A Conceptual Study on Shukragata Vata (Premature Ejaculation) – A Review
Keywords:
Ayurveda, Dosha, Garbotpadana, Manah, Shukra and VaataAbstract
Premature ejaculation (PE) is a common male sexual disorder that is frequently overlooked and resulting untreated. PE is defined as ejaculation before the completion of satisfactory sexual activity for both partners. In Ayurveda, various Acharyas (scholars) have contributed their insights and perspectives to understand diseases and their treatment. This clinical condition is described under Shukragatavata in Ayurveda which is a distinct pathological entity characterized by a group of clinical presentations related with ejaculation impairment and seminal abnormalities among which Sheeghram Munchati (PE) is one. The pathology of the same occurs at three levels of spheres – Sukra, Vata, and Manah. As Shukra is the seventh and final Dhatu, as a Saara (Essence) of all Dhatu, formed by a progressive evolutionary metamorphosis. It is responsible for all systemic bodily processes, including metabolic functions, and a portion of it exits the body during sexual acts which promotes Garbhotpadana (Reproduction). Like Shukra Dhatu, Vata is described as the source of life and the supporter of all living processes, ensuring a long and disorder-free life. Vata also restrains and impels all mental activities, and is responsible for the functional state of mind. All Indriyas (including Upastha) are under the control of Manah and Manah itself is under the control of Vata. All these concepts, that is, Shukra, Vata, and Manah attained superior considerations in Ayurvedic classics. Various ways were also described in ancient Indian erotic literature to trigger orgasm in a female partner, as well as the usage of Shukra Stambhaka medications to enhance control over ejaculation. The intention of this article is to provide a description of Shukragata Vata (PE) in ancient Indian erotic literature and Ayurveda.Downloads
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.