Rasayana

Syllabus – subtopics

1. •Principles, indications & dosage of Rasayana according to the ayu(age)
2. •Aachara Rasayana in clinical practice
3. •Evidence based Rasayana
4. •Naimittika rasayana
5. •Medhya rasayana
6. •Kanthya rasayana
7. •Varnya rasayana
8. •Keshya rasayana
9. •Chikitsa karmukatva, Matra, Sevana kala & Anupana of various Vyadhihara rasayana

Learning objectives

At the end of this topic the student should be able to… (NCISM Table 3)

• Retrieve the Indications of Rasayana & Comprehend the Dose of Rasayana according to Ayu(age) of the patient/subject
• Identify the role of Aachara Rasayana in clinical practice
• Elaborate the application & benefits of Naimittika Rasayana with examples.
• lassify the given Vyadhihara Rasayana according to its Chikitsa karmukatva, Matra, Aushadha sevana kala & AnupanaAamalaki RasayanaBhallataka RasayanaVardhamana Pippali Rasayana
• Explain the Chikitsa karmukatva, Matra, Aushadha sevana kala & Anupana of the following Vyadhihara Rasayana Tuvaraka Rasayana
• Elaborate the Aushadha sevana kala, Matra & Anupana along with the Chikitsa Karmukatva of the following Vyadhihara RasayanaTriphala RasayanaChyavanprashaAgastya HaritakiKushmanda Rasayana
• Demonstrate the use of single herbs as Rasayana in Chikitsa
• Integrate the Evidence based therapeutic effects of Rasayana
• Illustrate a treatment protocol incorporating a Rasayana
• Devise an ideal Rasayana protocol as Apunarbhava Chikitsa
• Devise an appropriate treatment protocol in a case study/case scenario applying the principles of Rasayana
• Formulate appropriate Rasayana in the given caseKanthya RasayanaVarnya RasayanaKeshya RasayanaMedhya
• RasayanaNaimittika Rasayana – ShwasaNaimittika Rasayana – Tvacha roga CD,DIS book, C-VC Non Lecture Hour Theory S.No Name of Activity Description of Theory Activity NLHT 24.1 Application of the properties of the single herbs for using them as Rasayana Discussion on justifying the use of single herbs as Rasayana in Chikitsa Group Discussion The students participate in Groups as per the instructions of the Mentor Mentor allots single herb to each group to discuss their Rasayana properties. Each group discusses about kalpana, matra & anupana of the alloted herb. Each group gives a ppt presentation on the allotted topic. The Mentor concludes the session with remarks NLHT 24.2 Evidence based therapeutic effects of Rasayana Utilization of Library resources by the students to collect information on Rasayana from peer- reviewed Indexed Journals Team based learning The Mentor selects few students & divide them into 4 teams Each team is instructed to search articles related to rasayana in peer- reviewed indexed journals to gather information. The teams refer to & collect the necessary information from the referred research article of library sources Each team discusses the contents and presents the summary. Other students are encouraged to participate in the discussion under supervision of mentor. The Mentor provides concluding remarks on the presentation. NLHT 24.3 Utility of Naimittika Rasayana in a treatment protocol Case Based Learning The Mentor allots simulated disease condition to the students The students are expected to chalk out an appropriate chikitsa yojana along with rasayana prayog for the given diagnosis. A discussion is generated among the students for the given topics Selected Students will present the given topic under the supervision of mentor. The Mentor concludes the class will remarks NLHT 24.4 Planning of Apunarbhava Chikitsa applying the principles & procedures of Rasayana Therapy Flipped classroom Students are divided into small groups by the mentor students in the group are asked to prepare a presentation on the role of rasayana in apunarbhava chikitsa In the following lecture, groups present the sequential procedures of rasayana therapy (purva & pradhana karma). Other group students are encouraged to participate in the discussion The Mentor supervises the presentations & provides guidance Non Lecture Hour Practical S.No Name of Practical Description of Practical Activity NLHP 24.1 Devise a treatment plan according to principles of Rasayana. Bedside Demonstration- 3 Long cases x 2 hours = 6 hours per batch Documentation of a case/condition requiring Rasayana Selection of appropriate Rasayana dravya by the student. The Mentor takes students to the ward/OPD of Kayachikitsa. Students in the clinical batch select a case requiring rasayana. Mentor shows the construction of the chikitsa yojana and documenting it in the following steps The students shall introduce self to the patient and take verbal consent. The students shall interrogate the patient and document the clinical history. The students further brief the patient about the steps in examination that will be performed on him/her. The students perform the relevant clinical examinations adopting the Ayurvedic and conventional clinical methods of examination. The available investigation reports are interpreted by the students. The students analyze the nidana panchaka and extent of alteration in samprapti ghataka. The students interpret the collected information and state the vyadhi nama (arrive at a tentative clinical diagnosis) following the method of vyavachedaka nidana (differential diagnosis) The students determine the sadhyaasadhyata (prognosis) of the disease in the patient. The students construct the chikitsa yojana & prescribes certain rasayana required for the diagnosed disease. The students recommend pathyaapathya to the patient. Finally, the students address the doubts of the patient & acknowledge his/her cooperation in the case taking. The students present and discuss the documented long case. The mentor facilitates the case presentation. The mentor evaluates the student’s performance, knowledge, psychomotor and communication skills using rubrics or checklist and gives the feedback. Remedial measures should be implemented if found necessary. NLHP 24.2 Formulate a treatment plan using appropriate enlisted Rasayana Case Based Learning - 2 Short cases x 1 hour = 2 hours per batch The Mentor takes students to the ward/OPD of Kayachikitsa & assigns them a case requiring rasayana treatment. Mentor shows the art of writing a rational treatment prescription and documenting it in the following steps: The students shall introduce self to the patient and take verbal consent. The students shall interrogate the patient and document the clinical history. The students further brief the patient about the steps in examination that will be performed on him/her. The students perform the relevant clinical examinations adopting the Ayurvedic and conventional clinical methods of examination of the involved system The available investigation reports are interpreted by the students. The students interpret the collected information and state the vyadhi nama (arrive at a tentative clinical diagnosis) following the method of vyavachedaka nidana (differential diagnosis) The students determine the sadhyaasadhyata (prognosis) of the disease in the patient. The students formulate a rational treatment prescription for the diagnosed disease & plan the appropriate rasayana therapy enlisted below. Kanthya Rasayana, Varnya Rasayana, Keshya Rasayana, Medhya Rasayana, Naimittika Rasayana – Shwasa, Naimittika Rasayana – Tvacha roga. The students recommend pathyaapathya to the patient. Finally, the students address the doubts of the patient & acknowledge his/her cooperation in the case taking. The students present and discuss the documented short case. The mentor facilitates the case presentation. The mentor evaluates the student’s performance, knowledge, psychomotor and communication skills using rubrics or checklist and gives the feedback. Remedial measures should be implemented if found necessary.

MCQs on this topic

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Important questions

• LAQ Define Rasayana. Describe its classification and the method of Kutipraveshika Rasayana. (Practice)