Medical education in India stands at a defining crossroads.
Over the past decade, the country has witnessed an unprecedented expansion in its capacity to train future doctors. The number of medical colleges has grown from around 596 in 2021–22 to over 818 in the academic year 2025–26. Correspondingly, MBBS seats have increased from approximately 83,000 to nearly 1.29 lakh, while postgraduate seats now approach 85,000 nationwide.
However, this rapid expansion brings into sharp focus a critical question: are we ensuring the quality of the doctors being produced? Are we adapting to ground realities of student preferences, faculty shortages, huge establishment costs, and the redundancy of the regulatory rigamarole?
The cancellation of this year’s NEET-UG that has not only left over 22 lakh medical aspirants in the lurch, but has also triggered calls for a structural reform has brought this sharply into focus.
Changing trends, emerging concerns
Recent trends suggest a shifting paradigm. Reports indicate that thousands of undergraduate and postgraduate seats remain vacant, particularly in non-clinical specialties. This raises concerns about the alignment between capacity creation and student preferences, as well as the perceived value of different medical career pathways.
There is also a noticeable shift in the aspirations of younger generations. The traditional allure of the medical profession — the symbolic white coat and stethoscope — is gradually losing some of its sheen. The long duration of training, often extending well beyond a decade for specialization, combined with increasing professional pressures, has led many students to consider alternative career paths that offer quicker stability and work–life balance.
Equally important is the evolving societal perception of doctors. Once regarded with near-unquestioned trust and reverence, often seen as ‘demigods’, doctors are now increasingly viewed as healthcare providers within a transactional system. While this reflects growing awareness and accountability in healthcare, it has also altered the nature of the doctor–patient relationship, potentially contributing to a perceived decline in the profession’s prestige.
The role and future of NEET
The National Eligibility cum Entrance Test (NEET) was introduced for the much-needed standardisation and transparency with regard to the selection of medical students. However, in recent times, it has attracted criticism over the numerous instances of paper leaks leading to cancellations and re-examinations, putting a lot of pressure on aspirants, and raising questions about the capability of our system. Despite this, the test does ensure a baseline level of competence and has largely stabilized the entry process.
It is important to recognise that NEET must evolve with time. Future reforms could focus on assessing higher-order cognitive and clinical reasoning skills, reducing excessive reliance on rote learning and enhancing examination conduct, reducing stress
Faculty shortages
A major constraint across medical institutions, both government and private, is the shortage of qualified faculty. Current regulatory norms regarding faculty–student ratios, although designed to maintain standards, are often difficult to meet in practice, particularly in pre-clinical and para-clinical disciplines.
This challenge stems from:
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Historically low intake in these specialties
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Limited postgraduate output
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Rapid expansion of medical colleges and seats
Addressing this issue requires innovative and flexible approaches:
A national faculty pool: A centralised pool of qualified faculty drawn from both public and private sectors can be created to deliver teaching across institutions, either physically or through digital platforms. Standardised, centrally-monitored teaching modules can ensure uniform quality while optimising faculty utilization.
Professors of practice: Already in vogue with limited scope, this involves experienced clinicians and academicians being formally integrated into teaching roles, with their contributions recognised under the Competency-Based Medical Education (CBME) framework.
Such measures would not only mitigate faculty shortages but also enrich the learning experience by exposing students to highly experienced educators.
Assessments and research
Though thoughtfully-designed and periodically updated, there’s a felt need for practicality in approach, replacing a checklist compliance with outcome-based assessments. Similarly in an era of digital technology and AI, in order for an Indian medical graduate to be relevant in the global scenario , all outdated and redundant infrastructure and teaching as well as learning and assessment requirements must be updated.
The current state of research, particularly doctoral (PhD) research in medical institutions, calls for serious introspection. Much of the output remains non-translational, of limited societal or clinical relevance and primarily driven by academic promotion requirements. This has led to a proliferation of research that adds little tangible value to healthcare delivery or scientific advancement.
Strategic reforms
Focus on translational research: Research must address real-world health challenges and contribute meaningfully to patient care and policy.
Early research integration: Undergraduate education should incorporate research training by reducing rote learning, encouraging inquiry-based learning and making research a component of assessment.
Technology and the imperative of AI integration: The rapid advancement of digital technologies and AI is transforming global healthcare. From diagnostics to treatment planning, AI is increasingly becoming an integral part of modern medical practice. India must proactively embrace this transformation.
Key priorities
Curriculum reform: AI and digital health should be introduced early in the undergraduate curriculum, beginning at the induction stage.
Infrastructure development: Teaching hospitals, including urban and rural health training centres, must be equipped with modern diagnostic and digital tools.
Augmentation, not replacement: AI should be viewed as a tool to enhance—not replace—clinical judgment. It can improve efficiency, accuracy, and patient outcomes.
The way forward
India has successfully addressed the challenge of capacity building in medical education. The next phase must focus on:
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Ensuring high-quality teaching and faculty availability
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Promoting meaningful, impactful research
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Integrating modern technology into education and practice
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Restoring trust and professionalism in healthcare
The transformation of medical education in India is both an opportunity and a responsibility. The system must now transition from a focus on numbers to a focus on outcomes. Producing competent, compassionate, and future-ready doctors should remain the central goal. Achieving this will require visionary policy-making, institutional commitment, and a willingness to embrace change.
At this critical juncture, the question is no longer how many doctors India can produce, but how well it can prepare them to handle the future health care requirements of the country.
(Dr. Jayanthi Rangarajan is a senior physician and medical educationist. rjayanthi363@gmail.com)
Published – May 15, 2026 06:00 am IST
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