Teaching Avasthapaka through Competency-Based Dynamic Curriculum: A Model for Sharirkriya Vignana in NCISM Framework

Abstract

Background: The National Commission for Indian System of Medicine has recently mandated a shift toward the Competency-Based Dynamic Curriculum, aiming to transform Ayurveda education into an outcome-oriented and skill-based system. Traditional pedagogical approaches often rely on the rote memorization of Samhita texts, which can lead to a gap between theoretical knowledge and clinical application. Avasthapaka, the triphasic process of digestion (Madhura, Amla, and Katu), is a fundamental concept in Sharirkriya that is frequently taught as an abstract theory without modern physiological integration. Objective: This study proposes a structured CBDC-based teaching-learning module for Avasthapaka designed to integrate classical concepts with modern physiology and competency-based assessments. Methods: A module was developed for 40 BAMS second-year students, incorporating Case-Based Learning, flipped classrooms, and Objective Structured Clinical Examination. The module mapped Charaka Samhita references with modern digestive phases and utilized standardized tools for Agni assessment. Results: Knowledge scores improved from 45.2 ± 12.3% to 78.6 ± 10.5% (p < 0.001), and OSCE performance increased from 40.5 ± 11.8% to 75.3 ± 9.6%. The educational impact showed a large effect size (Cohen’s d > 1.8), with 72% of students reaching high competency levels. Conclusion: The Avasthapaka-CBDC model provides a scalable, integrated framework that enhances student engagement and diagnostic proficiency in Sharirkriya education.