NATIONAL COMMISSION FOR INDIAN SYSTEM OF MEDICINE

BOARD OF AYURVEDA

GUIDELINES FOR FRAMING OF UG (Third TIMETABLE)

NCISM introduced Competency/Outcome Based Dynamic Curriculum for undergraduate

education in Ayurveda, Unani & Siddha Systems of medicine. For effective implementation
of the dynamic curriculum, the timetable also needed to be dynamic in nature. Hence, there is
a need to move from static timetable to dynamic timetable. The static time table fragment the
topics and thus it will be difficult for the student to comprehend the content. Further such
timetable facilitates teachers to divide the syllabus content and hence known as teacher
centric time tables. Shifting from static timetables to dynamic timetables facilitates alignment
of teaching content and allows flexibility in framing the content as per topic requirement. For
example, a particular activity requires three or four hours, in regular timetable there is no
such scope whereas in dynamic time table there is provision to allot time as required. The
following are the guidelines for framing a dynamic timetable. Institutes are requested to
frame an ‘institutional timetable’ by following guidelines and model timetable:

Academic activities: Working hours per day shall be seven hours for academic activities for
third professional students, it includes:
1. Theory lectures and activity-based learning (non-lecture hour theory-NLHT & non-
lecture hour practical-NLHP)
2. Library period, physical education period & recreation period
3. Classroom activity, OPD/IPD clinical activities, simulation/clinical skill laboratory
activities etc. curricular activities
Conduction of Clinics: It is in practice, to conduct the clinics as per the availability of
patients. In this system there are chances of repetitions of same and common cases and
missing of several important clinical conditions. Hence, it is recommended to schedule the
clinics as per the syllabus and conduct the clinics either with live patient (subject to
availability) or through simulated volunteer or simulation or role play or mannequin or
videography etc. methods as appropriate. In this modular method there will be alignment of
theory and practical exposure.

Two patterns of timetables are provided. Institutes can choose and follow any pattern.
Pattern-1: Is comprehensive timetable. it is to be prepared by team comprising one member
from each department. Each subject content is conveniently scheduled as per the NCISM
syllabus in meaningful way and in alignment as shown in model time table given below.
Unlike regular time table, where in general students are divided into batches and each batch
go to one department for practical/clinical; in this timetable, the entire batch will have to be
engaged by only one department and all the departmental faculty shall plan conduction of
activity and execute the practical activity by entire departmental faculty.
It is advisable and convenient to announce the time table one month before, so that,
the faculty can prepare lesson plan and teaching content, methodology and other schedules.

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 PATTERN-1
DAY – 1 (DD/MM/YY - Monday)
TEACHIN
VEN
TIME ACTIVITY G FACULTY DEPT. INTEGRATION
UE
METHOD
Define Kaumarabhritya, Enlist the scope and L & PPT
9 - 10 importance of Kaumarabhritya. Explain the term KB
Jatamatra, Navajata, Sadyojata, Bala, and Kumara.
Explain Vayo Bheda. Enlist terminologies associated
10 -11 with different stages of life. Classify age as per recent KB
advances. Analyse rationale behind Vayo Bheda.
Perform a comprehensive patient assessment,
systematically examine, identify key clinical
11 - 13
findings, and effectively communicate them for
ST
accurate diagnosis and management.
13 – 14 Lunch Break
Explain basic meaning of terms like Abheshaja,
14 - 15 Vatatapika Rasayana, Kutipraveshika Rasayana, SA
Aachara Rasayana, Pranakamiya, Yayavara.
Explain the origin of the word "Stree" with
15 - 16 nomenclature and classification based on age PS
(Vayobhedena Stree Sangya).
Define Panchakarma, Panchashodhana and describe the
16 - 17 importance of Shodhana and its benefits. PK
similar format to be followed from Day-2

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Pattern-2: It is simplified. It contains two parts. Part-1 will be announced by the institute.
Part-2 will be prepared by each department.
Part-1: the institute prepare this part of timetable. In this timetable (Part-1 of Pattern-2) each
working day will be allotted to one department. The same sequence of allotment may be
repeated in rotation as shown in model timetable given below. The schedule shall be
announced at least one month in advance to facilitate the departments to prepare for effective
implementation.
Kayachikitsa including atyaikia chikitsa may be allotted two consecutive days as it is
having three papers and highest number of teaching hours. However, Research Methodology
and Medical Statistics is to be scheduled in second term.
Departments shall have flexibility to swap the allotted days with other departments
and also if require may have consecutive days allotted to facilitate training of certain topics
that require more hours to complete the topic.

PART-1 OF PATTERN-2
DATE DAY SUBJECT
1.4.25 Tue Kaumarabhritya
2.4.25 Wed Prasuti & Streeroga
3.4.25 Thu Kayachikitsa & Atyaika Chikitsa
4.4.25 Fri Kayachikitsa & Atyaika Chikitsa
5.4.24 Sat Panchakarma
6.4.25 Sun
7.4.25 Mon Shalya
8.4.25 Tue Shalakya
9.4.25 Wed Samhita Adhyayana
10.4.25 Thu Kaumarabhritya
11.4.25 Fri Prasuti & Streeroga
12.4.25 Sat Kayachikitsa & Atyaika Chikitsa
13.4.25 Sun
14.4.25 Mon Kayachikitsa & Atyaika Chikitsa
15.4.25 Tue Panchakarma
16.4.25 Wed Shalya
17.4.25 Thu Shalakya
18.4.25 Fri Samhita Adhyayana
19.4.25 Sat Kaumarabhritya
20.4.25 Sun
21.4.25 Mon Prasuti & Streeroga
22.4.25 Tue Kayachikitsa & Atyaika Chikitsa
23.4.25 Wed Kayachikitsa & Atyaika Chikitsa

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24.4.25 Thu Panchakarma
25.4.25 Fri Shalya
26.4.25 Sat Shalakya
27.4.25 Sun
28.4.25 Mon Samhita Adhyayana
29.4.25 Tue Kaumarabhritya
30.4.25 wed Prasuti & Streeroga
1.5.25 THU Kayachikitsa & Atyaika Chikitsa
2.5.25 FRI Kayachikitsa & Atyaika Chikitsa
3.5.25 SAT Panchakarma
4.5.25 SUN
5.5.25 MON Shalya
6.5.25 TUE Shalakya
7.5.25 WED Samhita Adhyayana
8.5.25 THU Kaumarabhritya
9.5.25 FRI Prasuti & Streeroga
10.5.25 SAT Kayachikitsa & Atyaika Chikitsa
11.5.25 SUN
12.5.25 MON Kayachikitsa & Atyaika Chikitsa
13.5.25 TUE Panchakarma
14.5.25 WED Shalya
15.5.25 THU Shalakya
16.5.25 FRI Samhita Adhyayana
17.5.25 SAT Kaumarabhritya
18.5.25 SUN
19.5.25 MON Prasuti & Streeroga
20.5.25 TUE Kayachikitsa & Atyaika Chikitsa
21.5.25 WED Kayachikitsa & Atyaika Chikitsa
22.5.25 THU Panchakarma
23.5.25 FRI Shalya
24.5.25 SAT Shalakya
25.5.25 SUN
26.5.25 MON Samhita Adhyayana
27.5.25 TUE Kaumarabhritya
28.5.25 WED Prasuti & Streeroga
29.5.25 THU Kayachikitsa & Atyaika Chikitsa
30.5.25 FRI Kayachikitsa & Atyaika Chikitsa
31.5.25 SAT Panchakarma
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Part-2: Departmental Timetable: Each department will prepare schedule of the teaching and training as per the syllabus aligning theory and
non-lecture activities on the days allotted to the department. Example given below is of Kaumarabhritya department. Same method may be
followed by other departments and announce schedule at least one month advance.
The complete department shall have to involve in implementing this type of time tables. This type of timetables helps students to get
exposure and training in alignment of theory and practical exposure. Other days the departments will be having sufficient time to prepare for
effective conduction of activity-based learning.

PART-2 OF PATTERN-2
DEPARTMENT WISE TIME TABLES
DEPARTMENT OF KAUMARABHRITYA
L/NLHT/ TEACHING
TIME ACTIVITY FACUTLY VENUE INTEGRATION
NLHP METHOD
1.4.25 TUESDAY
Class
9 - 10 Define Kaumarabhritya
Room
Enlist the scope and importance of Kaumarabhritya. Class
10 -11 Explain the term Jatamatra, Navajata, Sadyojata,
Room
Bala, and Kumara.
11 -12 Explain Vayo Bheda. Enlist terminologies
associated with different stages of life. Classify age
12 - 13 as per recent advances. Analyse rationale behind
Vayo Bheda.
13 – 14 Lunch Break
Define Growth and Describe factors affecting
14 – 15 Growth and Development
Recognise patterns of Growth during Infancy,
15 – 16 Childhood and Adolescence.
16 – 17 Physical Education
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 10.4.25 THURSDAY
Define Growth and Describe factors affecting
Growth and Development
9 - 10 Recognise patterns of Growth during
Infancy,Childhood and Adolescence.
10 -11 Demonstrate different parameters used for
assessment of growth in infants, children and
11 -12 adolescents including WHO standard and Indian
12 - 13 Standard Parameters.
13 – 14 Lunch Break
Screen and plot normal and abnormal growth in
14 – 15 different age groups independently.
Examine the status of Dhatu in a child with
15 – 16 reference to growth assessment.
Measure Anthropometry, investigate
16 – 17 undernourishment and evaluate the nutritional status
of child
19.4.25 SATURDAY
Define Development, enlist normal developmental
milestones in Gross Motor, Fine Motor skills,
9 - 10 Personal-Social and general understanding,
Language, Vision and Hearing.
10 -11 Define Developmental Delay
11 -12
Assess Developmental Milestones in normal child
12 - 13 & interpret the observations.
13 – 14
14 – 15 LUNCH BREAK
15 – 16 Assess Developmental Delay in children using
16 – 17 DDST -Denver developmental screening test
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 29.4.25 TUESDAY
9 - 10 Record a case of Developmental Delay using the
10 -11 skill of history taking and DDST assessment
Describe Danta and enlist types of Danta.
11 -12 Describe primary and secondary Dentition.
Explain process of Dantotpatti.
Enlist complications of Dantotpatti and explain its
12 - 13 management.
13 – 14 LUNCH BREAK
14 – 15 Explain Childhood Samskaras.
15 – 16 Analyse the role of Samskaras in the process of
16 – 17 development.

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