CASE-BASED LEARNING AS AN EFFECTIVE STRATEGY FOR TEACHING APPLIED ANATOMY IN AYURVEDA EDUCATION: A CONCEPTUAL REVIEW

Rachana Sharir forms the structural foundation of Ayurvedic medical education and is essential for understanding physiological mechanisms, pathological processes, diagnosis, and therapeutic interventions. Despite its clinical relevance, contemporary anatomy teaching in Ayurveda institutions often remains lecture-based and memorization-oriented, resulting in limited clinical integration and reduced learner engagement. Modern medical education emphasizes competency-based, learner-centered approaches that promote analytical reasoning and contextual application of knowledge. Case-Based Learning (CBL) has emerged as an effective pedagogical strategy that facilitates active learning through structured clinical scenarios. The present conceptual review critically examines the relevance and applicability of CBL in teaching applied anatomy to Ayurveda students. Literature from classical Ayurvedic texts, medical education research, and educational learning theories was analyzed to evaluate educational rationale, implementation strategies, and expected outcomes. Evidence indicates that CBL enhances conceptual understanding, clinical reasoning, knowledge retention, and interdisciplinary integration while fostering communication and collaborative learning skills. Faculty facilitation, structured case design, and curricular alignment are identified as critical determinants of successful implementation. Although challenges such as faculty training, resource availability, and assessment standardization exist, gradual integration of CBL within Rachana Sharir teaching may significantly strengthen competency development and clinical readiness. Adoption of CBL aligns with contemporary educational reforms and represents a progressive approach for improving applied anatomy teaching in Ayurveda education.