International Journal of Drug Delivery Technology
Volume 16, Issue 6s, 2026

Problem Based Learning (PBL) in Medical Education: Perspectives from Modern and Ayurvedic Psychology

Sangeeta Singh 1, Kanchan Chauhan 2, Chandra Shekhar Pandey 3, Devanand Upadhyay 4, Manoj Kr Singh Chauhan 5*

1Research Scholar, Department of Siddhant Darshan, Faculty of Ayurveda, IMS, Banaras Hindu University, Varanasi, 221005, India
Email: sangeeta@bhu.ac.in
ORCID: https://orcid.org/0009-0008-6081-3456

2Research Scholar, Department of Siddhant Darshan, Faculty of Ayurveda, IMS, Banaras Hindu University, Varanasi, 221005, India
Email: chauhank2211@gmail.com
ORCID: https://orcid.org/0009-0005-7319-2722

3Professor, Department of Siddhant Darshan, Faculty of Ayurveda, IMS, Banaras Hindu University, Varanasi, 221005, India
Email: cspandey@bhu.ac.in

4Assistant Professor, Department of Siddhant Darshan, Faculty of Ayurveda, IMS, Banaras Hindu University, Varanasi, 221005, India
Email: dev.asdbhu10@bhu.ac.in
ORCID: https://orcid.org/0000-0003-3623-0388

5*Doctoral Fellow, Department of Rachana Sharir, Faculty of Ayurveda, IMS, Banaras Hindu University, Varanasi, 221005, India
Email: kumarmanoj1877@gmail.com
ORCID: https://orcid.org/0000-0002-0109-1536

*Corresponding Author: Manoj Kr Singh Chauhan, Doctoral Fellow, Department of Rachana Sharir, Faculty of Ayurveda, IMS, Banaras Hindu University, Varanasi, 221005, India. Email: kumarmanoj1877@gmail.com

ABSTRACT

In clinical education, problem-based learning (PBL) is becoming more widely acknowledged as a cognitive reform that aligns teaching methods with current neuroscience on higher-order cognitive processes and brain function. PBL activates brain areas related to reasoning, memory integration, and adaptive decision-making by having students work through actual clinical challenges in small, self-directed groupings. With the help of this model, medical students can translate theoretical ideas into clinically relevant comprehension, developing their ability to analyze patient narratives, interpret symptoms, and apply information in real-world medical settings. PBL changes the role of the educator from that of a knowledge provider to that of a facilitator who directs inquiry, fosters metacognitive development, and provides focused feedback that enhances clinical judgment. It also necessitates a setting rich in resources and variety of teaching-learning instruments.

This article's integration of PBL with the Indian mind and consciousness is one of its distinctive features. The inquiry-oriented structure of PBL is naturally complemented by Indian cognitive traditions, which emphasize holistic attention, introspective awareness, and intuitive understanding. By encouraging more in-depth reflection, ethical awareness, and integrative thinking, this synthesis positions PBL as a teaching strategy that both satisfies the requirements of contemporary medical education and connects with India's philosophical tradition. This article's objective is to examine contemporary PBL in clinical and medical education in relation to the Indian mind and awareness.

Keywords: Neuroscience, Cognitive function, Mind, Consciousness, Problem-Based Learning.

How to cite this article: Singh S, Chauhan K, Pandey CS, Upadhyay D, Chauhan MKS. Problem based learning (PBL) in medical education: perspectives from modern and ayurvedic psychology. Int J Drug Deliv Technol. 2026;16(6s): 68-75; DOI: 10.25258/ijddt.16.6s.8

Source of support: Nil.

Conflict of interest: None