RESUMO
There are total of 107 Marmas explained in classics. Acharya Caraka has emphasized only on Trimarma and has devoted one full chapter in Chikitsa Sthan and Siddhi Sthan. Shira, Hridaya and Basti are the Trimarma or tripod of life. They are Sadhyopranahara in nature as trauma results in immediate death or death within 7days. Trimarma are most important organs of body, Shira that include brain and control the body activities, Hriday that include heart and the master of circulatory system and Basti that include the urinary bladder and kidneys that eliminates the waste material from our body and help to maintain the electrolyte balance of body. Charak has given more importance to these Trimarma because these three organs are involved in the most of the pathological conditions leading to death. Trauma to Shira is more complicated as compared to Hridaya and then Basti. This review article tries to correlate some very common day-to-day life’s pathological conditions which affects the Trimarma and should be avoided for a healthy living.
RESUMO
Background and Objectives: Chronic heart failure (CHF) is an increasingly widespread, costly and deadly disease, frequently named as an epidemic of the 21st century. Herbal treatments may provide promising & beneficial treatment for heart failure. But unfortunately there is no promising report that shows herbal treatment is effective treatment for chronic heart failure. In that context we planned present study. The objective of the study was to evaluate the effect of the herbal procedure Sampurna Hriday Shuddhikaran (SHS) model in improving the left ventricular (LV) structure & function and exercise tolerance capacity in patients with heart failure. Methods: 133 patients (107 male & 26 Female) were selected for study. A prospective interventional study with novel noninvasive intervention SHS consist of the 4 pronged interventions of Snehan, Swedan, Hrid Dhara and Basti was used in each patient who received twice daily sessions of 90 mins each for 6 consecutive days. Preintervention 2 D echo & 6 minute walk test in meters were done on first day of admission. Postintervention 2 D echo & 6 MWT were done after 30 days and 6 days respectively. Results: Preintervention mean Ejection fractions was 39 ±, 14.6 & after intervention ejection fraction was 45 ±13.6. This difference was found to be highly significant (p<0.001). Preintervention Interventricular septum (IVS) was 9.2 ±2.8 & Post intervention IVS was 9.7 ±3 (p<0.05). Preintervention mean of 6 MWT in meters was 395 ±93.3 & after intervention 510 ±123.3 found to be highly significant (p<0.001). Conclusion: Herbal treatment procedure SHS is associated with improvements in ejection fraction, myocardial thickness and exercise tolerance.
RESUMO
Background and Objectives: M The new syllabus for the Ashtang hridaya by CCIM has addition of few more concepts. On the other hand number of lectures for the subject are reduced. It is practically difficult to teach complete syllabus in the given time. In the changed course structure and reduced lecture hours. The classroom teaching hours can be managed by development of self learning modules for the subject. Objectives: To identify the need of self learning modules. To enlist the must know, nice to know and desired to know areas of Ashtang Hridaya. To enlist the areas for Self learning and Classroom teaching. To evaluate efficacy of Self learning e Modules. Materials and Methods : Online Survey Faculties working in the Department of Basic Principles. with Questionnaire (www.qualtrics.com) was conducted. (63 completed Responses) and data was analysed. Development of Self learning eModule:- on the Chapter “Gandushadividhi” in Ashtang Hridaya. Testing of Module. Results: Study indicates that faculty came out with a clear mandate of Need of Self Learning Module.( Chi squared P<0.01) Ashtang hriday syllabus was classified is 18 Chapters in for Must Know(18), Nice to know (4) and desirable to know(7). Chapters were identified for Classroom teaching(20) and self learning(10). Insignificant distribution was observed for 7 chapters. Self learning module created on Gandishadividhi Chapter was tested on I BAMS students by Pre test and Post Tests (with Questionnaire containing 15 Questions) shows statistically significant (p<0.001) results for paired t test. Conclusions: There is certainly need of self learning modules for the I BAMS course. Study distributes in must know, nice to know and desired to know and chapters in Ashtang hridaya and classifies chapters for Classroom teaching and self learning. The self learning e Module shown statistically significant results when evaluated on I BAMS students.