CLASSICAL AYURVEDIC PEDAGOGICAL STRATEGIES IN STRI ROGA VIGNANA AND PRASUTI TANTRA: A NARRATIVE REVIEW AND CONCEPTUAL MAPPING TO CONTEMPORARY MEDICAL EDUCATION
DOI:
https://doi.org/10.5281/zenodo.22021768Keywords:
Stri Roga; Prasuti Tantra; Ayurvedic Pedagogy; Medical Education; Teaching Methodology; Case-Based Learning.Abstract
Background: Clinical education in Stri Roga Vignana & Prasuti Tantra requires integration of classical textual interpretation, diagnostic reasoning, procedural learning, and patient communication. Ayurvedic literature describes pedagogical approaches including Drishtanta, Upama, Adhyayana, Adhyapana, Tadvidya Sambhasha, Vada Marga, and Yogya, but their relevance to contemporary medical education remains insufficiently conceptualized. Objective: This narrative review examines Ayurvedic teaching methodologies and conceptually maps them to contemporary educational approaches, including Case-Based Learning, Simulation-Based Medical Education, collaborative learning, cognitive scaffolding, and patient-centered communication. Data Sources: Ayurvedic texts, including Charaka Samhita, Sushruta Samhita, Ashtanga Hridaya, Kashyapa Samhita, Sharangadhara Samhita, and Madhava Nidana, were considered alongside literature retrieved from PubMed, Scopus, Embase, and Google Scholar up to 2026. Review Methods: A qualitative narrative synthesis and conceptual mapping were undertaken to compare pedagogical concepts and selected gynecological examples with contemporary educational frameworks. The review was structured with reference to SANRA principles for narrative reviews. Key Findings: Vada Marga and Tadvidya Sambhasha demonstrate conceptual parallels with collaborative and dialogic learning. Yogya may be interpreted as an experiential or simulation-oriented approach, while Drishtanta and Upama provide cognitive scaffolding through familiar analogies. The principles of Lajja and Aashwasana also offer potentially relevant perspectives for respectful and psychologically sensitive gynecological communication. Conclusion: Classical Ayurvedic pedagogical methods provide a valuable conceptual resource for contemporary Stri Roga Vignana & Prasuti Tantra education. Their possible integration with educational strategies warrants further empirical evaluation to determine effects on learning, clinical competence, communication, and patient-related outcomes.
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