āĻাāϰāϤেāϰ āύ্āϝাāĻļāύাāϞ āĻŽেāĻĄিāĻ্āϝাāϞ āĻāĻŽিāĻļāύ (NMC) āĻĄাāĻ্āϤাāϰ āĻāĻŦং āĻŽেāĻĄিāĻ্āϝাāϞ āĻļিāĻ্āώাāϰ্āĻĨীāĻĻেāϰ āĻŽাāύāϏিāĻ āϏুāϏ্āĻĨāϤা āύিāĻļ্āĻিāϤ āĻāϰাāϰ āĻāύ্āϝ āĻিāĻু āύিāϰ্āĻĻেāĻļিāĻা āĻĒ্āϰāĻŖāϝ়āύ āĻāϰেāĻে। āĻāĻ āύিāϰ্āĻĻেāĻļিāĻাāĻুāϞি āĻŽাāύāϏিāĻ āϏ্āĻŦাāϏ্āĻĨ্āϝ āϏāĻŽ্āĻĒāϰ্āĻে āϏāĻেāϤāύāϤা āĻŦৃāĻĻ্āϧি, āĻāϞāĻ্āĻ āĻāĻŽাāύো āĻāĻŦং āĻŽাāύāϏিāĻ āϏ্āĻŦাāϏ্āĻĨ্āϝ āϏāĻŽāϏ্āϝাāĻুāϞিāϰ āĻŽুāĻোāĻŽুāĻি āĻšāĻāϝ়া āĻŦ্āϝāĻ্āϤিāĻĻেāϰ āϏāĻšাāϝ়āϤা āĻĒ্āϰāĻĻাāύেāϰ āϞāĻ্āώ্āϝে āĻāϰা āĻšāϝ়েāĻে। āĻিāĻু āĻĒ্āϰāϧাāύ āĻĒāϝ়েāύ্āĻ āύিāĻŽ্āύāϰূāĻĒ:
1. **āϏāĻেāϤāύāϤা āĻ āĻļিāĻ্āώা**:
- āĻŽেāĻĄিāĻ্āϝাāϞ āĻāϞেāĻ āĻāĻŦং āĻĒ্āϰāϤিāώ্āĻ াāύāĻুāϞোāĻে āϤাāĻĻেāϰ āĻĒাāĻ ্āϝāĻ্āϰāĻŽে āĻŽাāύāϏিāĻ āϏ্āĻŦাāϏ্āĻĨ্āϝ āĻļিāĻ্āώা āĻ
āύ্āϤāϰ্āĻুāĻ্āϤ āĻāϰাāϰ āĻāύ্āϝ āĻā§āϏাāĻšিāϤ āĻāϰা āĻšāϝ়েāĻে āϝাāϤে āĻļিāĻ্āώাāϰ্āĻĨী āĻāĻŦং āĻāϰ্āĻŽীāĻĻেāϰ āĻŽāϧ্āϝে āϏāĻেāϤāύāϤা āĻŦৃāĻĻ্āϧি āĻĒাāϝ়।
- āĻŽাāύāϏিāĻ āĻাāĻĒ āĻĒāϰিāĻাāϞāύা, āϏ্āĻĨিāϤিāϏ্āĻĨাāĻĒāĻāϤা āĻāĻŦং āĻŽোāĻাāĻŦেāϞাāϰ āĻৌāĻļāϞāĻুāϞিāϰ āĻāĻĒāϰ āĻāϰ্āĻŽāĻļাāϞা, āϏেāĻŽিāύাāϰ āĻāĻŦং āĻĒ্āϰāĻļিāĻ্āώāĻŖ āϏেāĻļāύেāϰ āϏুāĻĒাāϰিāĻļ āĻāϰা āĻšāϝ়েāĻে।
2. **āĻŽাāύāϏিāĻ āϏ্āĻŦাāϏ্āĻĨ্āϝ āϏ্āĻ্āϰিāύিং**:
- āĻŽেāĻĄিāĻ্āϝাāϞ āĻļিāĻ্āώাāϰ্āĻĨী āĻāĻŦং āĻĄাāĻ্āϤাāϰāĻĻেāϰ āύিāϝ়āĻŽিāϤ āĻŽাāύāϏিāĻ āϏ্āĻŦাāϏ্āĻĨ্āϝ āϏ্āĻ্āϰিāύিংāϝ়েāϰ āĻĒāϰাāĻŽāϰ্āĻļ āĻĻেāĻāϝ়া āĻšāϝ়েāĻে āϝাāϤে āϏāĻŽāϏ্āϝা āĻĒ্āϰাāĻĨāĻŽিāĻ āĻĒāϰ্āϝাāϝ়ে āĻļāύাāĻ্āϤ āĻāϰা āϝাāϝ় āĻāĻŦং āϏāĻŽāϝ়āĻŽāϤো āĻšāϏ্āϤāĻ্āώেāĻĒ āĻāϰা āϝাāϝ়।
- āĻŦ্āϝāĻ্āϤিāĻāϤ āĻোāĻĒāύীāϝ়āϤাāϰ āĻāĻĒāϰ āĻোāϰ āĻĻেāĻāϝ়া āĻšāϝ়েāĻে āϝাāϤে āϏāĻŦাāĻ āϏাāĻšাāϝ্āϝ āĻাāĻāϤে āύিāϰাāĻĒāĻĻ āĻŦোāϧ āĻāϰে।
3. **āĻĒāϰাāĻŽāϰ্āĻļ āĻāĻŦং āϏāĻšাāϝ়āϤা āĻŦ্āϝāĻŦāϏ্āĻĨা**:
- āĻļিāĻ্āώাāϰ্āĻĨী āĻāĻŦং āĻāϰ্āĻŽীāĻĻেāϰ āĻŽāύāϏ্āϤাāϤ্āϤ্āĻŦিāĻ āϏāĻšাāϝ়āϤা āĻāĻŦং āĻĒāϰাāĻŽāϰ্āĻļ āĻĒāϰিāώেāĻŦা āĻĻেāĻāϝ়াāϰ āĻāύ্āϝ āĻŽেāĻĄিāĻ্āϝাāϞ āĻĒ্āϰāϤিāώ্āĻ াāύāĻুāϞিāϤে āĻĒāϰাāĻŽāϰ্āĻļāĻেāύ্āĻĻ্āϰ āϏ্āĻĨাāĻĒāύ āĻāϰাāϰ āϏুāĻĒাāϰিāĻļ āĻāϰা āĻšāϝ়েāĻে।
- āĻāĻāĻি āϏāĻšাāϝ়āĻ āĻĒāϰিāĻŦেāĻļ āϤৈāϰিāϰ āĻāύ্āϝ āĻĒিāϝ়াāϰ āϏাāĻĒোāϰ্āĻ āĻĒ্āϰোāĻ্āϰাāĻŽāĻুāϞিāĻে āĻā§āϏাāĻšিāϤ āĻāϰা āĻšāϝ়েāĻে āϝেāĻাāύে āĻŦ্āϝāĻ্āϤিāϰা āϤাāĻĻেāϰ āĻ
āĻিāĻ্āĻāϤা āĻļেāϝ়াāϰ āĻāϰāϤে āĻĒাāϰে āĻāĻŦং āĻŽাāύāϏিāĻ āϏāĻšাāϝ়āϤা āĻĒেāϤে āĻĒাāϰে।
4. **āĻাāĻ āĻ āĻীāĻŦāύেāϰ āĻŽāϧ্āϝে āϏাāĻŽāĻ্āĻāϏ্āϝ**:
- āĻāĻ্āĻ-āĻাāĻĒেāϰ āĻĒāϰিāĻŦেāĻļে āĻাāĻ āĻāϰা āĻŽেāĻĄিāĻ্āϝাāϞ āĻĒেāĻļাāĻীāĻŦীāĻĻেāϰ āĻāύ্āϝ āĻাāĻ āĻ āĻীāĻŦāύেāϰ āĻŽāϧ্āϝে āĻāĻāĻি āϏুāϏ্āĻĨ āϏাāĻŽāĻ্āĻāϏ্āϝ āĻŦāĻাāϝ় āϰাāĻাāϰ āĻুāϰুāϤ্āĻŦেāϰ āĻāĻĒāϰ āĻোāϰ āĻĻেāĻāϝ়া āĻšāϝ়েāĻে।
- āĻŦাāϰ্āύāĻāĻāĻ āĻāĻĄ়াāϤে āĻাāĻেāϰ āϏāĻŽāϝ়āϏূāĻী, āĻŦিāϰāϤি āĻāĻŦং āĻুāĻিāϰ āϏāĻ িāĻ āĻŦ্āϝāĻŦāϏ্āĻĨা āĻāϰাāϰ āϏুāĻĒাāϰিāĻļ āĻāϰা āĻšāϝ়েāĻে।
5. **āĻāϞāĻ্āĻ āĻŽোāĻাāĻŦিāϞা**:
- āĻŽেāĻĄিāĻ্āϝাāϞ āĻĒেāĻļাāĻীāĻŦীāĻĻেāϰ āĻŽāϧ্āϝে āĻŽাāύāϏিāĻ āϏ্āĻŦাāϏ্āĻĨ্āϝ āϏāĻŽāϏ্āϝাāĻুāϞিāϰ āϏাāĻĨে āϏāĻŽ্āĻĒāϰ্āĻিāϤ āĻāϞāĻ্āĻ āĻāĻŽাāύোāϰ āĻāύ্āϝ āĻĒ্āϰāĻেāώ্āĻা āĻāϰা āĻšāϝ়েāĻে। āĻāϰ āĻŽāϧ্āϝে āĻŽাāύāϏিāĻ āϏ্āĻŦাāϏ্āĻĨ্āϝ āύিāϝ়ে āĻোāϞাāĻŽেāϞা āĻāϞোāĻāύা āĻĒ্āϰāĻাāϰ āĻāϰা āĻāĻŦং āĻĒ্āϰāϝ়োāĻāύেāϰ āϏāĻŽāϝ় āϏাāĻšাāϝ্āϝ āĻাāĻāϤে āĻā§āϏাāĻšিāϤ āĻāϰা āĻ
āύ্āϤāϰ্āĻুāĻ্āϤ।
6. **āϏংāĻāĻ āĻŦ্āϝāĻŦāϏ্āĻĨাāĻĒāύা**:
- āĻুāϰুāϤāϰ āĻŽাāύāϏিāĻ āϏ্āĻŦাāϏ্āĻĨ্āϝ āϏংāĻāĻ, āϝাāϰ āĻŽāϧ্āϝে āĻāϤ্āĻŽāĻšāϤ্āϝাāϰ āĻĒ্āϰāĻŦāĻŖāϤা āĻŦা āĻĒ্āϰāĻেāώ্āĻা āĻ
āύ্āϤāϰ্āĻুāĻ্āϤ, āĻĒāϰিāĻাāϞāύা āĻāϰাāϰ āĻāύ্āϝ āĻĒ্āϰāϤিāώ্āĻ াāύāĻুāϞোāĻে āϏংāĻāĻ āĻšāϏ্āϤāĻ্āώেāĻĒ āĻĻāϞ āϰাāĻাāϰ āĻāύ্āϝ āĻā§āϏাāĻšিāϤ āĻāϰা āĻšāϝ়েāĻে।
- āĻāϰুāϰি āĻŽাāύāϏিāĻ āϏ্āĻŦাāϏ্āĻĨ্āϝ āĻĒāϰিāώেāĻŦা āϏāĻšāĻāϞāĻ্āϝ āĻāϰাāϰ āϏুāĻĒাāϰিāĻļ āĻāϰা āĻšāϝ়েāĻে।
7. **āĻāĻŦেāώāĻŖা āĻāĻŦং āϤāĻĨ্āϝ āϏংāĻ্āϰāĻš**:
- āĻŽেāĻĄিāĻ্āϝাāϞ āϏāĻŽ্āĻĒ্āϰāĻĻাāϝ়েāϰ āĻŽāϧ্āϝে āĻŽাāύāϏিāĻ āϏ্āĻŦাāϏ্āĻĨ্āϝ āϏāĻŽāϏ্āϝাāĻুāϞি āϏāĻŽ্āĻĒāϰ্āĻে āĻŦোāĻাāϰ āĻāύ্āϝ āĻāĻŦং āĻাāϰ্āϝāĻāϰ āĻšāϏ্āϤāĻ্āώেāĻĒāĻুāϞি āĻŦিāĻাāĻļেāϰ āĻāύ্āϝ āĻāĻŦেāώāĻŖা āĻāϰাāϰ āϏুāĻĒাāϰিāĻļ āĻāϰা āĻšāϝ়েāĻে।
8. **āύীāϤি āĻ āύিāϝ়āύ্āϤ্āϰāĻŖ**:
- āĻŽেāĻĄিāĻ্āϝাāϞ āĻĒ্āϰāϤিāώ্āĻ াāύāĻুāϞোāĻে āĻāĻŽāύ āύীāϤি āĻŦাāϏ্āϤāĻŦাāϝ়āύেāϰ āĻāύ্āϝ āĻŦাāϧ্āϝ āĻāϰা āĻšāϝ়েāĻে āϝা āĻļিāĻ্āώাāϰ্āĻĨী āĻāĻŦং āĻāϰ্āĻŽীāĻĻেāϰ āĻŽাāύāϏিāĻ āϏ্āĻŦাāϏ্āĻĨ্āϝāĻে āĻ
āĻ্āϰাāϧিāĻাāϰ āĻĻেāϝ়। āĻāϰ āĻŽāϧ্āϝে āĻšāϝ়āϰাāύি, āĻāϤ্āϝāĻ্āϤ āĻāϰা āĻāĻŦং āĻŦৈāώāĻŽ্āϝ āĻĒ্āϰāϤিāϰোāϧেāϰ āĻŦ্āϝāĻŦāϏ্āĻĨা āĻ
āύ্āϤāϰ্āĻুāĻ্āϤ।
āĻāĻ āύিāϰ্āĻĻেāĻļিāĻাāĻুāϞি āĻŽেāĻĄিāĻ্āϝাāϞ āĻĒেāĻļাāĻীāĻŦী āĻāĻŦং āĻļিāĻ্āώাāϰ্āĻĨীāĻĻেāϰ āĻāύ্āϝ āĻāĻāĻি āϏ্āĻŦাāϏ্āĻĨ্āϝāĻāϰ āĻāĻŦং āĻāϰāĻ āϏāĻšাāϝ়āĻ āĻĒāϰিāĻŦেāĻļ āϤৈāϰি āĻāϰাāϰ āĻāĻĻ্āĻĻেāĻļ্āϝে āĻāϰা āĻšāϝ়েāĻে, āϝাāϰা āϤাāĻĻেāϰ āĻ্āϝাāϰিāϝ়াāϰে āĻĒ্āϰāĻুāϰ āĻাāĻĒেāϰ āϏāĻŽ্āĻŽুāĻীāύ āĻšāϝ়।
NMC GUIDELINES ON MENTAL FITNESS FOR DOCTORS AND MEDICAL STUDENTS.
41. Yoga in Promoting and Preventing Mental Illness and Developing Resilience for
Medical Students and Medical Teachers
Yoga is increasingly recognized as an effective practice for promoting mental health,
preventing mental illness, and developing resilience among medical students. Regular yoga
practice reduces stress and anxiety, enhances mood through the production of endorphins, and
improves mindfulness by helping students stay present and focused. Yoga also plays a crucial
role in preventing mental illnesses by addressing early signs of mental distress and equipping
students with healthy coping mechanisms to manage the pressures of medical education. Its
holistic approach integrates physical, mental, and emotional health, promoting a balanced
lifestyle that can prevent mental health issues from developing. Furthermore, yoga contributes
to resilience by enhancing emotional regulation, physical strength, and mental toughness. It
helps students respond to stressors calmly, promotes a healthy body that supports a healthy
mind, and encourages introspection and self-awareness.
Medical colleges can integrate yoga into students' lives by organizing regular classes,
workshops, and seminars, providing resources for self-practice, including yoga in the
curriculum, and creating a supportive environment that emphasizes the importance of self-care.
Yoga is a powerful tool for medical students to enhance their emotional well-being, develop
resilience, and maintain a balanced and healthy lifestyle. Medical colleges can play a key role
in facilitating this integration and ensuring students benefit from yoga practices. In this
endeavor, the Departments of Psychiatry, Telemedicine Centre, and Integrative Medicine at
the National Institute of Mental Health and Neurosciences (NIMHANS) have developed
generic yoga and tele-yoga programs tailored for specific mental health conditions. Please see Appendix 6.
43. SÄmÄjika Sanskriti Campus Council
To mitigate social isolation and enhance the well-being of medical students, it is crucial to
implement a policy supporting the establishment of diverse social groups within medical
colleges. These groups could cater to various interests, including arts, cultural activities, and
academic special interest groups, ensuring every student finds a community. The SÄmÄjika
Sanskriti Campus Council could be headed by two senior faculty members (at least one female
senior faculty) and include three representative medical students from all batches of the year.
Local and professional organizations such as NMO, IMA, Lions club, Rotary club, and so forth
can be involved in organizing these activities.
Dedicated resources and spaces may be allocated for these activities, with funds available for
social, recreational, and leisure events such as wellness lectures, movie nights, one-day picnics,
drama, singing, dancing, drawing, painting, poster-making, multimedia projects, karaoke, skits,
and rangoli. Celebrations of festivals like Ganesh Chaturthi, Deepavali, Dussehra, Holi,
Christmas, and so forth should also be organized by this council. These activities help reduce
stress and build strong social networks, addressing common causes of suicidal ideation such as
feelings of alienation and disconnection.
Additionally, the policy should include regular evaluations and feedback mechanisms to
continuously improve social group initiatives. A quarterly newsletter featuring student
contributions on various topics such as interests, sports, travels, books read, and movies
watched can foster a sense of community and shared interest. By integrating social group
participation into the educational framework and adapting to student needs, medical colleges
can create a more inclusive and engaging environment that reduces isolation and enhances the
overall educational experience