Samanya Chikitsa and Kriyakalpa

Syllabus – subtopics

1. ASamanya Chikitsa of Netraroga
2. BEnumeration of Kriyakalpa
3. CSeka
4. DPindi
5. EVidalaka
6. FAschyotana
7. GTarpana
8. HPutapaka
9. IAnjana

Learning objectives

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

• Enumerate Kriyakalpa, Define and Describe types and dose, Indications and contraindications, Poorva, Pradhana and Pashchat Karma, Kala, Ayoga, Samyak yoga and Atiyoga lakshanas of Seka.Define and Detail Indications and contraindications, Poorva, Pradhana and Pashchat Karma of Pindi and Vidalaka.
• Define, Describe types and dose, Indications and contra indications, Poorva, Pradhana and Pashchat Karma, Kala, Ayoga
• Demonstrate Seka and Pindi.Take informed consent and counsel patients for Kriyakalpas in a simulated environment.
• Define and Discuss Types and dose, indications and contra indications, Poorva, Pradhana and Pashchat karma, Kala, Ayoga, Samyakyoga and Atiyoga Lakshanas, complications and management of Tarpana and Putapaka.
• List the key findings of current research on Tarpana and Putapaka.
• Demonstrate Vidalaka and Aschyotana.
• Summarise the steps involved in Tarpana and Putapaka.
• Define and Explain Types and Dosage, Indications and contraindications, Poorva- Pradhana and Paschat karma, Kala, Heena, Samyaka and Atiyoga lakshanas, Complications of Anjana.Describe Anjana Shalaka.
• List the key findings of current research on Anjana.
• Summarise the steps involved in Anjana.
• M,PT,D P-Practical, Log book,P -VIVA,O- QZ Non Lecture Hour Theory S.No Name of Activity Description of Theory Activity NLHT 2.1 Details of Aschyotana and Researches studies on Aschyotana, Seka, Pindi and Vidalaka. A) Aschyotana (25 minutes) Teacher will form study groups to discuss and share information regarding Aschyotana. Ask the students to study themselves, discuss with peers, review each other’s notes and finally make short notes and record what they have learnt. At the end of session, make students to have group discussions in the class, which will be summed up by the teacher. Utilize pre-class online quizzes or short assignments to gauge students' prior knowledge and preparation for the in-class activities; During class discussions, assessment of engagement can be done by criteria like student participation, level of curiosity, and willingness to ask questions. B) Researches on Aschyotana, Seka, Pindi and Vidalaka.(25 minutes) Ask the students to form four groups and collect relevant research papers and articles, on the topic. Ask them to go to library and ask for Librarian's help.(Pre-class) Make them subdivide subtopics amongst themselves and split time between different activities like searching for articles, reading and taking notes. Ask them to familiarise themselves with tools like EndNote, Zotero, or Mendeley to collect information about primary and secondary sources, such as journal articles,and books. At the end of session, have group discussions in the class, each group 04 minutes; which will be summed up by the teacher. To evaluate the performance, Peer assessment can be done. NLHT 2.2 Review of Research studies on Tarpana and Putapaka. A)Teacher will form four study groups to discuss and share information- Two each for Tarpana and Putapaka. Teacher can subdivide subtopics amongst the students and split time between different activities like searching for articles, reading and taking notes. Students will study themselves, discuss with peers, review each other’s notes.(Pre-class) OR B)Teacher will ask the students to go to library and ask for Librarian's help, Students can be asked to familiarise themselves with tools like EndNote, Zotero, or Mendeley and collect information from primary and secondary sources, such as journal articles, books etc.(Pre-class) C) At the end of session students must be asked to summarize and record what they have learned.They should make posters and present in the class. A time of 10 minutes should be alloted to each group. Evaluation of posters- To evaluate Consider criteria like Overall impression, Blank Spaces, Balance, Relation between text and graphs, Text size, Structure and reading fluency, Contents. NLHT 2.3 Discussion on Research studies on Anjana. A) Teacher will form study groups to discuss and share information, Students will study themselves, discuss with peers, review each other’s notes.(Pre-class) Students will be asked to go to library and ask Librarian's help, Teacher can subdivide subtopics amongst them and split time between different activities like searching for articles, reading and taking notes. Students will be asked to familiarise themselves with tools like Zotero, to collect information about primary and secondary sources, such as journal articles, books. (30 min. of the class time.) At the end of session, they should summarize what they have learned. Choose randomly two students from each group to present (05- 10 min. each) B) Students should be encouraged to reflect on their own performance and identify areas for improvement. Self-assessment can be done on parameters like:- Team work and collegiality, empathy and openness, ethical awareness, work planning, scientific method of working, structuring, coping with mistakes, and priorities. Non Lecture Hour Practical S.No Name of Practical Description of Practical Activity NLHP 2.1 A) Procedures of Seka and Pindi. B) Method of taking Informed consent from patients. A) Ask the Students to observe and perform the procedures under supervision. OR B)Teacher may show recorded procedures to give students a realistic view of the process. Pause at key moments to explain important steps. Explain each step thoroughly, including the rationale behind each action. OR C) Use anatomical models, diagrams, and 3D animations to illustrate. D) Provide students with procedural checklists to help them remember the steps and ensure nothing is missed. E) Promote teamwork and collaboration among students, encouraging them to learn from each other’s experiences.Stress the importance of maintaining professionalism, confidentiality, and empathy towards patients. Evaluation can be done by Direct Observation of Procedural Skills (DOPS) The trainee receives constructive feedback that focuses on essential skills. An assessor observes a trainee performing a procedure. The assessor records their observations on a structured form. The assessor provides immediate feedback to the trainee. Proforma for DOPS can be found at https://www.iscp.ac.uk/static/public/DOPSJul2015.pdf. F) Ask the Students to learn to take informed consent for Kriyakalpas by role play. G)Assign roles to students, such as the patient, the primary care provider, a nurse, and an observer. Rotate roles to ensure each student gets to practice different aspects of management. NLHP 2.2 Demonstration on Vidalaka and Aschyotana. A) Ask the students to observe and perform the procedures under supervision. B) Teacher may show recorded procedures to give students a realistic view of the process. Pause at key moments to explain important steps. Explain each step thoroughly, including the rationale behind each action. OR C) Use anatomical models, diagrams, and 3D animations to illustrate. D )Provide students with procedural checklists to help them remember the steps and ensure nothing is missed. E) Promote teamwork and collaboration among students, Stress the importance of maintaining professionalism, confidentiality, and empathy towards patients. Ask the students to maintain log book. G)Evaluation can be done by Direct Observation of Procedural Skills (DOPS) The trainee receives constructive feedback that focuses on essential skills. An assessor observes a trainee performing a procedure. The assessor records their observations on a structured form. The assessor provides immediate feedback to the trainee. NLHP 2.3 Discussion on Tarpana and Putapaka. A) Divide students into groups of 04-06 students. Ask the students to observe the technique of preparation of Mashapali, administration of Tarpana, preparation of Putapaka Rasa and administration of Putapaka and outcomes. Teacher may show recorded procedures to give students a realistic view of the process. Pause at key moments to explain important steps. Explain each step thoroughly, including the rationale behind each action. OR Use anatomical models, diagrams, and 3D animations to illustrate. B)Provide students with procedural checklists to help them remember the steps and ensure nothing is missed. C) Promote teamwork and collaboration among students, encouraging them to learn from each other’s experiences. Stress the importance of maintaining professionalism, confidentiality, and empathy towards patients. D) Conduct online quiz to evaluate students. NLHP 2.4 Procedure of Anjana. A) Divide the students into groups of 04-06. Ask the Students to observe the procedures while being conducted in hospital, under supervision. OR B)Teacher may show recorded procedures to give students a realistic view of the process. Pause at key moments to explain important steps. Explain each step thoroughly, including the rationale behind each action. OR C)Use anatomical models, diagrams, and 3D animations to illustrate. D) Provide students with procedural checklists to help them remember the steps and ensure nothing is missed. E) Promote teamwork and collaboration among students, encouraging them to learn from each other’s experiences.Stress the importance of maintaining professionalism, confidentiality, and empathy towards patients. F) To assess, use online quiz or evaluate the log book.

MCQs on this topic

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Important questions

• LAQ Describe the Kriyakalpas with special reference to Tarpana and Putapaka. (Practice)