Background: The Caraka Saṃhitā, a foundational text of Ayurveda, presents a comprehensive approach to medical education alongside clinical knowledge. The teaching tradition of Maharṣi Ātreya reflects an integrated model combining intellectual discipline, ethical training, interactive learning, and clinical exposure. In light of ongoing reforms under the National Commission for Indian System of Medicine (NCISM), re-examining these classical pedagogical principles is both relevant and necessary. Objectives: To critically analyse the teaching–learning methods described in the Caraka Saṃhitā, with particular focus on Adhyayana, Adhyāpana, and Tadvidyā Sambhāṣā, and to evaluate their relevance in contemporary competency-based Ayurveda education. Methods: A qualitative descriptive–analytical review was conducted using primary references from Vimāna Sthāna (Chapter 8), Sūtra Sthāna (Chapters 1 and 9), and Kalpa Sthāna (Chapter 1), supported by Āyurveda Dīpikā commentary. Results: The text outlines an integrated model incorporating self-directed learning, structured teaching, dialogical exchange, Anvīkṣikī (critical reasoning), and experiential training within the Gurukula system. Conclusion: These principles demonstrate conceptual alignment with competency-based medical education and offer a valuable framework for enriching contemporary Ayurveda curricula. Keywords: Caraka Saṃhitā, Ayurveda Education, Adhyayana, Tadvidyā Sambhāṣā, Anvīkṣikī
Modh et al. (Wed,) studied this question.