History of

The College of Ayurveda (UK), Milton Keynes

Introduction

The fore runner to the College of Ayurveda (UK) was the Diploma of Ayurveda programme developed by the Āyurvedic Medical Association based on the vision of Dr. Shanta Godagama. This programme was successfully affiliated to the Institute for Complementary Medicine (UK) in August 1997, which herald the beginnings of the present College of Ayurveda (UK).

The College of Ayurveda (UK) was thus, established in 1997 as an independent non-profit making institute operating under the auspices of the Āyurvedic Medical Association (UK). It offered a comprehensive programme of Āyurvedic education, training, research and healthcare that is based on traditional Vedic principles and yet integrates and reflects on modern medical and technological advances. Since its inauguration, the College administration was based at Milton Keynes in Buckinghamshire.

The first group of 12 students enrolled in September 1997, and were taught at St. Mary’s Hospital Post-graduate Medical Centre, London. The curriculum was based on that which as approved by the Institute for Complementary Medicine but was tweaked to comply with the following information from Gujarat Ayurveda University, and Pune University in India and the University of Colombo, Sri Lanka.

In July 2000 the College, was incorporated as a private limited company in the UK by the Companies House. The fiscal administration was moved to Astral House, Granville Way, Bicester, while the academic administration remained at Great Linford, Milton Keynes. The College adopted the following mission and objectives:

  • To provide the most up-to-date and comprehensive Āyurvedic medical education within a traditional setting to fulfil the needs of a disease-free society in the UK.

  • To promote the values of a tolerant and democratic society, ideals of scholarship and the benefits of life-long education and training.

  • To develop and support educational programmes and select a student body of such a size that every student has a quality and relevant educational experience.

  • To provide students with clearly defined academic programmes, competent teaching, a caring and supportive academic structure and an attractive and facilitating environment.

These ideals were reflected in the College curriculum, annual conferences hosted by the College, and in the provision of workshops and CPD programmes. The College recognises the three main professional bodies representing Āyurvedic practitioners in the UK, namely, the Āyurvedic Medical Association (UK), the British Association for Accredited Āyurvedic Practitioners, and the Āyurvedic Practitioners’ Association UK. Upon successful completion of the Ayurveda programme offered by the College, the graduates can choose to join any of these professional bodies as well as the Complementary Therapists’ Association.

In June 2001, the College moved its teaching to the facilities at Kailash Centre for Oriental Medicine, St. Johns Wood, London. This enabled the College to establish a small dedicated Library, and Clinical facilities in addition to improved classrooms. This year, the College also had an expansion of student numbers.

In January 2002, the College was fortunate to recruit Dr. Palitha Serasinghe as Assistant Director of the College, who was previously seconded to the College by the Dept. of Indigenous Medicine, University of Colombo, Sri Lanka, where he was the Head of Dravyaguna Dept. The currently faculty consists of qualified Āyurvedic and allopathic physicians, and scholars of allied disciplines. Teachers and experts regularly visit the College from Sri Lanka and India to advice and participate in its teaching programmes and workshops.

In July 2002, the first group of students completed the 3-year Diploma in Ayurveda programme and qualified as Ayurveda Therapists. Of the 12 student who enrolled in the programme, 3 did not complete and 9 completed, of them 2 proceeded to the MSc programme in Āyurvedic Medicine, which was later offered by the Middlesex University in collaboration with the College of Ayurveda (UK).

In 2003, as part of fulfilling its mission, College successfully approached the Middlesex University with a view of developing Ayurveda programmes as part of its Complementary Medicine portfolio of programmes.

In addition to Western herbalism and Chinese medicine, Ayurveda form the core of a WHO recognised system of Traditional Medicine. According to WHO Fact Sheet No. 134, 1996: “The term ‘traditional medicine’ refers to ways of protecting and restoring health that existed before the arrival of modern medicine. As the term implies, these approaches to health belong to the traditions of each country, and have been handed down from generation to generation. Traditional systems in general have had to meet the needs of the local communities for many centuries. China and India, for example, have developed very sophisticated systems such as acupuncture and Āyurvedic medicine”. Thus, the triad of Western Herbal Medicine, Traditional Chinese Medicine and Āyurvedic Medicine can be developed within Middlesex University as the core of Complementary and Alternative Medicine (CAM) systems.

In 2004, the College successfully negotiated with the Middlesex University, London the use of its teaching/learning facilities at the Archway Campus, London. This move provided better and improved teaching facilities for the students while maintaining the Clinical facilities at Kailash Centre, London.

Following successful negotiations, In June 2004, a team from the Quality Assurance and Services Dept. of the Middlesex University conducted an institutional visit to the College of Ayurveda, Milton Keynes and its teaching facilities at Kailash Centre in London. The team in its report commended the College of Ayurveda on the learning opportunities provided, the commitment of its staff and successful use of learning contracts. The team recommended to the Deputy-Vice-Chancellor of Middlesex University that he grant institutional approval to the College of Ayurveda without prejudice to the outcome of any future validation event. The College accepted the conditions, which was acknowledged by the Deputy Vice Chancellor of Middlesex University. This paved the way for the College of Ayurveda to embark on a joint collaborative partnership with the Middlesex University, London.

In 2005, the College having successfully gained Institutional recognition, embarked on the joint curriculum development and delivery with School of Health and Social Sciences of the Middlesex University.

The College of Ayurveda recognises that a variety of educational formats are needed to meet the growing demands and different needs of students. The College pioneers an innovative blended-learning programme which is based on e-learning via the internet and class-room based tutorials. It offers a wide variety of students the opportunity to learn Ayurveda at a distance and receive the same experience and credits similar to full-time education without sacrificing quality or quantity. The class-room tutorials are during the weekends (a total of 16 tutor-contact hours per week). This is equivalent to the QAA criteria for full-time education.

The College of Ayurveda offered a 3-year Diploma in Āyurvedic Healthcare and an additional 1-year for the award of Advance Diploma in Āyurvedic Medicine. A salient feature of the program design is that at the end of each year the student has an opportunity to gain a qualification. At the successful completion of year 1, the student is awarded the Certificate in Āyurvedic Massage and the student can practice as Massage Therapist. At the successful completion of year 2, the student is awarded the Certificate of Āyurvedic Nutrition, and the student can practice as an Āyurvedic Nutritionist. And on successful completion of year 3, the student is awarded the Diploma in Āyurvedic Healthcare, and the student can practice as an Āyurvedic Clinical Therapist. Currently, the student can apply for membership of the Complementary Therapist Association and obtain insurance to practice through them. Also the student can, after year 3, proceed to complete year 4 and if successful, be awarded the Advanced Diploma in Āyurvedic Medicine and become a full-member of the Āyurvedic Medical Association and obtain insurance to practice as an Āyurvedic Herbal Practitioner.

The College uses a variety of methods for the delivery of the course, including written and audio materials, the Internet and disc-based software. The materials are composed of originally-authored work (Caraka, Susruta, Vagbhata) by in-house and external academic contributors, as well as the use of modern textbooks and materials for Western subjects. The course is module-based, for all modules, students are supported on their work and are generally available to them at face-to-face tutorials, by telephone, and/or on the Internet/skype. The week-end tutorials are mandatory for all modules. All taught modules require 75% attendance and practical components require 90% attendance.

Course modules are assessed using an equal weighting of examination and coursework. The coursework component normally consists of tutor marked assignments (TMAs) in the form of multiple-choice, true-false and short answer questions, and may also include projects and graded-practical. The examinable component is usually a proctored unseen three-hour paper regardless of the size of the module (although on some modules it can be open-book questions).

All module results are issued on a graded basis, consisting of Pass grades 1 (threshold 85%, a distinction), 2 (75-84%, merit), 3 (50-69%, a pass) and fail (below 50%). This grade is calculated as the lower of the overall coursework assessment score (OCAS) and overall examination score (OES). These grades are weighted according to their level, and combined to calculate the classification of an award. The Diploma will weight year 2 modules twice as much as year 1 module and year 3 modules are weight equally. In the Advanced Diploma programme, all modules are equally weighted.

Students completing the Advanced Diploma in Āyurvedic Medicine course should be able to respond to changing needs, to government initiatives and to research findings in developing their skills as life-long learners and practitioners of Āyurvedic medicine. Opportunities for shared learning, joint training and multi-professional collaboration are inherent in the structure and delivery of the programme.

The overarching aim of the programme is to support the development of Traditional Āyurvedic Medicine as a specialised health care discipline within the field of Complementary and Alternative Medicine, and to create the optimal educational conditions where students are able to gain the knowledge, competences, experience and life-skills necessary to embark on and sustain a career in Āyurvedic Medicine, providing safe, effective and ethical treatment for their patients.

This was the status quo of the College programmes at the time of collaboration with Middlesex University, for the development of their Āyurvedic programme portfolio.

In 2005, after a long process of negotiation and preparation, the University validated the first undergraduate and post-graduate programmes in Āyurvedic Medicine in the Western world (outside India and Sri Lanka). The Ministry of indigenous Medicine, Sri Lanka and Dept. of AYUSH, Ministry of Health and Family Welfare, India and major Āyurvedic universities in India and Sri Lanka played a major role in shaping the curriculum. The core curriculum was based on the Dept. of AYUSH, India and WHO benchmark for Category1 Type 2 Āyurvedic practitioner education, and the proposed core curriculum for Āyurvedic Medicine in UK prepared by the Department of Health Herbal Medicines Regulatory Working Group.

In September 2005, Middlesex University admitted all the students from College of Ayurveda the BSc (Hons) Complementary Health Sciences (Ayurveda) at reciprocal levels of training.

Following the joint collaborative partnership with Middlesex University, the College of Ayurveda ceased to offer Ayurveda courses, but remained as an independent institute. The success of the students adapting to the university level of training is apparent from the first External Examiner’s Report of the academic year 2005/2006; which highlighted the dedication and commitment of the University and College staff.

In 2007, the College of Ayurveda (UK) signed a Memorandum of Co-operation with Middlesex University, for the provision of Joint Collaborative programmes: BSc Complementary Health Sciences (Ayurveda) and PG Dip/MSc Āyurvedic medicine.

In 2009, the College of Ayurveda (UK) was registered on the Register of Learning Providers (UKRLP). (see annex 15).

In September 2009, following internal reorganisation of the academic processes at the Middlesex University, the BSc (Hons) Complementary Health Sciences (Ayurveda) was renamed as BSc (Hons) Āyurvedic Medicine, with the named exit qualification as BSc (Hons) Āyurvedic Studies, to reflect the Therapist level of training.

In 2011, the Government announced an increase of tuition fees for Under-graduate University students. Following which the Middlesex University increased the fee for new starters from 2012/2013. This mainly affected mature students because if they were not first time undergraduate students they were unable to avail Students Loan. This had consequences for the Ayurveda programme, where almost all of the students are mature students. Out of 15 successful applicants to the Ayurveda programme only 3 students were able to procure Student Loan, as a result the University had no alternative but to withdraw the programme.

In 2012, the University decided to offer only the post-graduate programme in Āyurvedic Medicine, and it re-validated its existing provision, and the College continued to see-off the existing undergraduate students until its closure. This situation prompted the College of Ayurveda to offer the undergraduate level programme.

In September 2012, the first group of students were admitted to new 3-year Diploma in Āyurvedic Healthcare (Āyurvedic Herbal Clinical Therapist) and with an addition 1 year for the Higher Diploma in Āyurvedic Medicine (Āyurvedic Medical Practitioner) Course(s).

In April 2014, another important milestone was achieved in the history of the College of Ayurveda (UK), when it was invited by the Department for Business Innovation & Skills, to participate in a study of Alternative Providers of Higher Education in the UK.

The following is a brief summary of the time-line in the history of the College of Ayurveda (UK) from its inception to-date:

1997

Diploma in Āyurveda initiated by Āyurvedic Medical Association and affiliated by the Institute of Complementary Medicine.

1998

Establishment of the College of Ayurveda (UK).

First group of students admitted to College, and taught at St. Mary’s Hospital Post-graduate Centre, London.

2000

Incorporation of the College of Ayurveda (UK) as a Limited Company.

2001

Recruited Dr. Palitha Serasinghe from University of Colombo, Sri Lanka, as Assistant Director of College of Āyurveda (UK)

Teaching facilities moved to Kailash Centre for Oriental Medicine, St. Johns’ Wood, London.

2002

The first group of students to complete the Diploma in Ayurveda.

2003

Commenced negotiation with Middlesex University for the establishment of a Joint Āyurveda programme.

2004

Moved teaching facilities to Middlesex University Higher Education Centre, Archway, London.

Institutional Visit to the College of Ayurveda by Quality Assurance and Audit Services of the Middlesex University.

Commenced Joint curriculum development with Middlesex University.

2005

Validation of the Joint Undergraduate and Post-graduate programmes by Middlesex University.

Admission of the first group of students to the Ayurveda programme at Middlesex University jointly taught by the College of Ayurveda (UK).

2007

Inauguration of Ayurveda \student \Teaching Clinics in London in collaboration with Ministry of Indigenous Medicine, Sri Lanka and the Sri Lanka High Commission, London.

Memorandum of Co-operation between Middlesex University and College of Ayurveda for the development and delivery of BSc Complementary Health Sciences: Ayurveda, and PG Dip/MSc Āyurvedic Medicine.

2009

College of Ayurveda registered on the UK Register of Learning Providers.

Revalidation of undergraduate Ayurveda programme by Middlesex University after change of award name.

2011

Government announced increase of University tuition fees for undergraduate students.

2012

Closure of undergraduate Ayurveda programme by Middlesex University.

First group of students admitted to the 4-year Higher Diploma in Āyurvedic Medicine course offered by the College of Ayurveda (UK)

2014

College of Ayurveda invited by Dept. of Business Innovation and Skills to participate in a study the Alternative Providers of Higher Education in the UK.

2015

Seeking accreditation for the College programmes from the Association Master Herbalists.

2016

Therapeutic Yoga Training module was incorporated into the Year 3 College curriculum.

2017

Manasika Rogas (Mental Healthcare) module was incorporated into the Year 3 College curriculum.

Currently the College of Ayurveda (UK) offers a 4½-year, Diploma in Higher Education (Ayurvedic Medicine) Course. Tis programme is similar in structure and credit offering to the Masters in Ayurvedic Medicine programme offered by the Middlesex University. The curriculum is based on the Benchmarks for Training in Ayurveda developed by the WHO (2010), Category I, Type I curriculum for Ayurveda practitioners.

DIPLOMA IN HIGHER EDUCATION (AYURVEDIC MEDICINE)

This innovative programme, offers the student a comprehensive and integrated framework, combining Āyurvedic wisdom and understanding with Modern medical science, which best suits the needs of the UK and allied European countries. The unique feature of the programme is to provide an opportunity to exit with a recognised qualification at the successful completion of each year.

In this course, the students will gain extensive knowledge and understanding of Fundamental Āyurvedic concepts, Āyurvedic and Modern Anatomy, Physiology and Pathophysiology, Counselling Skills, Āyurvedic Massage, Concepts of Āyurvedic and Modern Nutrition & Dietetics, Āyurvedic and Western Pathology, Diagnostics, and Therapeutics, including Āyurvedic and Western Herbology. Āyurvedic Pharmacy and Dispensing skills, and Yoga and Lifestyle management practices. Extensive clinical practice is undertaken to establish your confidence before you become a qualified Āyurvedic Physician.

As an Āyurvedic Therapists one will be able to take a comprehensive history, perform a thorough assessment to determine the prakṛti (body constitution) and vikṛti (imbalance state) of your patient, make an informed diagnosis, prescribe simple herbal remedies and therapies such as nutrition, massage, yoga, meditation, pranayama, life-style management, and/or refer clients to another healthcare professional if it is outside the therapist’s scope of practice.

Programme Structure:

Year 1: (CATS Level 4) 120 credits

Code

Module Title

Credits

DHE 101

Applied Human Anatomy and Physiology

[Including Rachana sharira & Kriya sharira]

30

DHE 102

Fundamental Principles of Ayurveda (Maulik Siddhanta)

[including Padartha, Ithihas, Sanskrit, Astanga Hrdayam]

30

DHE 103

Counselling, Therapeutic Skills and Human Values in Healthcare

30

DHE 104

Principles and Practice of Ayurvedic Massage

30

Practice

One (1) week Residential Practice in Normandy, France.

Year 2: (CATS Level 5) 120 credits

Code

Module Title

Credits

DHE 201

Ayurvedic Diet, Nutrition and Life-style (Swasthavrtta)

30

DHE 202

Ayurvedic and Modern Aetiopathology (Roga Nidāna)

30

DHE 203

Ayurveda and Modern Pharmacology & Materia Medica (Dravyaguṇa vijñāna)

30

DHE 204

Integrated Approach to Diagnostic Methods and Investigations

30

Practice

Two (2) weeks Residential practice in Cornwall. U.K.

Year 3: (CATS Level 6) 120 credits

Code

Module Title

Credits

DHE 301

Ayurvedic Pharmacy, Alchemy and Dispensing Skills (Bhaisajya Kalpana avum Rasa Shastra)

30

DHE 302

Ayurvedic Therapeutics I and Modern Pathology (Kayacikitsā I – Vikriti Vijyñāna [Caraha Samhita])

30

DHE 303

Ayurvedic Therapeutics II and Pañcakarma (Kayacikitsā II – including Rasayana & Vajikarna – C.S. Nidana & Cikitsā sthāna)

30

DHE 304

Therapeutic Yoga and Yoga Teacher Training

30

Practice

Six (6) weeks Residential practice in Yoga and Pañcakarma in India.

Year 4: (CATS Level 7) 120 credits

Code

Module Title

Credits

DHE 401

Prasuti Tantra, Strī Roga and Kaumārabhṛtya

30

DHE 402

Śalya and Śālākya Tantra and Emergency Care

30

DHE 403

Research Methods in Healthcare & Dissertation Writing Skills

30

DHE 404

Ayurvedic Mental Healthcare (Mānasika Roga Vijñāna)

30

Practice

Six (6) weeks Residential practice in India (In-patient & Out-patient Care).

Clinical Mentorship and Dissertation

Module Description:

DHE 101 Applied Anatomy and Physiology

This module explores the basic levels of organisation within the human body from bio-chemicals to organ systems. It then reviews the structures and functions related to movement and support; co-ordination and control; transport, and homeostasis, energy supply, reproduction and inheritance. The physiology underpins the pathological changes that takes place in disease.

DHE 102 Fundamental Principles of Āyurveda. [Incl. History, Philosophy and Sanskrit]

This module comprises of five units: History of Āyurvedic Medicine (Āyurvedic Itihas); Philosophy of Āyurveda (Padartha vijñāna); Health Promotion (Swasthavṛtta), Basic Principles (Rachana Śārīra & Kriyā Śārīra) and Sanskrit. It gives a comprehensive overview of the historical and philosophical basis of Ayurveda as well as introduces the students to Sanskrit, the language of Āyurveda. It provides a firm grasp of the Fundamental Principles (Sūtrasthāna) enshrined in Aṣṭāñga Hṛdayam, which is essential for all future studies in Āyurveda.

DHE 103 Counselling, Therapeutic Skills and Human Values in Healthcare

This module aims to give students the skills to become autonomous lifelong learners in a professional setting. It explores the wider area of counselling and communication skills as well as professional ethics and legal issues. Developing a successful therapeutic relationship based on spiritual values between patient and practitioner is vital for a successful professional practice.

DHE 104 Principles and Practice of Āyurvedic Massage

The student gains the knowledge and skills necessary to give a full-body Āyurvedic massage including marma therapy for clients with stress conditions, and simple pathologies. The module incorporates the use of medicinal oils, and covers ethical and legal issues of providing Āyurvedic massage.

DHE 201 Swasthavṛtta : Āyurvedic Nutrition, Dietetics and Lifestyle Management

The student gains knowledge and skills necessary to give nutritional and lifestyle advice to maintain health and correct digestive and metabolic imbalances due to stress and simple pathologies. In this module, the Core principles that underpins Āyurvedic nutrition and dietetics are discussed, food groups are analysed, daily and seasonal routines and habits are examined and nutritional plans are formulated. An overview of modern trends in nutrition practice will also be discussed.

DHE 202 Roga Nidāna : Āyurvedic and Modern Aetio-pathology

This module provides an in-depth knowledge and understanding about the aetiology (nidāna) and pathogenesis (samprāpti) of disorders of the mind-body physiology within the context of Āyurvedic medicine. It also provides the modern perspective on pathophysiology. It will enable students to develop customised assessment and management plans.

DHE 203 Dravyaguṇa Vijñāna : Āyurvedic and Western Pharmacology and Materia Medica [Incl. Toxicology]

This module explores the Āyurvedic and modern principles of phyto-energetics, actions and therapeutic uses of common Āyurvedic herbs. It also reviews the concepts of phyto-chemistry, pharmacology, pharmacognosy, herb-medicine interaction, adverse effects and toxicity of medicinal herbs within Āyurveda and modern science. It discusses the nomenclature, synonyms, habitat, as well as identification, therapeutic uses, contraindications and precaution of about 120 commonly used Āyurvedic herbs and 80 Western herbs. It also explores the practicality of substituting locally available (European) herbs in an intelligent and compatible manner. Issues of standardisation, safety, quality control and legal issues are also covered.

DHE 204 Integrated Approach to Diagnostic Methods and Investigations.

This module involves the discussion and effects of non-invasive interventions and planning of simple progression of care. Students will also learn how to conduct an Āyurvedic assessment of patients with varying degrees of simple pathologies and integrate the techniques of conventional assessments and investigations into their care plans.

DHE 301 Bhaisajya kalpana (Āyurvedic Pharmacy), Rasa Sastra (Alchemy) and Dispensing Skills.

This module introduces the students to the world of Āyurvedic pharmaceuticals and alchemical preparations and its different processing techniques, including herbo-mineral products. It also explores the concepts of standardisation, quality control, adverse effects, and labelling as well as legal issues concerning the prescription and dispensing of traditional medicines.

DHE 302 Kayacikitsa I – Vikruti Vijñāna (Āyurvedic Therapeutics I) and Modern Pathophysiology

This module aims to provide the student with knowledge and skills to practise different modalities of Āyurvedic therapies underpinned by modern pathology in any given situation within the socio-political context. The limits of Āyurvedic therapies shall be understood by the students and situations identified in which the help of modern medicine is required. It also explores psychosomatic nature of illness within the Āyurvedic context and modern medicine.

DHE 303 Kayacikitsa II (Āyurvedic Therapeutics II) and Pañcakarma, Rasāyana and Vajīkarṇa; and Caraka Samhita Nidānasthāna and Cikitsāsthāna

This module provides the students with further knowledge and skills of Āyurvedic therapeutics (Kayacikitsa) including Pañcakarma, Rasāyana and Vajīkarṇa. It also covers the different modalities of Pañca Karma, including an understanding of the practice of Keraliya Pañca Karma as well as Classical Āyurvedic Pañca Karma. Rakta moksha will be discussed along with the legal and ethical implications. These issues will be further covered in the Clinical training in India.

DHE 304 Therapeutic Yoga and Lifestyle Practices

The aim of this module is to prepare the students for practice as an Āyurvedic Therapist. It provides the students with the knowledge and skills of Yoga therapy and Human values in life-style management. The learning will underpin spiritual values in the management of stress with yoga, pranayama and meditation, as well as dealing with simple pathologies using traditional remedies in a clinic setting.

DHE 401 Prasuti Tantra, Strī Roga and Kaumārabhṛtya

This module aims to explore the principles and practices of the theories originating from conception to childbirth and any specific diseases/conditions of illnesses to overcome. It also covers the growth and development of the child and the common illness during the childhood period. Students will explore the legal framework upon which this highly specialised area of Āyurvedic medicine is practised in the UK.

DHE 402 Śalya and Śālākya Tantra and Emergency Care

This module covers the problems pertaining to ENT & Eye health/care along with the knowledge of applicability of ancient science of surgery and Para-Surgical methods needed to overcome a wide range of related illness including Emergency care. Students will explore the legal framework upon which this highly specialised area of Āyurvedic medicine is practised in the UK. Students will also be exposed to the management of emergency care within their scope of practice. Students will be expected to hold a valid First Aid certificate prior to attempting this module.

DHE 403 Research Methods in Healthcare and Dissertation Writing Skills

The purpose of this module is to familiarise students with major approaches to social research; develop skills in designing a research proposal; enhance their skills in qualitative and quantitative methods; enhance their critical appreciation of research; and ensure students are able to apply relevant approaches and methods to their own research project or extended literature review at post-graduate level. The central aim of dissertation writing skills is the acquisition of mastery in the chosen area of study, and develop skills necessary to support this.

DHE 404 Mānasika Roga Vijñāna (Ayurvedic Mental Healthcare)

This module attempts to bridge the philosophical bases and psychological diseases and their care and treatment approaches described in Ayurvedic literature. The students will gain a clear insight into the common psychosomatic disorders and mental health issues that are prevalent in the Western countries, and plan an integrated approach to mental health care.

DAH 405 Dissertation

This dissertation allows students to undertake research with a programme-related focus, in an area of practice. This involves a critical review of available literature and research, the development of a pertinent research design, utilising an appropriate paradigm, to engage in fieldwork in the health care setting. A central aim of the dissertation is the acquisition of mastery in the chosen area of study, and to develop skills necessary to support this. This module requires the students to produce a 10,000- word dissertation.

Teaching / Learning Strategies:

A diverse, carefully planned programme of learning and teaching strategies will be employed in all module. The College uses a variety of methods for distant learning, including written and written and audio materials, the Internet, disc-based software and television programs on DVD, TED, YouTube, and OpenLearn. Students are also supported by tutors who provide regular, scheduled face-to-face tutorials, and are also available for feedback/discussion by telephone, the Internet and/or the skype.

Demonstrations, supervised practise and student participation will be the main strategies used to develop a variety of skills and techniques.

The acquisition of learning outcomes will be through face-to-face tutorials (50%) facilitated by lecture-discussions, problem-based learning scenarios and seminars/tutorial/practicals; self-directed learning (50%) facilitated by study materials and the use of computer-based teaching materials and methods.

Annex 19, provides an overall picture of the scheme of study and coursework in each module of the course. Years 1,2, & 3 comprise the Diploma in Āyurvedic Healthcare, and Year 4 is the additional component for the award of Higher Diploma in Āyurvedic Medicine.

Clinical Practice Hours:

Year

No. of

Hours

Location

Break down of practice hours

Cumulative hours

Client-centred

Student-centred

1

60

France

30

30

60

1

70

UK

20

50

130

2

60

France

30

30

190

2

50

UK

10

40

240

3

300

India

250

50

540

3

80

UK

80

620

4

300

India

300

920

4

80

UK

80

1000

Placement in France is at Tapovan Open University for Yoga and Āyurveda in years 1 and 2. Placement in India is at Arogya Vaidya Nilayam, Madurai, Tamilnadu, India in Year 3 and at KLE University Āyurveda College and Hospital, Shahpoor, |Belgaum. India in year 4. At the end of year 3 students would have completed 620 hours of clinical practice and at the end of year 4 they would have completed 1000 hours of clinical practised. All clinical practice are supervised by the College and Host institute staff.

Assessment Strategy:

College modules are often assessed using an equal weighting of examination and coursework. The coursework component normally takes the form of tutor-marked review questions consisting single-response questions, true-false questions, and short-answer questions and/or projects/case-study scenarios. Different components of the coursework may carry different weightings (see annex 20). The examinable component is usually a proctored three-hour paper regardless of the size of the module (although on some modules it can also be a practical skill assessment). The assessment scheme for the course is provided in annex 21.

Module results are issued on a graded basis, and the final grade is calculated as the average of the overall coursework assessment score (OCAS) and overall examination score (OES).

All module grades are equally weighted for the classification of the award qualification. Details of the grading scheme and policy is given in annex 22.

General Enrolment Criteria:

Applications are welcome from school leavers and mature candidates who wish to embark on a career in Āyurvedic Therapies/Medicine. The student body is diverse and varied in age, background, work, study and experience. While formal educational qualifications are important, applicants are also assessed on the basis of their social skills, ability to communicate clearly and sympathetically as well as their ability to undertake professional studies independently.


To be accepted on the programme, you must meet the following entry criteria:

Diploma in Āyurvedic Healthcare

Candidates applying for the Diploma in Āyurvedic Healthcare must:

  • Have at least one GCE A level and three GCSEs (grade A-C), including English language and a Science subject, preferably Human Biology.

  • Or overall pass with merit at BTEC National Diploma in Science subjects (including passes in English and Mathematics).

  • Or Complementary therapies-based Access course.

  • Or NCQ level 3 in the Health and Social care fields.

  • Or a Science-based Access course.

Higher Diploma in Āyurvedic Medicine:

Candidates applying for the Post-graduate/Advanced Diploma in Āyurvedic Medicine must:

  • Have completed the Diploma in Āyurvedic Healthcare or its equivalent; and.

  • Have an undergraduate degree in Health-related discipline or its equivalent.

All candidates must:

  • be at least 18 years of age prior to commencing your programme.

  • have no communicable disease, physical or psychological impairments which may adversely affect your ability to work with people in a clinical setting.

  • be able to communicate competently in English. For international students or residents who originate from a non-English speaking background, iELTS entry levels will apply.

  • provide evidence of a CRB check within three weeks of admission to the course.

Mature candidates:

  • may be accepted on individual merit and capability to undertake further studies which could be demonstrated by producing evidence of recent studies at NVQ or higher level.

  • must submit a short essay of no more than two A4 page with their application, stating clearly their reasons for wanting to qualify in the profession of their choice.

  • will undergo an interview with the Faculty to confirm their suitability for the programme.

All candidates should consider that they will be studying at the tertiary level and need to be able to plan academic studies, study independently, structure ideas, complete assessment work on time and have good verbal and written communication skills.

Students will be selected on the basis of their likelihood to succeed with their studies. Interviews may be conducted with prospective students to gauge if their situation and circumstance will allow them to achieve successful study outcomes.

The Faculty has the discretionary right to decline a student a place if they think she/he is unsuitable or will be unlikely to succeed with their studies. The College of Āyurveda subscribes to the principles of human rights and equal opportunity in education and the Human Rights Act and Anti-discrimination legislations. No individual will be assessed for entry on the basis of age, gender, sexual orientation, ethnicity, country of origin, religion or race.