Integrating Soft Skills into Ayurveda Graduates: A Contemporary Imperative

Authors

  • Gaurav Soni Assistant Professor, Department of Rachana Sharir, North Eastern Institute of Ayurveda and Homoeopathy Shillong, Meghalaya, India. Author
  • Neelam Lecturer, Department of Dravya Guna, North Eastern Institute of Ayurveda and Homoeopathy, Shillong, Meghalaya, India. Author

Keywords:

Bachelor of Ayurvedic medicine, surgery education, Communication, Curriculum development, Empathy, Soft skills

Abstract

Introduction: The Bachelor of Ayurvedic Medicine and Surgery (BAMS) curriculum immerses students in Ayurvedic principles, transforming them into stewards of this ancient therapeutic system. Upon graduation, practitioners frequently engage in public healthcare environments, where they encounter problems such as patient animosity, unprofessional conduct, and emotionally sensitive situations. BAMS graduates possess expertise in Ayurvedic principles; yet the lack of structured soft skills training leads to heightened stress and anxiety in their professional endeavors. Materials and Methods: This review study investigates the significance of soft skills – namely effective communication, empathy, adaptability, and teamwork – in improving the professional preparedness of BAMS graduate. Innovative pedagogical tools, such as interactive training modules, role-playing situations, and mindfulness practices, are suggested for incorporation into the curriculum. Results: Incorporating specialized soft skills training in the BAMS program provides practitioners with the necessary tools to manage difficult situations, establish patient trust, and cultivate collaborative professional relationships. These interventions equip graduates to handle stress competently, adapt to evolving situations, and deliver comprehensive, patient-centered care. Discussion: Soft skills are essential for BAMS practitioners operating in varied and challenging public healthcare environments. By incorporating the curriculum to incorporate systematic soft skills training, Ayurveda education can cultivate well-rounded professionals who resonate with the tradition’s holistic principles. Subsequent study ought to assess the effects of these curriculum modifications on practitioner well-being and patient satisfaction. Conclusion:  By recognizing the importance of soft skills and incorporating focused tactics into the curriculum, educational institutions can enable BAMS students to adeptly navigate the intricacies of healthcare with empathy and professionalism.

Downloads

Download data is not yet available.

References

1. Narayan J. Teaching reforms required for Ayurveda. J Ayurveda Integr Med. 2010;1(2):150-7.

2. Soni G, Neelam. Introduction of transitional curriculum (TC) for the first-year undergraduate in Ayurveda, a welcome move by the Ministry of Ayush. J Ayurveda Integr Med. 2022;13(2):100551.

3. Patacsil FF, Tablatin CL. Exploring the importance of soft and hard skills as perceived by it internship students and industry: A gap analysis. J Technol Sci Educ. 2017;7(3):347-68.

4. Telang-Chaudhari S, Baxi G, Bhalerao S. Competency based education in Ayurveda: Need of the hour? Anc Sci Life. 2014;34(2):119-20. 5. Ambesh P. Violence against doctors in the Indian subcontinent: A rising bane. Indian Heart J. 2016;68(5):749-50.

6. Iorio S, Cilione M, Martini M, Tofani M, Gazzaniga V. Soft skills are hard skills-a historical perspective. Medicina (Kaunas). 2022;58(8):1044.

7. Deepak MV, Pragati W, Suwarna DV. Teaching learning process in ancient ayurvedic text -Charak Samhita. J Educ Technol Heal Sci. 2022;8(3):83-7.

8. Tomar GS, Tomar NK. Khuddakachatushpada adhyaya. In: Dixit US, Dixit YS, Deole GB, editor. Charak Samhita New Edition. 1st ed. Jamnagar, India: Charak Samhita Research, Training and Skill Development Centre (CSRTSDC); 2020. p. 11. Available from: https://www.carakasamhitaonline.com/mediawiki-1.32.1/ index.php?title=khuddakachatushpada_adhyaya&oldid=42541 [Last accessed on 2024 Nov 23].

9. Gadad GG, Holeyache AB. “Classes beyond the walls” -a reexploring method of teaching in ayurveda education over conventional approach. J Ayurveda Integr Med. 2023;14:100724.

10. Ravichandran T. Developing Soft Skills and Personality; 2019. p. 1. Available from: https://onlinecourses.nptel.ac.in/noc19_hs32/ preview [Last accessed on 2023 Nov 19].

11. Jackson VA, Back AL. Teaching communication skills using role play: An experience-based guide for educators. J Palliat Med. 2011;14(6):775-80.

12. Sancho-Cantus D, Cubero-Plazas L, Botella Navas M, Castellano Rioja E, Cañabate Ros M. Importance of soft skills in health sciences students and their repercussion after the COVID-19 epidemic: Scoping review. Int J Environ Res Public Health. 2023;20(6):4901.

13. Abraham TH, Stewart GL, Solimeo SL. The importance of soft skills development in a hard data world: Learning from interviews with healthcare leaders. BMC Med Educ. 2021;21:147.

14. Patwardhan K. Medical education in India: Time to encourage cross-talk between different streams. J Ayurveda Integr Med. 2013;4(1):52-5.

15. Adlakha V, Jha T, Sahoo P, Aishwarya Muralidharan DB. Students’ perception of lacunae in medical education in India, and suggestions for reforms. Natl Med J India. 2018;31(1):29-31.

16. Sunarto MJ. Improving students soft skills using thinking process profile based on personality types. Int J Eval Res Educ. 2015;4(3):118. 17. Van Staden CW, Joubert PM, Pickworth GE, Roos JL, Bergh AM, Krüger C, Schurink WJ, Du Preez RR, Grey SV, Lindeque BG. The conceptualisation of soft skills among medical students before and after curriculum reform. South Afr Psychiatry Rev. 2006;9(1):33-7.

Downloads

Published

2025-02-20

How to Cite

Soni, G., & Neelam. (2025). Integrating Soft Skills into Ayurveda Graduates: A Contemporary Imperative . International Research Journal of Ayurveda and Yoga, 8(1), 28-31. https://journals.acspublisher.com/index.php/irjay/article/view/20853