Entrustable professional activities in undergraduate homoeopathy: A competency-based perspective

Entrustable professional activities (EPAs) have gained prominence as tools to integrate competencies with authentic clinical work. While EPAs are conceptually compatible with undergraduate (UG) health professions education, their adoption as the primary organising framework at this level is neither educationally sound nor regulatorily defensible. This article argues that UG homoeopathy education should remain firmly grounded in competency-based education (CBE), with EPAs employed selectively as developmental and integrative tools. UG learners are pre-professionals who function under close supervision and do not yet possess the legal or ethical authority for independent clinical responsibility. A CBE-led curriculum ensures clarity of outcomes, graded progression and patient safety, while judicious use of EPAs, particularly in the final year and internship, can support the transition to supervised professional practice. This integrated educational-policy perspective proposes a balanced model that preserves the conceptual integrity of both CBE and EPAs while aligning with international best practices and the regulatory realities of UG homoeopathy education in India.