JIST

The Role of a Toxicology Garden in the Department of Forensic Medicine and Toxicology

                                                 Anand Mugadlimath       Mandar R Sane 

Introduction : In the subject of forensic medicine and toxicology, real-time exposure to toxic plants offers unparalleled learning that no textbook or virtual simulator can replicate. The establishment of a Toxicology Garden within the Department of Forensic Medicine and Toxicology is a vital, yet often overlooked, academic and research infrastructure. With the National Medical Commission (NMC) placing increased emphasis on competency-based learning and practical skill acquisition, such a garden has found renewed importance in undergraduate and postgraduate training. A Toxicology Garden is a curated botanical space containing poisonous plants, primarily those relevant to human toxicity and of some medicolegal importance. This initiative not only aids in the visual and tactile learning of plant identification but also helps students appreciate the dual nature of botanical substances—as remedies and as poisons.

Educational Utility and CBME Integration

The introduction of the Competency-Based Medical Education (CBME) curriculum by the NMC underlines the need for hands-on learning. The Toxicology Garden directly supports the following CBME competencies outlined in Forensic Medicine and Toxicology:

- FM 3.9: Identify and describe common toxic plants and their active principles.

- FM 3.10: Demonstrate knowledge of signs, symptoms, treatment, and medico-legal aspects of plant-based poisoning.

The garden allows students to observe plant morphology, smell and feel textures, and understand seasonal changes—all of which are crucial for accurate identification during the actual case scenarios during practice.

Use of QR code:

QR-code-based digital descriptions, interactive signage, and field-guided quizzes enhance engagement. Additionally, regular plant walks, case-based discussions, and problemsolving exercises conducted in this open-air setting contribute to active learning.

Medicolegal Significance and Interdisciplinary Research

Poisonous plants are widespread, and completely removing them from a specific area is often impractical. Instead, it is better to learn how to identify the most significant ones and understand how they can cause harm. The likelihood of poisoning generally depends more on human behavior and animal management practices than on the mere presence of a poisonous plant. Toxic plants such as Abrus precatorius (rosary pea), Datura stramonium, Calotropis gigantea, Ricinus communis, Nerium oleander, and Gloriosa superba are frequently involved in accidental, suicidal, or homicidal poisonings in India. A clinician's or forensic expert's ability to identify these plants can assist in early diagnosis, informed treatment, and prompt medico-legal reporting. Similarly, requirement of recognizing the plant species producing health problems is generally devoted to specialized structures such as the poison centres. To accomplish their mission, poison centres need to maintain a comprehensive collection of information about poisonous plants. Furthermore, plant species which are locally prevalent must be identified and catalogued in toxicology garden.

In forensic investigations, plant remnants from the stomach or vomitus can be compared with living specimens in the garden, bridging the gap between toxicological reports and field evidence. Moreover, the garden is a hub for interdisciplinary research—linking forensic toxicologists, pharmacognosists, botanists, and pharmacologists. Studies on plant phytochemistry, toxic dose estimation, regional variations in toxicity, and ethnobotanical use of poisons can be undertaken by postgraduate students, thus contributing to bothacademic literature and public health knowledge. However, toxicology garden must be decoupled from 'Herbal Garden', which serves as a living repository of medicinal plants for academia purpose and awareness of public at large. 

NMC Norms and Institutional Requirements

The NMC Minimum Requirements for Medical Colleges (2023) emphasize the need for innovative teaching-learning methods and practical exposure, especially in subjects like forensic medicine, which often face a disconnect between classroom and real-life situations.

While the toxicology museum is a prescribed requirement, a Toxicology Garden is a recommended best practice, aligned with the NMC's spirit of experiential learning. Several newer institutions, especially AIIMS and centrally funded medical colleges, have begun integrating such gardens as model teaching units.To establish a garden that meets both academic and regulatory expectations, the following infrastructure is recommended:

- Minimum 25–30 species of toxicological importance, well-labeled with local and botanical names.

- Advice regarding type of plants, soil conditions and horticultural requirements should be sought from Agricultural university/Botanical department of university or institutes like Indian Council of Agricultural Research.

- Digital cataloging with QR codes linked to pharmacological and toxicological profiles.

- Seating and discussion spaces for guided sessions.

- It should be securely fenced, and all visitor access should be continuously monitored.

- Annual updating and periodic maintenance.

Institutions planning for NAAC or NMC assessments can also present the garden as evidence of curriculum enrichment and innovation under “Best Practices” or “Extension Activities.”

Community and Public Health Outreach

Beyond academic use, the garden serves a community awareness function. School outreach programs, public exhibitions on World Poison Prevention Day, or collaborations with agriculture and forest departments can raise awareness about the dangers of local poisonous flora. For example, in rural India, knowledge of the lethality of Thevetia peruviana (yellow oleander) or Cleistanthuscollinus (Oduvanthalai) can be lifesaving.

Such gardens can also integrate modules on natural toxins in child poisoning, pesticide safety, and household plant toxicity, aligning with national poison control strategies.

Challenges and the Way Forward

Creating and sustaining a toxicology garden is not without challenges—land allocation, interdepartmental coordination, plant upkeep, and faculty involvement require consistent institutional support. Additionally, handling certain toxic plants necessitates biosecurity and safety protocols.

Despite these challenges, the benefits far outweigh the difficulties. A well-maintained Toxicology Garden becomes a living laboratory, a teaching aid, and a research platform. It reflects the institution's commitment to excellence in medical education and forensic awareness.

Conclusion

In an age where digital learning dominates, the humble toxicology garden offers a refreshing, effective, and necessary tactile learning space. It aligns with the NMC's CBME objectives, supports interdisciplinary education, and has vast public health relevance. Departments of Forensic Medicine and Toxicology must take the lead in promoting such innovative educational ecosystems. By cultivating these spaces, we do not merely grow plants—we grow awareness, vigilance, and lifesaving knowledge.