Editorial Published on July 1, 2024

 

Medical Education in India: Current State and Advancements

Kavitha Ravi^a

a. Department of Pathology, Government Medical College, Thiruvananthapuram*

Medical education in India is undergoing significant transformation, driven by policy reforms, technological advancements, and a growing recognition of the need to align medical training with global standards. These changes are poised to address longstanding challenges while creating new opportunities for future healthcare professionals.

One of the most notable developments in Indian medical education has been the substantial increase in the number of medical colleges and seats available for undergraduate and postgraduate training. Government initiatives, such as establishing new AIIMS (All India Institute of Medical Sciences) campuses and expanding state medical colleges, have played a crucial role in this expansion. These efforts aim to meet the rising demand for medical professionals and address the urban-rural healthcare divide by encouraging more doctors to practice in underserved areas.

The Medical Council of India (MCI), now replaced by the National Medical Commission (NMC), has introduced significant curriculum reforms aimed at modernizing medical education. The National Medical Commission of India introduced the Competency-Based Curriculum in Medical Education (CBME) for undergraduate medical students in 2019 with a new module named Attitude, Ethics and Communication (AETCOM) across the country.¹ The module was structured into competencies and incorporated into the curriculum design for the students of the first to final years in the undergraduate curriculum. It emphasizes domains beyond medical knowledge and clinical skills, like communication, professionalism and a focus on health systems.² This shift from rote learning to a more integrated and patient-centred approach is expected to produce more competent and compassionate doctors.³

The curriculum reforms also stress the importance of interdisciplinary learning, communication skills, and ethical practice. These changes are designed to prepare medical students not only as clinicians but also as leaders and innovators in the healthcare sector.

The integration of technology into medical education has been accelerated by the COVID-19 pandemic, which necessitated a rapid transition to online learning platforms. Virtual classrooms, telemedicine training, and digital simulations have become integral components of medical training. These technologies have enabled continuous learning despite disruptions and have highlighted the potential for a hybrid model of education that combines online and offline methods.

Moreover, advancements in artificial intelligence (AI) and machine learning are being incorporated into the curriculum, providing students with exposure to cutting-edge diagnostic tools and decision-making aids. The inclusion of technology in medical education not only enhances learning but also prepares students for the evolving landscape of healthcare delivery.

Despite these positive developments, several challenges persist. The quality of education and infrastructure varies widely across institutions, leading to disparities in the training received by medical students. Ensuring uniform standards and quality control remains a critical issue.

The teachers face challenging issues related to the process of T/L (Teaching/Learning), expertise, curricular content, time, manpower and the assessment process.⁴

The faculty shortage is another significant challenge. While the number of medical colleges has increased, the availability of qualified and experienced faculty has not kept pace. Innovative solutions, such as leveraging technology for remote teaching and encouraging retired professionals to take up teaching roles, could help mitigate this problem.

Additionally, the mental health and well-being of medical students is an area that requires urgent attention. The intense pressure of medical training, coupled with the demanding nature of the profession, often takes a toll on students’ mental health. Institutions must prioritise the establishment of support systems, counselling services, and stress management programs to foster a healthier learning environment.⁵

Looking ahead, the future of medical education in India appears promising. Continued investment in infrastructure, faculty development, and technological integration will be key to sustaining the momentum of current reforms. The establishment of more collaborative partnerships with global medical institutions can also enhance the quality of education and research.

The emphasis on holistic education, which includes ethical practice, empathy, and communication skills, will ensure that Indian medical graduates are not only clinically proficient but also compassionate and patient-centred practitioners.

In conclusion, the field of medical education in India is witnessing a dynamic phase of growth and reform. By addressing existing challenges and leveraging new opportunities, India can build a robust medical education system that meets the healthcare needs of its diverse population and sets new benchmarks for excellence in the global medical community.

End Note

Author Information

Dr Kavitha Ravi, Chief Editor;
Professor of Pathology, Government Medical College, Thiruvananthapuram.

Conflict of Interest: None declared

References

1.   Medical Council of India. 2018. Attitude, Ethics and Communication (AETCOM) Competencies for the Indian Medical Graduate. | NMC [Internet]. [cited 2024 Jun 19].
[Source]

2.   Frank J, Snell L, ten Cate O, Holmboe E, Carraccio C, Swing S, et al. Competency-based medical education: Theory to practice. Medical teacher. 2010 Aug 1;32:638–45.
[Crossref]

3.   Implementation and Evaluation of Competency-based Medical Education in Phase I of Undergraduate Medical Curriculum - PMC [Internet]. [cited 2024 Jun 19].
[Pubmed]

4.   Ganguly B, D’Souza R, Nunes R. Challenges in the Teaching–Learning Process of the Newly Implemented Module on Bioethics in the Undergraduate Medical Curriculum in India. ABR. 2023 Apr 1;15(2):155–68.
[Crossref]

5.   Ananthakrishnan N. Competency based undergraduate curriculum for the Indian Medical Graduate, the new MCI curricular document: Positives and areas of concern. SBV Journal of Basic, Clinical and Applied Health Science. 2018 Dec;1(1):34–42.
[Crossref]