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Similarly, different concepts like Tacchilya (literary tool denoting similarity or being accustomed to something), Vyakhya (literary tool providing indepth explanation regarding any topic), Arthashraya (literary tool to understand the meaning of any sutra or term), Kalpana (literary tools to understand the text) mentioned by Acharya Vagbhata (Arundatta on A. H. Uttar Tantra 40) are also important in further elaborating the concepts to the students.
Similarly, different concepts like Tacchilya (literary tool denoting similarity or being accustomed to something), Vyakhya (literary tool providing indepth explanation regarding any topic), Arthashraya (literary tool to understand the meaning of any sutra or term), Kalpana (literary tools to understand the text) mentioned by Acharya Vagbhata (Arundatta on A. H. Uttar Tantra 40) are also important in further elaborating the concepts to the students.
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== Importance of adhyapan according to Ayurveda ==
<p style="text-align:justify;">Every chapter of Charak Samhita opens with a verse dedicated to the introduction of teacher or Guru i.e. Punarvasu Atreya as it is necessary to acquire authentic and full-fledged knowledge regarding any subject. Chakrapani mentions it as a means to understand the concepts clearly mentioned in the text and those whose meaning is yet to be derived (ashesha vishesha dnyanartha) (Chakrapani on Cha. Sa. Su. 1/2). Similarly, to highlight this relationship, the two types of verses, i.e., Guru Sutra (verses mentioned by the teachers) and Shishya Sutra (verses uttered by students themselves). (Chakrapani on Cha. Sa. Sutra Sthana 1/12, Dalhana on Su. Sa. Sutra Sthana 1/3) It is mentioned that the Atreya Punarvasu imparted knowledge to his 6 pupils, who wrote their texts on different subjects. (Cha. Sa. Sutra Sthana 1/31-32). Similarly, teacher respect has also been given utmost importance as a part of various sadvritta-related activities in Charak Samhita. (Cha. Sa. Sutra Sthana 8/19, 20,23). The supreme quality of vaidya or physician i.e. Shrutam Paryadatatva i.e. efficiency in textual knowledge obtained from the proximity to Guru) (Cha. Sa. Sutra Sthana 9/6) is also related to the adhyapan vidhi. The defaming or disrespecting of the teacher i.e. guru ninda is also mentioned as an etiological factor of disease like kushta (Cha. Sa. Chikitsa Sthana 7/122) <br/>The concepts like guru vyadhita (persons suffering from severe disease) and laghu vyadhita (persons suffering from mild disease) are mentioned in the Vyadhitaroopiya Adhyaya (Cha. Sa. Vimana Sthana 7/32). These are mentioned to train the students (shishya sambodhanartha), highlighting the adhyapan vidhi. Sushruta Samhita mentions the gurupara i.e. attentiveness towards the teachings and instructions of tutor as an important quality of student who has completed the coursework. (Su. Sa. Sutra Sthana 3/55) According to the commentator Dalhana, the word gurupara refers to guru- karyarat, which implies being involved in the duties towards guru. (Dalhana on Su. Sa. Sutra Sthana 3/55) <br/>Sushrut Samhita also states that the vaidya who have not received the proper training directly from the teachers are taskara or quacks. (Su. Sa. Sutra Sthana 4/7) Buddhimedhakara gana mentioned by Sushrut (Su. Sa. Chikitsa Sthana 28/27) are the aspects promoting the development of buddhi (intellect) and medha (cognition) also includes ‘Tadvidya Acharya Seva’ or proper training and learning from trainers.</p>
== Contemporary approach ==
<p style="text-align:justify;">Pedagogy (adhyapan) is the science of teaching.<ref name="ref8">“Pedagogy.” Merriam-Webster.com Dictionary, Merriam-Webster, https://www.merriam-webster.com/dictionary/pedagogy. Accessed 26 May. 2023.</ref> It is the backbone of education especially in demanding fields of medicine. Pedagogy, derived from the Greek words paidos (child) and agogos (leader), originally described the task of leading children to school. These days the term is generally referred to teachers.<ref name="ref9">Dornan T, Kelly M. When I say … pedagogy. Medical Education [Internet]. 2021 [cited 2023 May 27];55(6):676–7. Available from: https://onlinelibrary.wiley.com/doi/abs/10.1111/medu.14455</ref> The pedagogy guides the students to develop and refine their knowledge, stimulating their analytical thinking and discussion-based learning for better cognition and application of knowledge. In the medical sciences, different pedagogical techniques like questions and answers, lecturing, piloting, prompting, supplementing, demonstrating, and intervening in the clinical setting.<ref name="ref10">Nilsson, M.S., Pennbrant, S., Pilhammar, E. et al. Pedagogical strategies used in clinical medical education: an observational study. BMC Med Educ 10, 9 (2010). https://doi.org/10.1186/1472-6920-10-9</ref> <br/>Bloom's taxonomy is another important technique mentioned in modern literature for enhancing cognitive, behavioral/affective, and psychomotor learning.<ref name="ref11">Adams NE. Bloom's taxonomy of cognitive learning objectives. J Med Libr Assoc. 2015 Jul;103(3):152-3. doi: 10.3163/1536-5050.103.3.010. PMID: 26213509; PMCID: PMC4511057.</ref> Bloom’s taxonomy originally published in 1956 was specific to the cognitive domain and presented a hierarchical structure with six levels of learning: knowledge (lowest level), comprehension, application, analysis, synthesis, and evaluation (highest level). Bloom’s taxonomy was revised in 2001 by Lorin Anderson and David Krathwohl, where the knowledge dimension consisted of factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge subtypes.<ref name="ref12">Orgill BD, Nolin J. Learning Taxonomies in Medical Simulation. In: StatPearls. Treasure Island (FL): StatPearls Publishing; September 13, 2022.</ref> Interestingly, all these principles resemble samhita texts, where the Bloom's taxonomy reiterates the concept of pramana in Ayurveda.<ref name="ref13">Bhalerao S, Ranade A, Vaidya AD. Bloom's taxonomy reiterates Pramana. J Ayurveda Integr Med. 2017 Jan-Mar;8(1):56-57. doi: 10.1016/j.jaim.2017.01.002. Epub 2017 Feb 21. PMID: 28254198; PMCID: PMC5377477.</ref> Considering the shortcomings in the present Ayurveda educational system, NCISM (National Commission For Indian System Of Medicine) has taken revolutionary steps to reform education and impart quality knowledge to the students.<ref name="ref14">NCISM | Home [Internet]. [cited 2023 May 27]. Available from: https://ncismindia.org/index.php</ref> The new syllabus is developed per the new educational policy focusing on practical, clinical, competency-based, evidence-based, and student-oriented learning.<ref name="ref15">Deopujari J, Prasad B S. Educational reforms introduced by NCISM in lines with Mann Ki Baat promulgations. J Res Ayurvedic Sci 2023;7, Suppl S1:29-30</ref> Thus, the teaching methodology or adhyapan vidhi is vastly evolving in the field of Ayurveda in the current scenario.</p>
== Current researches ==
<ol style="text-align:justify;"><li>In the article entitled “Teaching and learning methods in Ayurveda and its current perspectives”, Kolarkar Rajesh et.al. have mentioned the different teaching and learning methodologies according to Ayurveda sciences where the Gurukul system of education is described in detail.<ref name="ref16">Kolarkar R et.al. "Teaching and learning methods in Ayurveda and its current perspectives., Ayurlog: National Journal of Research in Ayurved Science- 2020; (8) (3): 01-11</ref> They have also explained the measurable outcomes of the student learning based on the Blooms taxonomy</li>
<li>In the article entitled “Ancient Teaching Learning Method- Guru Shishya Parampara” the researchers randomly enrolled 17 students of final B.A.M.S. to enhance the self-directed learning resembling the Gurukula system among the students for the improvement the academic performance. Encouraging results were obtained in the group that followed the Gurukula study system.<ref name="ref17">Ramteke Rd, Tawalare Ka, Tawalare Kk, Ancient Teaching Learning Method - Guru Shishya Parampara. J Educ Technol Health Sci 2015;2(1):22-24</ref></li>
<li>In the article entitled “Reforms in Ayurveda education; the challenges ahead” author has discussed the post-independence reforms in the field of Ayurveda education at par with allopathy science.<ref name="ref18">Vyas MK. Reforms in Ayurveda education; the challenges ahead. Ayu. 2015;36(3):231-232. doi:10.4103/0974-8520.182759</ref> However,, shortcomings like improper teaching of Sanskrit language and lack of infrastructure for clinical settings should also be addressed.</li>
<li>In the article entitled “A Controlled Trial On Effective Introduction Learning in Ayurveda Curriculum,” author mentioned application-oriented teaching methodology like ‘case stimulated learning’ where different IQ-based tests were administered for assessing the effect of problem-based learning on the performance of students as compared to lecturing method.<ref name="ref19">Resmy Raj. A: A Controlled Trial On Effective Introduction Of Case Stimulated Learning In Ayurveda Curriculum. International Ayurvedic Medical Journal {online} 2017 {cited December, 2017} Available from: http://www.iamj.in/posts/images/upload/4380_4388.pdf</ref></li>
<li>In the article entitled “Transformation Needs In Ayurveda Education: Where & How” the importance of incorporating IT-based and interactive methods for better understanding science.<ref name="ref20">Nitesh Gupta & Rashmi Tiwari Transformation Needs in Ayurveda Education: Where & How. International Ayurvedic Medical Journal {online} 2020 {cited October, 2020} Available from: http://www.iamj.in/posts/images/upload/4761_4765.pdf</ref></li>
<li>In the article titled “Perceptions of Dravyaguna Students About Small Group Teaching and Classroom Teaching” where the 50 students were randomly divided into two groups where in small group discussion was administered in one group and classroom teaching in other group where the Small Group teaching was found to be more effective.<ref name="ref21">Deogade MS, Kethamakka SRP, Panchabai A, Chalakh SP, Desai PR. Perceptions of Dravyaguna Students About Small Group Teaching and Classroom Teaching. 2015;4(3).</ref></li>
<li>The article “Co-relation between tadvidhsambhasha and cooperative learning – a teaching methodology” deals with the similarity between the two methods where the discussion on a particular topic is included for better understanding.<ref name="ref22">Deepali Jayesh Agrawal, A Conceptual Review of Prameha in Framework of Brihat Trayi , Ayurlog: National Journal of Research in Ayurved Science: Vol 7 No 05 (2019): AYURLOG : NJ-RAS| September 2019</ref> </li>
<li>The article “Ayurveda education in India: Addressing the Human Resource Barriers to optimize the delivery” deals with the problems and challenges faced by teachers for proper disseminating the knowledge of Ayurveda for the motivation of students.<ref name="ref23">Rastogi S. Ayurveda education in India: Addressing the human resource barriers to optimize the delivery. Journal of Ayurveda and Integrative Medicine [Internet]. 2021 Apr 1 [cited 2023 May 26];12(2):403–7. Available from: https://www.sciencedirect.com/science/article/pii/S0975947620300206</ref> </li>
<li>In the book entitled “Roadmap for Ayurveda Education in Modern India”, the topic in the book focuses on the educational process in Ayurveda and its ontological, epistemological, and pedagogy related aspects.<ref name="ref24">Shankar, D. (2021). Roadmap for Ayurveda Education in Modern India. In: Sarangapani, P.M., Pappu, R. (eds) Handbook of Education Systems in South Asia. Global Education Systems. Springer, Singapore. https://doi.org/10.1007/978-981-15-0032-9_5</ref></li>
<li>In the article, “KLE Initiatives Towards Quality Education In Ayurveda” the author focuses on the continuous reforms put forth by KLE University in imparting quality education to Ayurveda graduates by introducing interactive methods like e-dissection, the establishment of a department of Ayurveda Medical Education etc.<ref name="ref25">Prasad B S. KLE Initiatives Towards Quality Education In Ayurveda. Indian J Ayurveda lntegr Med [serial online] 2018 [cited 2023 May 26];1:1-03. Available from: http://www.ijaim.in/text.asp?2018/1/1/01/318036</ref></li>
<li>In the article “Adhyayan and Adhyapan Skill in Ayurveda on Modern Perspectives” authors throw light on the existing method of teaching and learning in Ayurveda and possible reforms considering the principles of modern tools.<ref name="ref26">Shankar H, Dixit M, Meena HM, Meena NN. Adhyayan and Adhyapan Skill in Ayurveda on Modern Perspectives: DOI: https://doi.org/10.47223/IRJAY.2021.4929. IRJAY [Internet]. 2021 Sep. 30 [cited 2023 May 26];4(9):223-8. Available from: https://irjay.com/index.php/irjay/article/view/200</ref></li>
<li>“Teaching learning process in the ancient ayurvedic text - Charak Samhita” deals with the analysis of the techniques explained in the Charak Samhita in relation with modern teaching and learning tools like brainstorming, discussions, asking questions, preparation of handouts etc.<ref name="ref27">Pragati W, Deepak M V, Suwarna D V. Teaching learning process in ancient ayurvedic text - Charak Samhita. J Educ Technol Health Sci 2021;8(3):83-87.</ref></li>
<li>The article “Concept of Cognitive Theory In Ancient Wisdom And Its Relevant Application In Current Education Curriculum Of Ayurveda” elaborates the importance of cognitive aspects or basis of theory of cognition in learning Ayurveda.<ref name="ref28">Kshirabdhi R et. al. Concept of Cognitive Theory in Ancient Wisdom And Its Relevant Application In Current Education Curriculum Of Ayurveda, IJMER, Volume:11, Issue:5(1), Page No. 1-5</ref> </li>
<li>In the article “Possible Reformations in Ayurveda Education System to Suite the Current Need” the authors have mentioned the reforms like introducing credit system for the assessment of students, preparing standard textbooks and enhancing the exposure to clinical knowledge for the betterment of education system.<ref name="ref29">Janmejaya S. et. al. Possible Reformations in Ayurveda Education System to Suite The Current Need, J. Res. Educ. Indian Med., .2015 Vol. XXI, DOI: 10.5455/JREIM.82-1422866908</ref> </li>
<li>In the article “Scope of educational reforms in Ayurveda” the various reforms in syllabus , undergraduate teaching and post graduate teaching reforms in Ayurveda including the different teaching methods and learning fields like music therapy , colour therapy etc. for enhancing the knowledge of Ayurveda.<ref name="ref30">K R B,. S. SCOPE FOR EDUCATIONAL REFORMS IN AYURVEDA. J Biol Sci Opin [Internet]. 2014 Apr 19 [cited 2023 May 26];2(2):158–61. Available from: http://www.jbsoweb.com/admin/php/uploads/128_pdf.pdf</ref></li>
<li>In the article “Teaching reforms required for Ayurveda” states the present day status of the educational system in Ayurveda and amendments in syllabus and lecture delivery system in Ayurveda.<ref name="ref31">Narayan J. Teaching reforms required for Ayurveda. J Ayurveda Integr Med [Internet]. 2010 [cited 2023 May 26];1(2):150. Available from: http://www.jaim.in/text.asp?2010/1/2/150/65075</ref></li>
<li>“Importance of Questions asked by Agnivesha in Charaka Samhita in teaching learning skill – A Literature Review” deals with the different questions asked by the Agnivesha to Punarvasu Atreya in due course of text at different sthana and chapters underlying the unique methodology of teaching and learning according to Ayurveda.<ref name="ref32">Murade.H, Murade G,“Importance of Questions asked by Agnivesh in Charak Samhita in teaching learning skill – A Literature Review, JETIR, Volume 9, Issue 8, Page No. d743-d745</ref> </li>
<li>The article “National Education Policy 2020 and preparedness of Ayurveda Universities” states the importance of standardization of ayurveda education and promotion of skill based learning in the Ayurveda universities.<ref name="ref33">Kumar, Abhimanyu. National Education Policy 2020 and preparedness of Ayurveda Universities. International Journal of Ayurveda Research 3(1):p 9-12, Jan–Jun 2022. | DOI: 10.4103/ijar.ijar_16_22</ref></li>
<li>)In the article “Competency Based Medical Education and Ayurveda” the authors focus on developing the clinical skills of the students through the competency based education for the promotion of better physicians and health care professions in the society.<ref name="ref34">Gavali. P et. al. Competency Based Medical Education and Ayurved, GJRA, VOLUME-9, ISSUE-1, Page No. 48-51</ref></li>
<li>A unique methodology of Jigsaw teaching or co-operative teaching is explained in the article entitled “Jigsaw Cooperative Learning: A Viable Teaching Learning Strategy In Ayurveda” showing encouraging results as compared to classical method of learning and teaching.<ref name="ref35">Deepali Agrawal, Neeta Shekokar. JIGSAW COOPERATIVE LEARNING: A VIABLE TEACHING LEARNING STRATEGY IN AYURVEDA. ayush [Internet]. 2020Nov.28 [cited 2023May26];7(Supply1):69-73. Available from: https://ayushdhara.in/index.php/ayushdhara/article/view/639</ref></li>
<li>In the article entitled “Introducing Hybrid Problem-Based Learning Modules in Ayurveda Education: Results of an Exploratory Study” where an exploratory trial was undertaken to implement HPBL (Hybrid Problem based learning) method in a large classroom in the context of Ayurveda education. The findings indicated HPBL as an acceptable teaching method.<ref name="ref36">More VR, Singh G, Patwardhan K. Introducing Hybrid Problem-Based Learning Modules in Ayurveda Education: Results of an Exploratory Study. The Journal of Alternative and Complementary Medicine [Internet]. 2020 Feb [cited 2023 May 26];26(2):130–7. Available from: https://www.liebertpub.com/doi/abs/10.1089/acm.2019.0293</ref></li>
<li>The Ayurveda Education In India: How Well Are The Graduates Exposed To Basic Clinical Skills?The article explores the exposure of the graduates to clinical knowledge during the undergraduate training and course.</li>
<li>In the article “Online Teaching in Ayurveda Medical Education during COVID 19 Pandemic – A Descriptive Survey Study” the authors have discussed the pros and cons of online teaching for the Ayurveda undergraduates during the COVID-19 and its effect on learning outcomes.<ref name="ref37">V UV, Y AP, Varghese S. Online Teaching in Ayurveda Medical Education during COVID 19 Pandemic – A Descriptive Survey Study. IJAM [Internet]. 2020 Dec. 9 [cited 2023 May 26];11(4):690-4. Available from: https://www.ijam.co.in/index.php/ijam/article/view/166</ref></li>
<li>In the article “Inquisition Technique of Ayurveda Schooling – An Ancient Art” the different teaching methodologies like Tantrayukti, Pancha-Avayavi Vakya are explained in context to modern teaching and learning methodology.<ref name="ref38">Panambur DS. INQUISITION TECHNIQUE OF AYURVEDA SCHOOLING – AN ANCIENT ART. Clinical Medicine. 2021;08(3).</ref> </li>
<li>In the research work entitled “Ayurveda education: Evaluating the integrative approaches of teaching Kriya Sharira (Ayurveda physiology)” the authors have made an effort to compare the effect of two teaching modules conventional method of teaching and Integrative modules like case-stimulated learning (CSL) and classroom small group discussion (CSGD) on the group of undergraduate students.<ref name="ref39">Joshi, Himanshu, et al. "Ayurveda education: Evaluating the integrative approaches of teaching Kriya Sharira (Ayurveda physiology)." Journal of Ayurveda and Integrative Medicine, vol. 4, no. 3, July-Sept. 2013, p. 138. </ref></li>
<li>The article “Inclusion of communication skill module in undergraduate Ayurveda curriculum: Need of the hour” mentions the importance of inclusion of communication skill training for proper guidance of students in understanding concepts like Agni , Koshta.<ref name="ref40">Desai PR. Inclusion of communication skill module in undergraduate Ayurveda curriculum: Need of the hour. J Indian Sys Medicine 2019;7:254-5</ref> </li>
<li>In the article “The Ayurveda Education in India: How Well Are the Graduates Exposed to Basic Clinical Skills?” the author focuses on shortcomings of the present ayurveda teaching process in imparting the proper clinical knowledge to the students, an observational study was carried out to assess the same.<ref name="ref41">Patwardhan K, Gehlot S, Singh G, Rathore HCS. The Ayurveda Education in India: How Well Are the Graduates Exposed to Basic Clinical Skills? Evidence-Based Complementary and Alternative Medicine [Internet]. 2011 [cited 2023 May 26];2011:1–6. Available from: http://www.hindawi.com/journals/ecam/2011/197391/</ref></li>
<li>In the research work entitled “Ayurveda education & research in India–present scenario, challenges & solutions,” the opinions of the Ayurveda teachers, physicians, students, and stakeholders were recorded using an online questionnaire regarding the status of Ayurveda education in present scenario.<ref name="ref42">Binorkar S. Ayurveda education & research in India–present scenario, challenges & solutions. IJCAM [Internet]. 2018 [cited 2023 May 26];11(2). Available from: https://medcraveonline.com/IJCAM/ayurveda-education--research-in-indiapresent-scenario-challenges--solutions.html</ref> </li>
<li>In the article “Ayurveda students’ perception towards online learning during the COVID‑19 pandemic” the student’s response to the online learning during the COVID-19 period was assessed using a standardized questionnaire.<ref name="ref43">Sawarkar G, Sawarkar P, Kuchewar V. Ayurveda students’ perception toward online learning during the COVID-19 pandemic. J Edu Health Promot [Internet]. 2020 [cited 2023 May 26];9(1):342. Available from: http://www.jehp.net/text.asp?2020/9/1/342/305330</ref></li>
<li>In the article “Ayurvedic college education, Reifying Biomedicine and the need for reflexivity” the importance of techniques mentioned in Ayurveda for the better understanding of the biomedical sciences is underlined.<ref name="ref44">Bode M, Shankar P. Ayurvedic college education, reifying biomedicine and the need for reflexivity. Anthropology & Medicine [Internet]. 2018 May 4 [cited 2023 May 26];25(2):162–75. Available from: https://www.tandfonline.com/doi/citedby/10.1080/13648470.2017.1287258</ref></li></ol>
== Related chapters ==
* Rogabhishakjitiya Vimana Adhyaya (Cha. Sa. Vimana Sthana 8),
* Shishyopanayaniya Adhyaya (Su. Sa. Sutra Sthana 2),
* Adhyayan Sampradaniya Adhyaya (Su. Sa. Sutra Sthana 3),
* Prabhashaniya Adhayaya (Su. Sa. Sutra Sthana 4),
* Vajikarana Chikitsa Adhyaya (A.H. Uttar Tantra 40)
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