Dr Swarnima Sharma, Haroon Irshad
Trividha Jnanopaya is a classical Ayurvedic pedagogical framework described in the Charaka Samhita, representing the threefold means of acquiring and transmitting knowledge through Adhyayana (self-study), Adhyapana (teaching), and Tadvidya Sambhasha (scholarly discussion). This review explores the conceptual foundations of Trividha Jnanopaya and examines its relevance in relation to contemporary medical education. A scoping literature review was conducted using classical Ayurvedic texts, including Charaka Samhita, Sushruta Samhita, Ashtanga Hridaya, and Ashtanga Sangraha, along with recent peer-reviewed literature on modern educational theories. The analysis identified strong conceptual parallels between Ayurvedic teaching methodology and learner-centered competency-based education. Adhyayana corresponds to systematic knowledge acquisition, comprehension, and reflective learning; Adhyapana emphasizes structured instruction, ethical discipline, and the ideal qualities of teacher and student; while Tadvidya Sambhasha promotes critical thinking, intellectual refinement, and professional communication through scholarly dialogue. These principles closely align with modern educational frameworks such as Bloom’s taxonomy, Miller’s pyramid, self-directed learning, and collaborative learning approaches. The review highlights that Ayurvedic pedagogy offers a holistic educational model integrating cognitive, affective, and psychomotor development. While traditional methods may lack standardized assessment and technological integration, their emphasis on discipline, mentorship, ethical conduct, and experiential understanding provides enduring educational value. Integrating Trividha Jnanopaya with modern competency-based strategies may strengthen contemporary medical education by combining traditional depth with scientific rigor and learner-centered innovation.