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Background: Competency-based medical education (CBME) has been globally recognized as an effective strategy for aligning clinical training with measurable outcomes and patient safety standards [4-6]. Shalya Tantra, the surgical discipline of Ayurveda, is historically grounded in classical treatises such as the Sushruta Samhita. While these texts provide detailed surgical doctrines, conventional pedagogy has remained predominantly theory-oriented, limiting the development of measurable surgical competencies. The introduction of the Competency-Based Dynamic Curriculum (CBDC) by the National Commission for Indian Systems of Medicine (NCISM) represents a paradigm shift toward outcome-driven education emphasizing procedural proficiency, ethical practice, and clinical reasoning. [12,13] Objective: This study aimed to analyze the alignment of the Shalya Tantra CBDC syllabus with NCISM competency mandates and to evaluate the effectiveness of innovative teaching-learning strategies in improving surgical skills, ethical decision-making, and learner engagement. Methods: A mixed-methods design was adopted, comprising (1) qualitative content analysis of undergraduate and postgraduate Shalya Tantra syllabi, (2) a three-round Delphi survey among experienced educators, and (3) a pilot implementation of simulation-based training assessed through Objective Structured Clinical Examinations (OSCEs). Quantitative data were analyzed using nonparametric statistical methods. Results: Curriculum mapping demonstrated comprehensive alignment between course outcomes and program outcomes across eight modules. Delphi consensus (85%) supported simulation, problem-based learning (PBL), and team-based learning (TBL) as superior to didactic lectures. Pilot OSCE scores showed a statistically significant improvement in procedural competence (median increase from 52% to 78%; p < 0.001). Ethical communication and emergency decision-making competencies also improved markedly. Conclusion: The CBDC framework significantly enhances surgical proficiency and ethical preparedness in Shalya Tantra education. Structured simulations, OSCE-based assessments, and experiential learning ratios effectively bridge classical Ayurvedic principles with contemporary clinical expectations. National-scale implementation and longitudinal outcome research are strongly recommended.