ayurved in the management of common Metabolic disorders
01
17 Role of Ayurved in the management of common autoimmune disorders
01
18 Role of Ayurved in the management of common skin disorders 01
19 Role of Ayurved in the management of common neuro - psychiatric disorders
01
20 Role of Ayurved in the management of common liver 01
21 Role of Ayurved in the management of cardio-vascular disorders 01
22 Role of Ayurved in the management of Renal disorders. 01
23 Concept of Vajikaran and Infertility management in Ayurved. 01
24 Management of sexual dysfunction in Ayurved 01
25 Concept of Rasayana -in Ayurved and its different types. 01
26 Role of Ayurved in the management of chronic illness and improvement of quality of life.
01
Sensitization Course in Ayurved Part-III Pancha Karma
(Five specialized therapies of Ayurved including massage therapy)
Sr. Topic No. of Modules
1 Introduction to Ayurved, Historical review 01
2 Role of Ayurved in the western world 01
3 General Introduction to Pancha Karma and Sodhana (internal purification).
01
4 Poorvakarma - pre operative management and their role in the management of chronic diseases.
Various types of Abhyanga therapies
Various Swedan fomentation techniques in Ayurved.
01
5 Biological detoxification of the body – Panchakarma. Indications and contraindications.
01
6 Role of Panchakarma in the management of various groups of diseases.
01
7 Role of Panchakarma in maintenance of health. 01
Shalya (Parasurgical procedures of Ayurved and management of ano-rectal disorders)
Sr. Topic No. of
39
Modules
8 General Introduction of Shalya Tantra (general surgery). Parasurgical procedures.
01
9 Role of Kshara Sutra in cases of fistula-in-ano, piles and management of Ano rectaldiseases, wood healing
01
10 Application of cauterization (Agni Karma) 01
11 Bloodletting techniques and their therapeutic uses. 01
Shalakya (Cure & management of nose, throat, eye, ear and teeth)
Sr. Topic No. of Modules
12 Ayurvedic Management of dry eye syndrome and computer vision syndrome
01
13 General Introduction to Shalakya-ophthalmology, ENT, Dentistry in Ayurved.
01
14 Kriya Kalpa - Ocular Therapeutic 01
Stri Roga & Prasuti Tantra (Gynaecological management and pre & post natal management)
Sr. Topic No. of Modules
15 Common Gynaecological disorders and their non – hormonal Ayurvedic management.Part 1 -Menstrual disorder
01
16 Common Gynaecological disorders and their non – hormonal Ayurvedic management.Part 2 - Reproductive tract disorders
01
17 Sutika (post natal) care. 01
18 Antenatal care (Garbhinee Paricharya) 01
19 Role of Ayurved in the management of dysmenorrhoea and para menopausal syndrome.
01
20 Role of Ayurved in the management of Perimenopausal syndrome.
01
Kaumarbhritya (New born & child care)
Sr. Topic No. of Modules
21 Samsakaras. 01
22 Breast milk, properties and defects and their cure. 01
23 Ayurvedic nutrition for pregnant woman and children. 01
24 Management of cerebral palsy, mental retardation and ADHD syndrome in children
01
2.3.8 Is there any designated group among the faculty to monitor the trends and
issues regarding developments in Open Source Community and integrate its
benefits in the university’s educational processes?
40
Although there is no formal designated group among the faculty to monitor the
trends and issues regarding developments in Open Source Community, the
benefits of learning through open resources is well recognized by the faculty, and
as evident from 2.3.6 and 2.3.7, adequate infrastructural and procedural measures
are taken in this direction.
The University has constituted a Committee comprising of faculty from all the
constituent units to monitor the trends and issues regarding development in Open
Source Community and integrate its benefits in the various academic activities of
the university. The information retrieved is made available to the students and
faculty.
Community extension activities in the form of Diagnostic Camps, National health
programs, along with community research projects have provided vital
information regarding health issues in the community. The disease trends in the
community are identified along with the deficiencies that exist in access and
delivery of health care.
There is a subcommittee of Library committee that monitors the development and
trends in the usage of open source resources of the library and makes it
presentation to the Library committee meetings.
2.3.9 What steps has the university taken to transition from traditional classrooms
into e-learning environment?
The institution is slowly moving towards an e-learning environment that is safe
and secure, and the steps takes are as follows-
Every Classroom is equipped with laptops and LCD projectors to facilitate
learning.
Power point presentations are used for teaching.
The library has a large e-resource which is offered to all students and faculty
through log-in facility using their unique password given to them
LAN system is created in the library premises to enable easy access.
Every department has computer terminals connected in LAN and from there the
faculty can access the e-resources, along with personnel library
The website of the institution is itself a large e-resource, and from there one can
log in to library resources. http://www.ayurveduniversity.edu.in
Faculty commonly utilizes other innovative methods especially in PG teaching
because fewer number in group- There are whatsapp groups, facebook
communities, gmail groups created to provide easy exchange of information.
Special mention of whatsapp as an e-learning resource amongst PG students and
faculty where rapidly the patient related photos of clinical reports, x ray etc is
41
transferred and comments on diagnosis and management advise also made
available immediately by senior faculty, thus not only saving the valuable
minutes in beginning treatment of patients in emergency in odd hours but
learning process available 24x7.
The institution takes steps to control over-use or misuse of e learning and guides
students in the matter.
2.3.10 Is there a provision for the services of counselors / mentors/ advisors for each
class or group of students for academic, personal and psycho-social guidance?
If yes, give details of the process and the number of students who have
benefitted.
The university follows mentor system and also provides academic and personal
counseling. This was a matter which was discussed in the University meeting,
wherein several of the members believed that junior faculty members must also
be included as mentors since they may have a better sense of the ‗pulse‘ of
students; it was opined that the mentors must maintain records of their meetings.
The students are divided into small groups of 2-4 students and one faculty is
made in-charge of such groups. This faculty monitors the academic growth of the
students under their control and also assists them in resolving their personal and
academic problems, if any.
Every constituent college of the University has this mentoring system and all the
students are getting benefited out of it.
2.3.11 Were any innovative teaching approaches/methods/practices adopted/put to
use by the faculty during the last four years? If yes, did they improve learning?
What were the methods used to evaluate the impact of such practices? What
are the efforts made by the institution in giving the faculty due recognition for
innovation in teaching?
Innovative teaching methods include pair and group work, classroom quizzes,
assignments, computer / multi-media aided learning seminar presentations, small
projects, report writings, mini-thesis writing (resulting into a small Masters-level
research), surveys, preparing PPTs, invited guest lectures, and study-drug tours.
During the last few years, the development of Internet facilities across the
University campus brought a wave of new innovative teaching approaches which
has enriched classroom teaching enormously.
Extensive use of the multimedia in teaching enabled faculty members to include
varieties of updated information and inter-disciplinary aspects in their lectures.
42
Extensive use of the internet enriched the volume of the information and
knowledge given to the students by the faculty members.
Some of these methods are incorporated within their internal marks whereas
others can be classified under informal and continuous assessment mode of the
students.
In most of the departments, a hierarchy is created from most senior Ph. D.
scholars to the junior level master students to pass on several learning practices,
experimental skills, computational skills, instrumentation training, and writing
research papers, preparing posters, accessing journals/research materials,
funding applications, etc. Excellent results and outputs are observed in terms of
knowledge, imparting training, extension and generating revenues.
Students are mandated to participate in NSS field programmes and community-
oriented health education. Home and clinical assignments expose the students to
compiling information from the World Wide Web, exposing them to computer-
assisted learning.
2.3.12 How does the university create a culture of instilling and nurturing creativity
and scientific temper among the learners?
The university has created a culture of instilling and nurturing a creativity and
scientific temper, etc. among the learners through various activities like group
discussions, debate, seminars, literature surveys, projects, dissertations, poster
presentations, organizing continental & intercontinental food festivals, learning
through simulations, writing research papers/articles, etc.
Students are encouraged to participate in various conferences, seminars,
discussions, competitions conducted in and outside the University.
Students are taken to National laboratories and pharma industries and also for
fieldwork to get first-hand experience.
The students are encouraged to prepare charts and models, studies in related
fields of specialization and to publish it in various peer review journals.
The institution organizes days like Worls Environment Day, World Thalesemia
Day, World AIDS Day etc.
2.3.13 Does the university consider student projects mandatory in the learning
program? If yes, for how many programs have they been (percentage of total)
made mandatory?
100% for Ph.D scholars.
100% for postgraduate Degree/ Diploma scholars.
43
Under-Graduates/Interns are encouraged to undertake projects under guidance
of the faculty.
The faculty guides the students in:
- Research question.
- Formulating the design of study
- Its aim and objective.
- Process of execution.
- Interpretation and analysis of results.
The faculty plays an important role for the students‘ projects. The topics and
synopsis of the dissertations/projects are prepared by the student in consultation
with the faculty and finalized. A student is required to give three presentations on
the work done by him/her before the departmental committee.
They are also encouraged to publish papers, present their work in conferences
and workshops and also give seminars in presence of the students and faculty.
2.3.14 Does the university have a well qualified pool of human resource to meet the
requirements of the curriculum? If there is a shortfall, how is it supplemented?
The existing permanent faculty and support staff are all qualified to the highest
degree. There is however a shortfall in the State Government appointments and
the University is in dialogue for sanctions to recruit qualified people.
Experts and eminent scholars from other institutions, Universities and industries
are invited periodically to offer special lectures.
In the interim period, the University has, through due procedures of appointment
adhering to State Government norms, recruited ad-hoc teaching and non-teaching
/ administrative positions. Curricular requirements are thus well met, and even
after these arrangements if the University feels that human resources are lacking
anywhere affecting teaching-learning, such a shortfall is met by the appointment
of visiting faculty / contractual teachers.
In addition to these, many departments have good number of meritorious fellows,
senior research fellows, post-doctoral fellows, and research associates and project
fellows who are supporting permanent faculties in teaching and research. This
opportunity to the young talent pool also provides them with a platform for their
future academic career. They have played a vital role in teaching-learning and
research activities of some of the departments.
2.3.15 How are the faculty enabled to prepare computer-aided teaching/ learning?
What are the facilities available in the university for such efforts?
44
Faculty members are trained through CCC/CCC+ Computer training courses for
computer aided teaching/learning methods.
The faculty members are trained to prepare computer-aided teaching/learning
materials. Every department is provided with laptop/computers.
The university has organized training programs for preparation of teaching
materials for e-learning and computer aided learning.
The university has provided broadband internet connectivity and laptops to the
faculty and LCD projectors are provided in classrooms and laboratories.
2.3.16 Does the university have a mechanism for the evaluation of teachers by the
students/alumni? If yes, how is the evaluation feedback used to improve the
quality of the teaching-learning process?
University is in progress of making regular feedback mechanism of its
teachers from its existing batch of students.
The Staff Councils of the departments peruse through the feedback, and
assess their merit for brainstorming over improvements in the overall
teaching-learning segment.
Alumni feedback is still in its informal stage with some colleges on the
campus having their formed Alumni body and feedback mechanism.
Suggestions are put up into the suggestion box made available in the IIAPS
and IPGT&RA and are addressed by timely initiatives for strengthening the
teaching learning process.
2.3.17 Does the institution use telemedicine facilities for teaching-learning
processes? If yes, cite a few instances.
With the advent of social networks (Face book, Whatsapp), faculty members are also
regularly consulted on these platforms with regards to diagnosis, treatment
planning and outcomes, and the consultation provided in real time. Furthermore,
the use of ETD – Electronic Theses and Dissertation in the teaching-learning process
(as described under 2.3.6) is also an example of the application of telemedicine in the
institute.
2.3.18 Does the institution utilize any of the following innovations in its teaching
learning
processes ?
ICT enabled flexible teaching system.
Reflective learning.
Simulations.
45
Evidence based medicine.
Emphasis on development of required skills, adequate knowledge and appropriate
attitude to practice medicine.
Problem based learning (PBL).
Student assisted teaching (SAT).
Self directed learning and skills development (SDL).
Narrative based medicine.
Medical humanities.
Drug and poison information assistance centre.
Ayurved practices.
Yoga practices.
Yoga therapy techniques.
Naturopathy and its practices.
Any other.
ICT enabled flexible teaching system:
1. Computers in all teaching departments and the library have internet connectivity.
2. Wi-Fi in Central Library with high speed internet access, E-learning facility,
digital library, and computer labs for students.
3. The digital resources give access to online journals, CDs and teaching modules
and open education resource. The students have the choice to decide content and
time for self directed learning.
Reflective learning:
1. It involves stepping back from an event or experience to analyze it from a
different perspective with a view to improve future performance.
2. Experiences of senior teachers are shared during grand rounds, clinical meetings,
and in the general meetings. All courses conducted by the university use reflective
learning for continuing professional developments.
Simulations:
1. Simulations are extensively used in clinical training.
2. The teaching hospital conducts training for doctor and para-medical staff.
3. The skill laboratories are used to practice many procedures.
Evidence based medicine:
1. CMEs and Workshops are conducted for training faculty in EBM.
46
2. Clinical training incorporates established medical practices based on evidences
generated externally as well as locally and accepted over the years
Development of required skills/knowledge/ attitude:
1. Skill training and attitude is imparted at Bed side clinics, Problem based learning,
Case based learning, Team based learning and the simulation and skill labs‟ are
used for development of special skills.
2. A hand on training for interns and postgraduates under supervision is conducted
for development of the required competencies.
3. Attitude, communication, reasoning, behavioural training is a part of the soft
skills development program which is included in the curriculum.
4. Grand rounds, departmental seminars, case presentations, tutorials to self
directed learning.
Problem based learning:
1. Problem based learning is included in the curriculum of undergraduates and
postgraduates.
2. The learning objectives are framed for each year/ phase.
3. Topics are selected by subject experts. Students prepared for the case which is
followed by small group discussions.
4. Trained facilitator is assigned the responsibility.
Student assisted teaching:
Student assisted teaching is mediated through seminars of students for students,
Journals, targeted group discussions and Students Pedagogical assignments.
Self directed learning and skills:
1. Self directed learning is facilitated by providing excellent library facilities with
access to wide information resources. The library has a repository of many
national, international journals, Back volumes, E-books and E-journals, CDs,
DVDs, and teaching learning modules.
2. The museums (Anatomy, Pathology, Toxicology, Microbiology, Pharmacology,
Pharmacognosy, Pharmaceutical Chemistry, Gynaecology, Surgery etc) are
important knowledge areas for self directed learning.
3. Structured self directed learning mediated through periodic home assignments.
Narrative based Medicine:
Narrative medicine is inculcated through PG orientation programme.
47
Medical Humanities:
1. The approach to a patient in clinical medicine has evolved as our understanding
of the effect of illness on the patient‘s health relates to our understanding in the
context of social, cultural, psychological, philosophical factors along with history,
art and literature.
2. Clinical teaching incorporates communication skills, empathy, self awareness and
the social and cultural context of the person, his illness and health care. It is
appropriately incorporated in the curriculum.
Drug and poison information assistance centre.:
The increased awareness and attraction raised some of the doubts and queries
about the safe practices of AYUSH medicines.
In order to achieve better acceptance there is a need for monitoring of safety and
efficacy of drugs of these systems of medicines and this is a matter of highest
concern in global scenario.
Considering this, Department of AYUSH, Ministry of Health & Family Welfare,
Govt. of India has initiated to launch a National Pharmacovigilance Programme
for reporting the adverse drug reaction for Ayurved, Siddha & Unani (ASU)
drugs and the programme was unveiled by the auspicious hands of Smt. Anita
Das, Secretary, Department of AYUSH on 29.09.2008 by releasing the protocol of
Pharmacovigilance for ASU drugs http://www.ayushsuraksha.com/
In order to have a proper documentation, to regulate, monitor and control the
activities of Pharmacoigilance, Three tier system is adopted viz. one National
Pharmacovigilance Centre (NPC) and thirty peripheral Pharmacovigilance
Centres (RPC) and thirty peripheral Pharamacovigilance Centres (PPC) have been
set up thorough out the country. Institute for Post Graduate Teaching & REsearch
in Ayurved, Gujarat Ayurved University, Jamnagar is declared as the National
Pharmacovigilance Resource Centre.
Ayurved practices:
The institution has well established two Ayurved Hospitals with qualified staff and
runs daily OPD. http://www.ayurveduniversity.edu.in/hospitalfacility.php
The details are mentioned below:
Institute for Post Graduate Teaching & Research in Ayurved manages two
hospitals, which provide treatment facilities to Outpatients and 150-bedded
Inpatients departments. Hospitals are well supported by modern laboratory
48
investigation facilities like Pathology, Biochemistry laboratories, Radiology,
Sonography, E.C.G. etc.
In this hospital most of the facilities are provided at free of cost with full financial
support from Govt. of India, Dept of AYUSH. Poor patients are provided free
consultation, medicines, food and clothing in this hospital. Hospitals have the
support of well-qualified physicians & surgeons and provides specialized
treatment procedures of Ayurved like :
1. Panchakarma
2. Ksharasutra
3. Kriyakalpa
4. Agnikarma & Leech therapy
5. Old age care (Rasayana)
6. Reproductive health care (Vajikaran)
7. Anti-natal, Postnatal and obstetric care
8. Child health care and neonatal care
This hospital also provides training and research facilities for Post Graduate and
Ph.D. scholars.
A fully equipped Panchakarma wing of hospital provides various types of
massages, fomentation, Vamana, Virechana, Vasti, Nasya, Shirodhara, Pizichil etc
procedures. This hospital has fully equipped with operation theatre and maternity
room.
Other than regular services, this hospital provides extension services like in-
service training programme, Rural Health Services etc.
Institute has established satellite clinics as part of research activities. Following
two clinics are conducted regularly:
1. OPD at Sasoi Garden (25 Km away from Jamnagar City)
2. Indian Navy Centre, Valsura, Jamnagar
3. Indian Army
4. Indian Air force
5. District Jail, Jamnagar
6. Konja Village
Regular diagnostic camps are being organized in rural areas of the Gujarat. Scholars
are also involved in these camps, which will made them to get aware about the
health status at rural areas.
Shri Gulabkunverba Ayurved Chikitsalaya, Regular O.P.D.s of the following
departments are serving the ailing humanity :
49
1. Kayachikitsa (General Medicine)
2. Shalya (Surgery)
3. Shalakya (E.N.T. & Eye)
4. Prasutitantra evam Striroga (Gynaec & obstetrics)
5. Kaumarbhrutya (Paediatrics)
6. Roganidana& Vikrutivigyan, (Pathology)
7. Panchakarma (Shodhana & Abhyanga etc.)
And also separate O.P.D.s are available for the department of Swasthavrutta
(Preventive & social medicine), Dravyaguna (Materia medica) & Agada tantra
(Toxicology).
Besides the above stated departments, special O.P.D.s are also functioning like
1 - Madhumeha (Diabetes)
2 - Manoswasthya (Mental health)
The chikitsalaya has a well furnished Panchakarma therapy center where all the
main treatments of Panchakarma like - abhyanga, vamana, virechana, nasya,
basti-etc. are carried out. There are separate sections for male and female.
The O.P.D.s provide medical examination, counseling and available medicines at
free of cost.
The I.P.D.s provide indoor admission facilities to the patients, where total medical
care including various tests and food will be provided at free of cost.
A well equipped labour room with facilities to carry out labours is available.
The hospital has a well equipped air conditioned operation theatre.
The hospital provides facilities of x- ray & sonography to the O.P.D. patients at
nominal rates where as it is free of cost for the indoor patients.
The laboratory of the hospital is equipped with the modern technology and
carries out the routine as well as some of the specialized tests at the nominal rates
for the out door patients and free of cost for the indoor patients.
Yoga and Yoga & Naturopathy Therapy techniques:
Maharshi patanjali institute for yoga naturopathy education and research
institute is carrying out various activities to promote the science of Yoga and
Naturopathy among the people along with implementing various academic
courses.
These courses include some that have been designed & forwarded by the Central
Council for Research in Yoga & Naturopathy (C.C.R.Y.N.), New Delhi. The
institute, at present has its own separate Yogasium and Naturopathy Complex
having well equipped Naturopathy - Gymnasium Depts., Yoga halls, Library etc.
50
The main motto of the institute is to create health awareness in the society by the
means of Yoga and Naturopathy and to promote and propagate our oriental and
traditional heritage in the form of the sciences of Yoga and Naturopathy based on
Ayurvedic guidelines.
2.3.19 Does the institution have an Electronic Medical Records facility, staffed by
trained and qualified personnel? Is it used for teaching-learning process?
The university teaching hospital has installed hospital information management
Clinical Documentation software ―RUDRA‖ in IPGT&RA which administers the
entire patients records from admission, hospital stay to discharges with details of
investigation and daily progress.
This EMR is used by PG Students in their projects and dissertation work that
involves retrospective study of patients.
It is staffed by trained and qualified persons. It utilization in Teaching Learning
process is carried out at all levels including post-graduate students, who can
easily access record of patients for monitoring and planning care and for interns
and undergraduates to follow progress of clinically interesting and difficult
cases. They are a great boon for medico legal purposes as well.
2.3.20 Does the institution have well documented procedures for case sheet writing,
obtaining informed consent and the discharge process of the patients?
Case Sheet Writing:
The hospital defines and documents the content of the initial assessment for
outpatients, in patients and emergency patients. The format has been designed to
ensure that the laid down parameters are captured.
Every initial assessment has been standardized across the hospital (and can be
modified depending on the need of the department). At a minimum the
documentation includes vitals, systemic examination findings, investigations and
medical orders. The initial assessment results in a documented plan of care.
Informed Consent:
The hospital subscribes to the rights and responsibilities as included in the patients
charter. Accordingly they are informed about the disease, the possible outcomes, the
risks, alternatives and benefits and are involved in decision making. The patients are
educated about the mechanisms available for addressing grievances. The process for
obtaining patient and or family Informed Consent exists for informed decision
making about their care and cure.
51
Discharge process:
The discharge process is planned in consultation with the patient and or family.
The patients treating doctor determines the readiness for discharge during
regular assessment.
The discharge procedures are documented to ensure coordination among various
departments including accounts so that the discharge papers are complete in all
respects in time.
Policy and procedure are in place for patients leaving against medical advice or
being discharged on requests.
A discharged summary is given to all patients leaving the hospital.
2.3.21 Does the institution produce videos of clinical cases and uses them for
teaching learning processes?
Faculty members in several departments prepare videos of interesting and
unconventional clinical cases for use in presentations both in internal and
external lectures.
The facility of video graphing has provided an outstanding source of learning
and reference to the students, and has greatly increased their knowledge and
self-confidence while dealing with the patients and the best example is recently
happened 2 days National Seminar as ―PROCTOCON‖ by Sushrut Proctology
Association in which live OTs were demonstrated on the video based links in the
Dhanwantari auditorium for nearly 200 delegates. the link and details of the
Ano-rectal OTs are mentioned below:
http://www.sushrutproctology.org/brochure_2016.pdf
OPERATIVE SESSION-1 ( Hemorrhoids - Anal fissure – Sphincter spasm)
Surgical procedures indicated for the treatment of Hemorrhoids, Anal fissure
Open Haemorrhoidectomy Closed Haemorrhoidectomy Kshar patan Barran
Band Ligation Harmonic Scalpel & Vessel sealing technique Infra red coagulation
/ Crayo surgery Fissurectomy, Sentilectomy, Lord's procedure, Sphincterectomy
(Open & Closed).
OPERATIVE SESSION - 2 Various surgical procedures for PNS and Fistula in ano
Horse shoe fistula surgery Fistulectomy / fistulotomy Core fistulectomy Partial
fistulectomy & Ksharsutra Window technique Pilionidal sinus surgery
Fistulectomy & closer with sphincter repair.
52
2.3.22 Does the institution perform medico legal/post-mortem procedures with a
view to train the undergraduate and post-graduate students in medico legal
procedures?
As Govt. of Gujarat does not permit Ayurved teaching hospitals from dispensing
post-mortem procedures. A tie-up is in progress with the M.P.Shah Medical Institute
for allowing students to attend and observe Medico legal post mortem under
supervision of teachers of the department of Forensic Medicine and Toxicology at
the hospital. It is mandatory for every student to attend 10 postmortems under
supervision which is duly incorporated in their practical journal. In certain cases of
unexplained death the hospital conducts clinical postmortems which are attended by
undergraduates.
2.3.23 Does the institution has drug and poison information and poison detection
Centers? How are these used to train the students?
A fully fledged department of Agada Tantra and Vyavaharayurved (Toxicology -
Medical Jurisprudence – Forensic Medicine) is running in Shri Gulabkunverba
Ayurved Mahavidyalaya, Gujarat Ayurved University which deals with
numerous exposures to various types of inorganic and organic poisons, its effects
& has to know its remedies, to learn medical jurisprudence for medical legal
cases etc. This part of his study is looked after by this department having
specimens of various types and charts as well.
National pharmacovigilance program for ASU drugs is in place for reporting
ADRs (Adverse Drug Reactions) The details are provided in the links:
http://www.ayushsuraksha.com/video.html
http://www.ayushsuraksha.com/NATIONAL%20PHARMACOVIGILANCE%2
0PROTOCOL%20FOR%20ASU%20DRUGS.pdf
2.3.24 Does the institution have a Pharmacovigilance / Toxicology centre /clinical
pharmacy facility / drug information centre/Centre for disease surveillance
and control/ Prevention through Yoga/Promotion of positive health/Well
equipped Psychology Laboratory/ Naturopathic diagnostic centre, etc. ?
Pharmacovigilance Centre:
National Pharmacovigilance Resource Centre, for ASU Drugs, Institute for P. G.
Teaching & Research in Ayurved, Gujarat Ayurved University, Sponsored by
Department of AYUSH, Ministry of Health & Family Welfare, Government of India,
New Delhi & in collaboration with WHO Country Office for India, New Delhi 2008.
53
http://www.ayushsuraksha.com/NATIONAL%20PHARMACOVIGILANCE%20P
ROTOCOL%20FOR%20ASU%20DRUGS.pdf
National Pharmavovigilance Consultative Committee for ASU Drugs (NPCC-
ASU)
Chairperson: Director, IPGT & RA Prof P.K.Prajapati
Member Secretary: Co-coordinator, NPRC Dr. RN Acharya
Members:
1. Director, CCRAS or his representative Dr. GS Lavekar
2. One Director, Dept. of AYUSH
3. Director, Prof. MC Sharma National Institute of Ayurved
4. Director, Prof. MA Jafri National Institute of Unani Medicine
5. Director, Dr. Bhupathi Raja National Institute of Siddha Medicine
6. Director, PLIM Dr. DR Lohar
7. Dean, Faculty of Ayurved, IMS, Prof. VK Joshi BHU, Varanasi
8. Chairman, APC Dr. SS Handa
9. Drug Controller of ASU Drugs or his representative
10. Three Experts from concerned subjects Prof. SS Savrikar Prof. KC Singhal Dr.
Urmila Thatte
11. Chairman, PV Centre, Prof. HM Chandola IPGT & RA, Jamnagar
Toxicology Centre:
Department of Agad Tantra (Medical Jurisprudence & Toxicology) in Shri
Gulabkunverba Ayurved Mahavidyalaya.
Study of characters and treatment of toxic substances of different sources.
Study of accidental death, suicides, poisoning etc. in connection with forensic
medicines.
Study of various laws related to medical sciences and applications.
Collections of poisonous drugs, arms etc in museum for study purpose.
Prevention through Yoga/Naturopathic diagnostic centre:
M.P.I.Y.N.E.R. is an independent and self financed institute governed by Gujarat
Ayurved University. Special aim for establishment of this institute is to spread the
knowledge of Yoga and Naturopathy on the base of Ayurvedic philosophy. To
achieve this goal institute is conducting various types of activities like.
Education Activities
Courses for Medical Graduate P.G.D.Y.N. / C.Y.N.T.
Course for General Graduate D.Nat.Yoga(Ayu.)(H.E.)
Course for S.S.C.E. Pass C.Y.Ed.(for more Information click here)
54
Special Courses for Foreigners Introductory / Certificate
Training Activities
Yogabhyasa 08 training classes of 01 hour each / day for benefit of public
Morning – 6:00 to 10:00
Evening – 3:00 to 7:00
Gymnasium For physical fitness of the public, as well equipped Gymnasium
is available, having 08 classes of 01 hr duration per year.
Morning – 6:00 to 10:00
Evening – 3:00 to 7:00
Arrangement of various camps, workshops, lectures, demonstrations regarding the
subject.
Treatment Activities
A separate Naturopathy section is working for the treatment of various somatic,
psychic, psychosomatic and other types of disorders through the traditional and neo
naturopathy processes guided by the expert physician and supervised by qualified
therapists.
Available Treatments
Mud Therapy
Hydro Therapy
Helio Therapy
Magneto Therapy
Acupressure
Full Body Massage
A separate Full Body Massage Treatment centre with Full Body Steam Bath. Diet
planning and life style planning for the maintence of health based on Ayurvedic –
Yoga – Naturopathic sciences can be done by expert physicians.
Physiotherapy: Well equipped center is available for some Physiotherapic
treatment like…
Cervical traction
Ift
Infrared rays
Shortwave diathermy
Vibro massage
Research Activities
There is curricular provision for clinical research activities in P.G.D.Y.N. course &
the work presented in Dissertation form. Till this year Institute completed 47
dissertation work.
55
Scientific research works on various Yogic & Naturopathic processes have been
carried out by various projects. At present the research works are focused on the
most prevalent life style generated disorders like hypertension, Diabetes
Mellitus, Obesity etc.
Extension Activities
Organizing various camps of Naturopathy Yoga in Collaboration with various
institutes.
Organizing various seminars, workshops, lectures, Demonstrations of Yoga-
Naturopathy at institutes & 0 other places.
Giving radio talks – T.V. Programmes regarding Yoga-Naturopathy.
Gujarat Ayurved University, Jamnagar in the field of Ayurved and Morarji Desai
National Institute of Yoga, New Delhi (An autonomous organization under
Deptt. of AYUSH, Ministry of Health & F. W., Govt. of India) in the field of
Yoga, decided to collaborate in establishing the project ―Advanced Centre For
Yoga Education And Research (ACYER)‖, in the 11th Five year Plan for a period
from 2008 – 2011, funded by MDNIY and managed by GAU at Gujarat Ayurved
University, in the Department of Swasthavrutta, Shri Gulabkunverba Ayurved
College, Jamnagar which has been taking care for the teaching, training,
treatment, research, promotion and propagation of Yoga and its utility in day to
day life since 1980 as a part of the curricular provision of Ayurvedic studies and
has cradled and nourished Maharshi Patanjali Institute for Yoga Naturopathy
Education and Research, Guj. Ayu. Uni.
The main goals of ACYER are to conduct ‗Foundation Course in Yoga for
Ayurved Medical Graduates‘ and to carry out long term meaningful scientific
researches on ‗Disorders of the Respiratory Tract‘ and ‗Geriatric Care‘ along with
carrying out various activities for promotion and propagation of Yoga in the
surrounding regions and creating an environment for making Yoga an inevitable
component of the day to day life of a common man.
Organizing the ‗Foundation Course in Yoga for Ayurved Medical Graduates‘ at
least twice a year and as per needed
Long term research studies on Respiratory Tract Disorders found more recurrent
in this region and on Geriatric Care in general and specifically on some main
ailments occurring in old age
Camps of short duration for the general public in and out of the centre for
generating mass awareness
Lectures and lecture demonstrations at various places for the awakening an
interest in Yogic practices camps and lectures in various educational institutes to
attract the upcoming youth towards the importance and benefits of this science in
routine life as well as to groom them to be better citizens.
56
2.3.25 Laboratories / Diagnostics
How is the student`s learning process in the laboratories / diagnostics monitored?
Provide the laboratory time table (for the different courses).
Student staff ratio in the laboratories / diagnostics.
The institution has following laboratories:
1. Preclinical:
a. Anatomy
b. Human Physiology
c. Biochemistry
2. Para clinical:
a. Clinical Pharmacology
b. Microbiology
c. Pathology
3. Clinical:
a. Central Diagnostic Lab in the Hospital.
4. Research Laboratories:
a. Pharmacology Laboratory
b. Pharmacognosy laboratory
c. Pharmaceutical-Chemistry laboratory.
d. Ayur-Genomics
e. MBRC
Undergraduates and postgraduates are in full excess with the pre/ para/ clinical
laboratories. Their work is monitored through journals. Laboratory time tables
for different courses are available in the respective department.
Practical classes are conducted as per planned teaching schedule in these subjects
and faculty and technicians supervise.
Students maintain journal which is evaluated by the staff.
For undergraduate students the ratio varies from 1:12 to 1:15. (May vary acc. to
department).
For postgraduate students it is 1:1 or 1:2. (May vary acc. to department).
2.3.26 How many procedures / clinical cases / surgeries are observed, assisted,
performed with assistance and carried out independently by students in order
to fulfill learning objectives?
UG Students are allowed to observe in initially and in final year and Internship
training they learn while they assist in minor surgeries and procedures.
57
PG Students assist in major surgeries and perform minor surgeries and
procedures independently.
PG Students are involved in nearly all Major and Minor surgeries and approx. 3
Major and 6 Minor surgeries are performed weekly in surgical departments.
On an average UG student, during their clinical posting, study 70-80% of the
patients attending OPD, and those admitted to the wards. They observe 70-80%
of the operations/procedures/clinical cases.
The interns assist nearly 50% of the operations/procedures under guidance.
PGs assist for all major operations/procedures.
The senior PGs and Ph.D scholars perform about 20-25% operations/procedures
under guidance. The details are mentioned in the annual reports attached in the
annexure.
2.3.27 Does the institution provide patients with information on complementary
and Alternative systems of Medicine?
The university has fully fledged out-patient and in patient departments in
Ayurved run by the qualified Vaidyas. All Modern Diagnostic facilities are
available in the teaching hospitals of the institution.
Other than this Yoga and meditation services are promoted by counseling and in
desired instances are provided for creating awareness.
The Physiotherapy department runs full fledged clinical services with all
traditional and contemporary methods.
2.3.28 What are the methods used to promote teaching-learning process in the
clinical setting?
A variety of methods are used to promote teaching-learning process in the clinical
setting. These include case-based learning (as mentioned in 2.3.1), focused group
discussion (as described under 2.2.12), one-on-one interactions, and, the assessment
of competency of clinical diagnostic and treatment modalities through the use of in-
house developed formats (additional details under 2.3.1).
2.3.29 Do students maintain log books of their teaching-learning activities?
Practical record books are maintained by undergraduate students in dept. of
Anatomy, Physiology, Pathology and Toxicology and Forensic where students
enter the results of work done by them.
PG and Ph.D scholars in different departments also maintain a Day Log Book in
the form of clinical record books.
58
2.3.30 Is there a structured mechanism for post graduate teaching-learning process?
Yes, there is a structured mechanism for the Post graduate teaching-learning
process, which is based on the CCIM-prescribed three-year curriculum.
The postgraduate students are expected prepare several seminars (as mutually
decided by faculty and the student), ‗journal clubs‘ (literature critique), a library
dissertation, and a thesis as a partial requirement for the completion of the Post
graduate degree.
2.3.31 Provide the following details about each of the teaching programs:
* Number of didactic lectures
* Number of students in each batch
* Number of rotations
* Details of student case study / drug study
* Nursing Care Conference (NCC)
* Number of medical / dental procedures that the students get to see
* Mannequins / Simulation / skills laboratory for student teaching
* Number of students inside the operation rooms at a given time
* Average number of procedures in the ORs per week, month and year
* Autopsy / Post-mortem facility
Number of didactic lectures As per norms of regulatory bodies and guidelines of University.
Number of students in each batch Name of the College
Theory Practical
SGAM 60 1-20 IPGT&RA 50 5-8
IIAPS D-pharm B-pharm
60 60
1-20 1-15
MPIYNER C.Y.Ed. C.Y.N.T D.Nat(Ayu)(H.E) BNYS P.G.D.Y.N
20 20 20 30 20
1-5 1-5 1-5 1-10 1-5
USCE Ctf in Panchkarma Ctf in Ksharsutra Ctf in Nadisutra Ctf in Gruh Ayurved
10 10 30 30
1-10 1-10 1-30 1-30
Number of rotations Number of rotations as per guidelines of
59
regulatory bodies.
Details of student case study/drug study
Student case study/drug study is based on the guidelines of regulatory bodies and individual department requirements.
Nursing Care Conference As per the requirements Number of Medical/dental precocedures that the students gets to see
5-6 per day
Mannequin/Simulation/skills laboratory for student teaching
Infrastructure facilities with well equipped diagnostic techniques available for UGs and PGs.
Number of students inside the operation rooms at a given time
In UG: 3 In PG: 3-4
Average number of procedures in the OTs per year
Sr. No Year Total no of OTs
UG PG
Major Minor Major Minor
1 2010-2011 61 934 37 491
2 2011-2012 39 1378 72 662
3 2012-2013 55 1532 114 779
4 2013-2014 139 377 168 776
5 2014-2015 78 416 176 770 Autopsy/Post mortem facility No permission granted for UG.
2.4 Teacher Quality
2.4.1 How does the university plan and manage its human resources to meet the
changing requirements of the curriculum?
The curriculum design and development is a comprehensive and continuous
process in the university. All faculty members are encouraged to attend seminars,
workshops, orientation etc.
The faculties are encouraged to enrich themselves with the latest happenings in
their areas of teaching and expertise by participating in national / international
conferences, seminars or workshops, to take part in the faculty exchange
programmes with, or invited resource persons to other national / international
academic institutes.
The University appoints also Visiting faculty members, Guest Lecturers in the
concerned discipline to meet the changing requirements of the curriculum.
Faculties are competent to identify and facilitate further in their area of
specialization through mutual discussion.
60
2.4.2. Does the university encourage diversity in its faculty recruitment? Provide
the following details (department / school-wise).
Department/ School
% of faculty from the same university
% of faculty from other universities within the State
% of faculty from universities outside the State
% of faculty from other countries
All the constituent institutes of Gujarat Ayurved University
Around 80% Nil Around 20% Nil
Details of the faculty
The list of faculty members who all are working as a teaching staff in different
constituent institutes of Gujarat Ayurved University. The detail of the staff is
mentioned below:
1. Shri Gulabkunverba Ayurved Mahavidyalaya, Jamnagar
Highest Qualification
Professors Associate Professors
Assistant Professors
Total
Male Female Male Female Male Female 36
Shri Gulabkunverba Ayurved Mahavidyalaya
Permanent Teachers
Ph.D 2 0 1 3 0 0 6
M.D/M.S/M.A 0 0 1 3 0 0 4
BAMS 0 0 0 0 1 0 1
Adhoc Teachers
Ph.D 0 0 0 0 0 2 2
M.D/M.S/M.A 0 0 0 0 4 0 4
BAMS 0 0 0 0 0 0 0
Contractual Teachers
Ph.D 2 0 0 2 0 2 6
M.D/M.S/M.A 0 2 0 2 1 7 12
BAMS 0 0 0 0 0 0 0
61
2. Institute for Post Graduate Teaching & Research in Ayurved, Jamnagar
Details of Faculty Regular-Direct
Highest Qualification
Professors Associate Professors
Assistant Professors
Total
Male Female Male Female
Male Female
15
Ph.D 02 - 01 01 07 01 12
M.D - - - - 01 02 3
Details of Faculty Regular CAS
Highest Qualification
Professors Associate Professors
Total
Male Female Male Female 10
Ph.D 05 03 01 01 10
M.D - - - - -
0
5
10
15
Ph.DM.D/M.S
(Ayu)BAMS
Permanent
Adhoc
Contractual
0
2
4
6
8
10
12
Ph.DM.D/M.S
(Ayu)
Regular-Direct
Regular-CAS
62
3. Indian Institute for Ayurvedic Pharmaceutical Sciences, Jamnagar
Highest Qualification
Sr. Lecture Lecturer Demonstrator Total
Male Female Male Female Male Female 12
Contractual Teachers
Ph.D 1 1 1 0 0 0 3
M.D/M.Pharm/MSc. 1 2 1 4 0 0 8
BAMS/B.Pharm 0 0 0 0 1 0 1
4. Maharishi Patanjali Institute for Yoga & Naturopathy Education and Research.
Highest Qualification Lecturer Instructor/Tutor Total
Male Female Male Female 9
Regular-Full-time
B.A.M.S., P.G.D.Y.N. 1 1 0 0 2
PHILOSHOPHY 1 0 0 0 1
Part- time B.A.M.S., P.G.D.Y.N. 0 2 0 0 2
B.P.T. 0 1 0 0 1
B.Com., D.Nat.Yoga 0 0 1 2 3
012345
Sr. Lect
Lect.
Demonstrator
00.5
11.5
22.5
3
Lecturer
Instructor/Tutor
63
5. University School of Continuing Education in Ayurved.
Sr. No
Faculty Highest Qualification
Director- USCE Ph.D
Co-coordinator-USCE Ph.D
Course coordinator- Panchkarma Ph.D
Course coordinator- Kshara Sutra M.S
Course coordinator- Dentistry in Ayurved
M.S
Course coordinator- Nadi Sutra M.D
2.4.3 How does the university ensure those qualified faculties are appointed for new
programs / emerging areas of study (Bio-technology, Bio-informatics, Material
Science, Nanotechnology, Comparative Media Studies, Diaspora Studies,
Forensic Computing, Educational Leadership, etc.)? How many faculty
members were appointed to teach new programs during the last four years?
Selection, Recruitment and Appointment of faculty is done for the vacant posts
after advertisement through a stringent but ethical and transparent Human
Resource protocol, where the most qualified, meritorious and experienced
persons are selected. The minimum qualification is as per the criteria of CCIM
(Teachers Eligibility Qualifications).
The University selection committee in presence of subject experts chaired by the
Vice-Chancellor interviews the candidates and marks are allotted for the
academic and professional attainments of the candidates and their performance
in the interview.
The University advertises in the leading Newspapers and as well as circular is
placed in the University website giving the minimum necessary qualification.
New programs in the form of Certificate and diploma courses have been started
and qualified staff is recruited time to time.
Many existing faculty themselves become competent to teach new / emerging
areas in their fields by attending various workshops, seminars, conferences, and
self-enhancement of their scholarship through accessing new books, journals and
reference materials (both print and soft). But the University also takes stock of its
number of existing faculty members vis-a-vis already running and emerging
disciplines of study and appoints full-time and part-time / ad hoc faculty
through a proper and transparent selection process.
2.4.4 How many Emeritus / Adjunct Faculty / Visiting Professors are on the rolls of
the university?
64
Modern Consultant team is coming in the both the hospitals of UG and PG for
providing services in the concerned clinical departments.
Two – visiting professors in Physiology and Anatomy departments from MP Shah
Medical College are coming for lectures for the foreign students in Shri
Gulabkunverba Ayurved Mahavidyalaya.
Visiting staff from Modern Medicine is coming for taking lectures in the post
graduate institute.
The university invites/appoints adjunct faculty and visiting faculty depending on
the needs and nature of the program.
The visiting faculties from Pharmaceutical industry are invited in the Ayurved
Pharmaceutical course, Alumni, subject experts are invited in different Graduate
and post graduate departments.
All doctors are full timers as per CCIM requirements and additional Modern
Medical doctors are visiting the hospital regularly.
2.4.5 What policies/systems are in place to academically recharge and rejuvenate
teachers (e.g. providing research grants, study leave, nomination to
national/international conferences/ seminars, in-service training, organizing
national/ international conferences etc.)?
The faculty is encouraged to undertake research projects, attend
conferences/seminars at national and international levels, to attend teachers
training programs, etc.
Support (leave with pay and/or travel) is extended to teachers for getting
training, pursuing collaborative research work and teaching in other institutions.
Funds are provided to organize symposia, seminars, conferences and workshops.
They are provided duty leave and study leave to attend and participate in the
national and international seminars/conferences.
2.4.6 How many faculty received awards / recognitions for excellence in teaching at
the state, national and international level during the last four years?
Gujarat Ayurved University has received 'Medscape India 2015 awards
―Excellence in Ayurved Category.
Vd. Rajesh Kotecha Hon‘ble Vice Chancellor of the University has received
Padma Shri Award for Medicine in 2015
Best Teacher, Prof. P.K.Prajapati, I.P.G.T & R.A, Gujarat Ayurved University, at
CEE, New Delhi, 2015.
Best Institute I.P.G.T & R.A, Prof. M.S.Baghel, Director, I.P.G.T & R.A Gujarat
65
Ayurved University, in International Conference on Multi Disciplinary Health
Sciences, AIIMS, New Delhi, 2014.
Dr. G.D.Gohil Principal Shri Gulabkunverba Ayurved Mahavidyalaya, Gujarat
Ayurved University has received Bharat Vidya Shiromani Award for outstanding
achievements in the field of education in 2016.
Dr. Hitesh Jani Swariya Inoropant Pingle, Gau vigyan Rashtriya Purskar, 2012,
Gau Vigyan Sodha Sasthan, Pune.
Dr. Suhas A. Chaudhary Best Poster – Winner (1st Prize), Raj Ayu con, Rajkot, 23
& 24 February, 2013
Best Oral PPT – Winner (1st Prize), Swasth Jivanshaili Vivek Spradha, Jamnagar,
Respiration Disease threat of the modern life style, 4 October, 2013
Best Oral PPT – Winter (1st Prize), Supraj-2015, Modern life style threat for the
fertility, 19 April, 2015
Dr. Nisha Parmar Ayush Vivek Awards for super specialization in Ayurvedic
practice, 29th Dec 2013 in National Ayurved Event at Ahmedabad in Ayush Vivek
Parishad. Panchagavya Ayurved Cancer Practice organized by Ayurved
Vyaspith, Gujarat Prant, 2013.
Dr. Achyuta Atara Awarded best paper award-2nd rank in 3rd International &
15th National conference of AAIM-6th-8th February 2012 at Shri B.M.K. Ayurved
Mahavidyalaya, Belgaum.
Dr. Megha Pandya Jivaka Award, 2004 by Himalaya Drug Company.
Best M.D Thesis Awards: 3 in KAPL-2010 and 1 M.D and 1 Ph.D in IASTAM-201
2.4.7 How many faculty underwent staff development programs during the last four
years (add any other program if necessary)?
Academic Staff Development Programmes of last 4 years
Number of faculty
ROTP attended 5
CME attended 14
66
2.4.8 How often does the institution organize academic development programs (e.g.:
curriculum development, teaching-learning methods, examination reforms,
content / knowledge management, etc.) for its faculty aimed at enriching the
teaching-learning process?
As and when the necessity arises, the matter such as curriculum development,
examination reforms are decided through Head of the Departments, Director,
Vice Chancellor meeting including the experts. The decisions are placed before
the Syndicate before implementation.
The University through its Academic Staff College very frequently organizes
Teachers training Programmes (TTP), Workshops and Short Term Courses.
According to our Academic Staff College last year programmes comes to:
Teachers training programme (TTP)- 13
Workshops- 5
Short term courses- 10
2.4.9 Does the institution have a mechanism to retain faculty? What is the annual
attrition rate among the faculty?
Being one of the oldest institutes, the institution has a strategy to retain best faculty
by special attention on:-
Providing a peaceful, stress-free work environment Job Security and Job
satisfaction
Providing the best possible remunerations at par with state government.
Timely promotion to higher cadre according to years of experience and research
publications so the faculty does not feel stagnation at any time.
Special designations are provided to motivate capable employees.
Provision for residential facilities/staff quarters.
Nomination for various training programs
The institute provides infrastructure facilities like fitness are in the form of
gymnasium, nationalized bank, yoga and naturopathy facilities within the
campus.
Workshops attended 23
Teachers training Program (TTP) attended 12
World Ayurved Congress (WAC) attended 13
National Seminars attended 62
International Seminars attended 21
Guest Lectures- Institute 15
Guest Lectures- Outside Institute 24
67
The annual attrition rate among faculty is less than 5%.
2.4.10 Does the university have a mechanism to encourage Mobility of faculty
between universities for teaching? Faculty exchange programs with national
and international bodies? If yes, how have these schemes helped in enriching
the quality of the faculty?
Faculty members visit other universities, institutes and institutions to deliver
lectures as resource persons and visiting fellows.
Faculty members are also encouraged to visit other universities/institutions with
leave and pay.
Our faculty regularly visit other national institutions for Guest lectures.
For purpose of Examinations most senior faculty visit other universities and
colleges within state and country as external examiners.
These programs have helped in enriching the faculty which is ultimately reflected
in their teaching and research output and quality of publications.
The interaction enhances knowledge, skill and help to apply the expertise in own
institution.
Till date almost 18 MOU‘s have been signed with national and international
bodies for academic and research activities.
The list of MOU‘s signed is mentioned below:
http://www.ayurveduniversity.edu.in/mou.php
No. Name of Institute/Country
Date of Signing MOU
Date of Expiry
Signing Authority
1 Reidmann International institute for Complimentary Medicine ISRAEL
Sept. 16, 2009
Sept. 15, 2014
- Mrs. Sally Reidman
2 Universitas Hindu Indonesia INDONESIA
Sept. 9, 2011
Sept. 8, 2016
- Director/Rector
3 Brazilian Association of Ayurved BRAZIL
Feb. 17, 2011
Feb. 16, 2016
- Dr. Aderson. M
4 Jionju University SEOUL, South Korea
March 13, 2009
March 12, 2014
- Dr. Nahm-Sik Lee
5 Tapovan Ayurved & Yoga Centre France
Jan. 10, 2011
Jan. 09 2016
- Dr. Kiran Vyas
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6 International Institute of Ayurved Canada
Jan. 10, 2011
Jan. 09, 2016
- Dr. Rakesh Modi
7 Gulf Medical University U.A.E.
Sept. 09, 2011
Sept. 08, 2016
- Mr. Vinod Abraham
8 Children's University GANGHINAGAR
Jan. 09, 2013
Jan. 08, 2018
- The Registrar
9 Saurashtra University RAJKOT
Jan. 09, 2013
Jan. 08, 2018
- The Registrar
10 Swarnim Gujarat Sports University GANDHINAGAR
Jan. 09, 2013
Jan. 08, 2018
- Dr. Jatin Soni Vice Chancellor
11 Somnath Sanskrit University VERAVAL
Sept. 09, 2011
Sept. 08, 2016
The Registrar
12 Academy of Naturopathy (Acupressure) ALLAHABAD
Jan. 09, 2013
Jan. 08, 2018
- Gen. Secretary
13 Prabhav Hem Kamdhenu Girivihar Trust managed RMD Research and Development Center, Wagaldhara VALSAD
Jan. 09, 2013
Jan. 08, 2018
- Director
14 Gujarat State Biotechnology Mission GANDHINAGAR
Jan. 23, 2013
Jan. 22, 2018
The Mission Director
15 Khijda Mandir Trust JAMNAGAR
Aug. 30, 2013
Aug. 29, 2018
The Chief Exec. Trustee
16 NaturaFarm GMBH GERMANY
Dec. 16, 2013
Dec. 15, 2018
Mr. Thomas Schwartz Director
17 The NPO Japan Ayurved Institute JAPAN
Jan. 02, 2014
Jan. 01, 2019
Dr. U.K. Krishna The Director
18 Fundacion De Salud, Ayurved PREMA ARGENTINA
Jan. 01, 2014
Dec. 31, 2018
Dr. Gorge Luis Bera The Director
2.4.11 Does the institution have well defined career advancement policy for Health
Science professionals? If yes, outline the policy.
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At the entry level the faculty is appointed depending on the qualifications and
experience as per CCIM, New Delhi rules and regulations.
The faculty are promoted as per the eligibility criteria prescribed by CCIM.
As per the ordinance of Gujarat Ayurved Universityfor the career advancement
policy there is a Staff Selection Committee (Under Section 20 (1) (xx) of the Act)
which outlines the policy.
The members of the committee shall be:-
(1) Vice-Chancellor.
(2) Registrar
(3) Three Members to be nominated by the Syndicate from the Senate
(4) Two experts to be invited relating to the subject whenever deemed necessary.
In case of selection of the teaching staff of the Under-Graduate College, the
Principal is one of the experts.
2.4.12 How does the institution create synergies with other PG institutes for
generating required number of specialists and super specialists?
The institute already has required number of specialists (Professors, Associate &
Assistant Professors) as per CCIM requirements.
The institute runs a number of post-graduate, Ph. D and Diploma programs in
various subjects, conducted as per the guidelines of University and regulatory
bodies resulting in the generation of a very competent skilled workforce and
knowledge who by nature and requirement serve as catalysts for creating
synergies with other postgraduate institutes for further enrichment and quality
enhancement.
Synergies are created with other institute for joint research projects, academic
activities for sharing of expertise in specialties.
National level postgraduate exchange programmes are available in some
departments.
A number of National and International MOUs have been signed with institution
for academic exchange, joint research initiative and faculty development.
Collaboration with centres of excellence and specialties for fellowships and
training helps in generating professionals with special skills as specialists.
2.4.13 Does the institution conduct capacity building programs / courses in
subspecialties for its faculty?
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The programs are conducted regularly for capacity building have enhanced the
teaching and research abilities of the faculty. The capacity building program
includes:
Workshops for Pedagogy, research skills, development and academic
enhancement.
CMEs, symposia‘s, seminars.
Hands on training for adaptation of new technologies and techniques.
Collaboration with other institutes/Universities for sharing expertise, intellectual
resources and establishing joint academic and research partnership.
Mentioned below is the percentage of the faculty attending/invited in different
seminars/conferences/symposia/workshops etc
Programs Percentage of the faculty
Invited as resource persons in Workshops / Seminars 7%
Conferences organized by external professional agencies 10%
Participated in external Workshops / Seminars / Conferences Recognized by national/ international professional bodies?
30%
Presented papers in Workshops / Seminars / Conferences conducted or Recognized by professional agencies?
30%
Teaching experience in other universities / national institutions and other institutions?
10%
Industrial engagement? 10%
International experience in teaching? 3%
2.5 Evaluation Process and Reforms
2.5.1 How does the university ensure that all the stakeholders are aware of the
evaluation processes that are in place?
For Faculty-
Evaluation process for UG and PG students is as per the rules of the University
and CCIM guidelines and all reforms are immediately implemented. Through
circulars all faculty members are immediately informed so that reforms are
uniformly implemented.
For Students-
The ‗Academic calendar‘ is provided to all the students at the beginning of each
academic year.
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With regards to the entrance examination for various courses in the campus are
concerned, the University through its respective departments conducts the
entrance test (at PG and Ph.D levels), announce the syllabus, paper-style, and
duration of assessment / evaluation (for the preparation of merit list) well in
advance to the students through announcement on its website as well as on the
notice boards of the departments.
With regards to the internal tests / assessment of students are concerned, every
department makes its students aware of the course content, dates of testing and
methods of evaluation giving them sufficient time for preparation.
With regards to the evaluation process, students are informed about the
declaration of their results and made aware of the re-evaluation process of the
University in case they are not satisfied with the obtained marks. Additionally,
the University has a provision through which a student scoring less percentage
(even though he / she might have passed the exam) can re-attempt the PG
examination within five years of the first attempt to improve the score.
The Evaluation process and procedure are widely made known through print
media and electronic media thus making the other stakeholders aware of them.
For Parents-
University makes sure that communication to parents about the performance of
their ward is done through mail or telephonic communication.
2.5.2 What are the important examination reforms initiated by the university and to
what extent have they been implemented in the university departments and
affiliated institutes? Cite a few examples which have positively impacted the
examination management system.
The university has undertaken extensive evaluation reforms and most of them are
implemented.
i) Internal Assessment:
All the undergraduate and postgraduate programs of the university haven provision
of continuous and comprehensive internal assessment and weight age varies from
program to program. These weight ages are further assigned to various learning
activities and thereby student‘s performance is continuously monitored through the
academic year.
ii) Question Paper Setting:
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The Paper setters are required to set three parallel and independent sets of each
question paper with scheme of marking and model answers. This has brought
objectivity in the assessment.
iii) Central Assessment:
All the answer books are assessed centrally in the university. The examiners are
required to come to the University for Assessment. The answer books are masked
and coded and given to the examiners for assessment and after the assessment they
are de-masked and de-coded and mark lists are prepared.
iv) Moderation of Question Papers and Answer books:
The chairman of board of paper setter moderates all three sets of question papers to
avoid any mistake or out of syllabus questions. He also moderates all the answer
books assessed by the examiners which have brought objectivity in the assessment of
answer books.
v) Revaluation and supply of the photocopy of the answer booklets:
If a student feels that he/she has not got appropriate marks then he/she is free to
ask for revaluation of answer books and if not satisfied may ask for the photocopy of
the answer booklets.
vi) Automation of work of Examination Division:
All the work related to examination division from admission to certification is
computerized. All these evaluation reforms of the university have brought
transparency, reliability and credibility in the conduct of examinations and
assessment.
2.5.3 What is the average time taken by the University for Declaration of
examination results? In case of delay, what measures have been taken to
address them? Indicate the mode / media adopted by the university for the
publication of examination results ( e.g. website, SMS, email, etc.)
The average time taken by the University for Declaration of examination results
(from the starting date of the examination to the declaration of results) is around 50-
60 days. The University is exploring ways to bring the average down to below 50
days as a first step of further reforms. The results are put up on the University
website and hard copies are sent to the institute.
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2.5.4. How does the university ensure transparency in the evaluation process?
The university ensures transparency in the process of evaluation, right from
preparation of panels of examiners and paper setters to the declaration of the results.
Internal and external examiners are appointed, as per the norms of the respective
Central Councils, by the Board of Examinations out of the panels prepared by the
respective Board of Studies.
The rigorous steps in this direction include:
In internal and preliminary exams, question paper is set by the respective department heads followed by evaluation of answer sheets and practical exam.
In University exams, panel paper setters and examiners nominated by University sets the question papers and conduct practical exams respectively
Internal and external examiners are appointed as per the norms of the University.
Result is displayed on notice board of the college and records are maintained for the same.
Anonymous coding is maintained and Shuffling of answer scripts is carried out.
Systematic routing of answer scripts to evaluators through a dummy codes.
Generation of independent subject code, paper code, student‘s code and evaluator‘s code.
2.5.5 What are the rigorous features introduced by the university to ensure
confidentiality?
Surveillance of the entire examination process through CCTV.
Continuous monitoring of the examination by Exam committee members.
Printing of admit cards with photographs.
Theory and practical evaluation of each student takes place separately.
Orders for the examiners are issued by the University respectively.
Three parallel and independent question paper sets.
Synopsis and postgraduate dissertation evaluation by external examiners.
Ph.D thesis evaluation is done by four examiners.
Printing of marks statements and degree certificates is done efficiently.
2.5.6 Does the university have an integrated examination platform for the following
processes?
Pre-examination processes –
Time-table generation and Hall tickets are issued by the university
Invigilators – appointed from the faculty of the college
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Attendance sheet – is provided by the university to be filled by the invigilators.
Squads are appointed from the University.
Examination process –
Seating arrangements and other amenities
Issuing stationery (question papers & answer sheets)
Opening of Sealed question papers cover in presence of 2 witnesses prior to
examination
Collection of attendance report and absentee statement
Providing standard samples, instruments, stationeries etc for conducting
practical exam in respective subjects.
Arrangement of accommodation and transportation of external examiners in case
of practical examination
Post-examination processes –
Coding of examination answer scripts.
Handing the sealed answer sheets to the University personnel after the
examination for transportation to University.
Preparation of result by the examiners and forwarding the result to university
maintaining the confidentiality.
Forwarding the CD of CCTV surveillance during the examination to the
University.
Answer sheet evaluation is done at the University.
Publication of result in the university website.
2.5.7 Has the university introduced any reforms in its evaluation process?
The reforms introduced in evaluation process of University have ensured that the
educational objectives are met with both absolute and relative implication of
quality and confidentiality.
Grace marks are given as per the Bye-laws and rules of regulatory bodies.
The identity of candidate and guide is masked before evaluation, to maintain
confidentiality in PG and PhD dissertations.
Four external evaluators are appointed for Ph.D thesis.
A pre-submission presentation by the candidate in his / her respective
department is now the norm in the University which has bettered Ph. D.
evaluation by making the thesis stronger and ridding it off any plagiarism.
An open defense of the thesis is a usual norm nowadays. Guides are aware of
software that checks plagiarism. The PDF formatted softcopy of the submitted
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thesis is also uploaded on the University website to make the Ph. D. process more
transparent besides strengthening the University research-work database. The
University has a database of competent external evaluators in all subjects.
2.5.8 What is the mechanism for redressal of grievances with reference to
examinations?
For redressal of grievances, if any, in the examination process or discrepancy in
marks, or results, students have the option to address the Controller of
Examination.
They can apply for revaluation. Students can apply for verification of the marks
after paying the required fees.
The process of verification is completed within stipulated time.
The facility of obtaining photo copies of assessed and/or moderated answer
books by the candidate is/are extended with a view to bring transparency in the
conduct of examination and ensure its credibility.
The prescribed application form for obtaining the photocopy of answer book can
be obtained from the examination section. The candidate shall fill-up the
prescribed application form for obtaining photocopy of answer book and sign
and submit to the Controller of examination.
The photocopies so obtained by the candidate shall be for his/her personal use. If
the candidate so desires, he/she can use it only for the purpose of getting the
redressal of the grievances through the redressal mechanism provided by the
University related to the examinations.
2.5.9 Does the institution have a Manual for Examinations and if yes, does it
specifically take cognizance of examination malpractices by students, faculty
and non-teaching staff ?
The university has a comprehensive examination manual which illustrates all
aspects of conduct of the examination, the details of rules and regulation,
supervision, malpractice, appeals and grievance redressal. The manual has a specific
chapter on examination malpractices relating to students, faculty and non teaching
staff. It mentions the process of discipline, fixing responsibility of the working
pattern of the unfair means committee and the quantum of punishment.
2.5.10 What efforts have been made by the university to streamline the operations at
the Office of the Controller of Examinations? Mention any significant efforts
which have improved the process and functioning of the examination
division/section.
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The University has provided an exclusive infrastructural space to its Examination
Section. The Controller of Examinations and his entire staff have been provided with
ample physical space and state-of-the-art facilities like latest computers,
communication equipment like FAX, photo-copiers, hi-speed internet etc., and
power inverters so that vital functions of the section can remain operational
throughout the year.
The Examination Division is provided with all necessary infrastructural facilities
such as strong room to store the question papers and answer books, computers
servers, printers, photocopying machines and broad band internet connectivity.
Decentralization of the work at constituent institutions levels, well documented
systems and procedures, objectivity in the assessment of answer books and
automation of the work of examination division has improved the process and
functions of the Examination Division. Additionally, the Examination Section has
made notable automation efforts. Earlier, migration certificate, provisional eligibility
certificate, eligibility certificate, enrolment / enlistment / PG registration work was
carried out manually. Now, the work is updated with the help of web-based
application software. Even, work of the enquiry window is computerized.
2.5.11 What are the efforts of the institution in the assessment of educational
outcomes of its students? Give examples against the practices indicated
below:
Compatibility of education objectives and learning methods with assessment
Principles, methods and practices.
Balance between formative and summative assessments.
Increasing objectivity in formative assessments.
Formative (theory / orals / clinical / practical) internal assessment; choice
Based credit system; grading / marking.
Summative (theory / orals / clinical / practical).
Theory – structure and setting of question papers – Essays, long answers,
Shorts answers and MCQs etc. Questions bank and Key answers.
Objective Structured Clinical Examination (OSCE).
Objective Structured Practical Examination (OSPE).
Any other.
Compatibility of education objectives and learning methods with assessment
principles, methods and practices.
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In the health science course the objective is to prepare professional capable of
looking after the preventive, promotive, curative and rehabilitative aspects of
health.
The learning methods employ didactic lectures, practicals, tutorials, seminars, bed
side clinics, and small group discussion, observation of operations and
procedures, integrated teaching, community visits, diagnostics, awareness and
camps. These learning methods hope to produce graduates with necessary
knowledge, skills, and competency to undertake clinical practice independently.
Hence all assessment methods, principles and practices are designed to assess
these features based on the learning methods employed.
The formative and summative assessment principle consists of testing the
knowledge acquired by theory examination. The application, analysis, synthesis,
decision making and competencies are evaluated during practical examinations
and viva-voce.
The compatibility undergoes scrutiny by a feedback input from the faculty and
students.
Practical skills are evaluated through viva and grand viva.
Ambiguity in questions.
Community oriented education, holistic approach and ethics have a measure in a
specially constructed practical evaluation system.
Balance between formative and summative assessments:
The formative assessment gives the feedback on students performance which
either helps to improvise or sustain the performance of students in summative
assessment.
Unit wise assessment in internal examination and preliminary examination
provides enough exposure to students to face summative examination.
Preliminary examinations are the replica of the university examinations.
Increasing objectivity in formative assessments.
Unitization of LAQ‘s in theory, development of practical skills, maintaining log
books seminars, survey reports, compilations, herbarium and minor research
projects helps to increase objectivity in formative assessments. Different marking
schemes in the undergraduate and post graduate faculties.
Formative (theory / orals / clinical / practical) internal assessment:
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All faculties and departments conduct theory/ oral/ clinical/ practical internal
assessment. The educational outcomes have definitely improved on account of the
internal assessment as it cultivates a habit of continuous learning and monitoring
there to.
Choice based credit system; grading / marking.
Not Applicable
Summative (theory / orals / clinical / practical).
University examination is the final summative examination at the end of each academic year. It includes Theory, Practical, Oral examination and Clinical examination. Submission of Thesis/Dissertations in the PG and PH.D at the end of each academic year. 50% is the minimum passing percentage. Passing both in theory and clinical/practical examinations separately is mandatory. Bed side clinical examinations are carried out in the teaching hospitals. In Post graduate, pre-submission (DRC) is done every 6 months, RDC annually with thesis submission and viva-voice.
Theory – structure and setting of question papers – Essays, long answers, Shorts
answers and MCQs etc. Questions bank and Key answers.
The structured question paper bank contains long essays, short essays, short
answers.
Old Question papers are available in the central library.
Objective Structured Clinical Examination (OSCE).
Not Applicable
Objective Structured Practical Examination (OSPE).
Not Applicable.
2.5.12 Describe the methods of prevention of malpractice, and mention the number of
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cases reported and how are they dealt with ?
1. Examination halls are checked and sealed two days prior to the examination.
2. CCTV and mobile jammers are installed in the examination halls.
3. Video graphing is carried out to prevent impersonation.
4. Vigilance squad is appointed by the Controller of Examination.
5. Examinations are conducted under strict supervision.
6. Unfair means call for severe consequences under the bye laws of the university.
2.6. Student Performance and Learning Outcomes
2.6.1 Has the university articulated its Graduate Attributes? If so, how does it
facilitate and monitor its implementation and outcome?
The Graduate Attributes such as quality and enhanced understanding that a student
should develop as part of the learning process. Students are motivated to acquire
wisdom, to aim high and to serve the society at the time of admission and also
during course by the faculty members. The Graduates are trained towards necessary
attributes like, professionalism, courtesy, basic ethics, empathy while treating
patients, punctuality, discipline, thirst for upgrading knowledge, state of affairs
within our society, etc. They are motivated to involve them in the activities of NSS. It
enables them to be socially responsible.
The desired Graduate attributes of the teaching learning, training program are
articulated as follows –
To be knowledgeable, skilled and competent to provide preventive, promotive
creative medicine.
To perform independently, professionally, and efficiently in urban as well as
rural setting.
The capability of meeting the challenges in health care with reasoned and
informed decisions.
To have appropriate communication and problem solving skills with team
building approach.
To preserve moral and ethical integrity in discharge of duties.
To understand social responsibilities, provide equity and perform without fear or
favour.
To become lifelong student of science imbibed with the spirit of enquiry.
To stand out in intense competitive arenas.
To uphold the values, principles and dignity of the noblest profession
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Monitoring and Implementation:
Carrier guidance of the students is facilitated through Placement cell of the
University.
Formative assessment helps to evaluate the attributes of the graduates.
Regular feed-back helps to monitor the attributes of the graduate.
Maximum absorption of Graduates in the different govt. jobs, various Post
Graduate Entrance examinations and Private practice.
2.6.2 Does the university have clearly stated learning outcomes for its academic
programs? If yes, give details on how the students and staff are made aware of
these?
The University has a very clearly spelt-out learning outcome for its
programmes especially in the higher studies and research oriented
programmes.
The possible and minimum expected outcome is given in the syllabus of the
research oriented portion of the curriculum of PG courses. In case of research
oriented courses, i.e., M.D (Ayu), M.Sc, M.Pharm, and different Ph. D
programmes, students are expected to publish their outcome of the research
in a high indexed peer review and reputed journals as evidences of their
grasp in learning the area of research chosen.
The Faculty is sensitized about the learning outcomes in the department by
the HOD.
The students are informed about them by faculty during the orientation
program and the importance of learning objectives of respective subjects
during departmental teaching.
The teaching program, curriculum and content delivery are designed
accordingly for comprehensive internal and external assessment so that
desired skills and values that are needed to the learner and society are
developed.
2.6.3 How are the institution's teaching-learning and assessment strategies
structured?
to facilitate the achievement of the intended learning outcomes ?
The strategies structured to achieve the intended outcomes include:
1. Providing necessary infrastructure for teaching learning:
a. The lecture halls are spacious well equipped with audio visual aids and E –
enabled.
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b. The laboratories have various features for experimenting, observing, preparing,
demonstrating, and simulating.
c. A good hospital set up with abundant clinical material and well designated
teaching learning areas
d. Museums which constantly undergo additions and up gradation.
e. Digital library with a treasure of books, back volumes, journals, audio visual
assets and e- books/ journals.
2. Pedagogy Methods:
The teaching model is changed from Passive learning to Active learning. It is student
centric with a curriculum that is integrated and competency based as against the
traditional knowledge based one. The teaching learning methods employ small
group discussion, early clinical exposure, community oriented teaching, integrated
teaching, evidence based learning, problem based learning.
3. Research as an integral component of the teaching learning process:
The university encourages participation of Undergraduates in research while for
Postgraduates and Ph.D. students it is mandatory to publish a paper in an indexed
journal. Diploma and M.Sc. students have to write dissertations. Undergraduates
and interns are incited to take up AYUSH/ICMR projects. Research incentives and
awards have been instituted.
Other teaching-learning and assessment strategies followed are: Annual teaching learning programme is designed based on the specific learning
objectives of each department. The academic calendar includes the annual schedule for teaching learning and
evaluation structure. Hands-on practice to transfer theoretical knowledge into practical skill. Seminars and workshops to enhance practical knowledge. Assignments in the concerned subjects to inculcate the habit of reading books
and collecting study materials. Presentations by the students in certain departments. Regular feedback and updates from the stake holders Formative assessment and improvement in teaching pattern according to the
feedbacks are done to increase learning outcomes.
2.6.4 How does the institution ensure that the stated learning outcomes have been
achieved?
The institution ensures that the intended learning outcomes have been achieved
by adhering to the guidelines laid down by the universities.
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The continuous progress assessment helps to know whether the desired
objectives are achieved or not?
Formative evaluation also gives an indication about it.
Results of summative examination are also a strong pointer in that direction.
The number of students who are taking up the various competitive examinations
and are getting admitted to higher studies.
The way Alumni have established themselves in the society occupying high
positions.
Strong positive feedback from the stakeholders also helps in evaluating the
impact of the programme.
Graduates taking up different short term certificate courses like Panchkarma,
Kshar Sutra are able to perform the desired therapies.
2.6.5 How does the university collect and analyse data on student learning outcomes
and use it to overcome the barriers to learning?
It is measured by the examination results conducted by the University. The student‗s
clinical skills are measured by analyzing success rate of the treatment done by them,
feedbacks received from the patients. Regular interactions with the students help
understand the learning outcomes.
2.6.6 What are the new technologies deployed by the university in enhancing student
learning and evaluation and how does it seek to meet fresh/ future challenges?
The following new technologies are adopted to enhance learning:
Using PowerPoint presentation in the class room teaching.
Arranging visits to places of interests (like botanical gardens, excavation sites,
pharmaceutical industry field, etc.).
Encouraging students to search the Internet, to know recent global scenario in
their respective disciplines and to understand requirement and skill needed for
up-liftment and employability.
Encouraging students to read newspapers and watch certain education-oriented
programmes on TV.
Education related videos are also arranged
Special lectures by eminent scholars in respective disciplines
Encouraged to participate in seminars
Any other information regarding Teaching, Learning and Evaluation
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The Institution is dedicated for providing a good Teaching and Learning
environment to the students and faculty. It ensures that the stakeholder i.e. students
and their parents are satisfied. The University is moving in the direction of
integrating newer technologies in all the the aspects. It envisages that use of
technology would help in reducing the time in key aspects involving this criterion,
e.g., in shortening the period of evaluation and reaching results quicker to the
students. It plans to orient its students and faculty on the campus towards the newer
modes of interactive learning to make the teaching-learning activities more exciting
and result-oriented.