Transitional curriculum under NCISM's current status, need for updating, and gaps: A narrative review.
DOI:
https://doi.org/10.70066/jahm.v14i3.2571Keywords:
Ayurveda, Ayurpraveshika, education, NCISM, Shishopanayana, Transitional curriculumAbstract
Background: The changeover from higher secondary education to professional medical education requires significant changes in psychological, social, and academic components. Ayurveda as a profession is a lifelong commitment to connect deeply with classical texts and guide needy patients in their journey of healing. The students choosing a B.A.M.S. need to study the core of Ayurveda texts along with the modern perspectives and practices. Recognizing the challenges faced by young and new students, NCISM implemented the transitional curriculum “Ayurpraveshika -2025-2026” for first-year undergraduates. Objectives: This narrative review explores the current status of the “Ayurpraveshika 2025-26 transitional curriculum," the need for its implementation, and gaps to be addressed in the future. Methods: Related literature was identified through PubMed, Scopes, Google Scholar, and Research Gate using keywords "transitional curriculum" and "Ayurveda," which were reviewed to summarize trends, applications, and ethical concerns. Conclusion: The primary need for this curriculum arises as students entering this course are from diverse educational backgrounds, have limited exposure to Sanskrit-based classical texts, are unacquainted with Ayurveda's basic concepts and its future opportunities, are unaware of medical terminologies, and have inadequate preparation for the rigorous professional learning environment. This transitional curriculum is essential to improve learner confidence, make them goal-oriented right from the 1st year, reduce fear and anxiety of Ayurveda concepts, enhance academic and clinical skills, ignite the curiosity of health services, research, and entrepreneurship, and ensure holistic development among students with mindfulness.
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