Vol. 2, Issue 2, Part A (2025)

Homeopathic education aims to cultivate competent practitioners through the integration of philosophical principles, clinical reasoning, and experiential learning. However, undergraduate students often encounter significant challenges that influence their academic engagement and professional preparedness. This exploratory review examines prevailing teaching-learning approaches in undergraduate homeopathic education and identifies key challenges perceived by students. Traditional pedagogical models in homeopathy rely heavily on didactic lectures, extensive theoretical instruction, and memorization of Materia medica, which may limit active learning and critical thinking development. Although clinical exposure is emphasized within curricula, inconsistencies in early patient interaction and supervised case-taking affect confidence and skill acquisition. Students also report difficulty in integrating foundational sciences with homeopathic philosophy and clinical application, resulting in fragmented learning experiences. Assessment methods that prioritize recall over analytical reasoning further contribute to academic stress and surface learning tendencies. Faculty-related factors, including variability in teaching competence, limited use of educational technology, and inadequate feedback mechanisms, compound these challenges. Additionally, institutional constraints such as overcrowded classrooms, limited clinical material, and insufficient mentorship hinder personalized learning. This review highlights the need for learner-centered pedagogies, problem-based learning, structured clinical mentoring, and formative assessment strategies to address these issues. By synthesizing existing educational literature and student-centered perspectives, the paper underscores gaps between curricular intent and learning outcomes in undergraduate homeopathic education. The findings suggest that pedagogical reforms focusing on integration, reflection, and competency-based training may enhance student satisfaction and professional readiness. Understanding these challenges is essential for educators and policymakers seeking to strengthen homeopathic education and ensure the development of reflective, confident, and clinically competent graduates capable of meeting contemporary healthcare demands.