Undergraduate medical education in India: Need for total modification

Background: With tremendous advances in medical and allied sciences and India passing through epidemiological transition, the need for overhauling undergraduate medical education was felt in the past 30–40 years. Around the world, both developed and developing nations felt similar needs. The present review evolved from the quest of how to overhaul medical education in our country. Methods: All the references on medical education with key words such as teachers, Reforms, challenges, undergraduate teaching, qualities of good medical teachers, infrastructural requirements, and curriculum generation were taken out from “PubMed” published after January 1980. These articles were carefully read and summarized in this narrative review. The references which authors found most relevant for Indian undergraduate education and some perspectives on what the world is thinking about medical education in general are included in the study. Results: Undergraduate medical education in India is in dire need of overhauling and this should start with preparing students from the high schools for good medical education. Morality, ethics, empathy, and social awareness should be inculcated from the schools in addition to good scientific education and communication capabilities. After developing proper selection process, the undergraduate medical students should undergo need-based dynamic curriculum with both theoretical and practical training in a college having proper infrastructure and teachers who have been trained in education technology. The overseeing body needs to be corruption fee and should regularly oversee the progression of teaching. This body must liaise with university, state, and central government so that colleges are provided with everything required. Cost of medical education is high and there should be mechanism to smoothen this burden on the student. Student should learn at not only Individual patient management but also should have broad idea of epidemic investigation, community health, leadership qualities, and should learn elements of medical research. Students may be allowed to learn in his own pace within limits of time frame and training in silos must give away to broad-based interactive learning using all the learning tools including e-learning facilities. Conclusion: There is a need for global overhaul of undergraduate medical education of India with emphasis on assessment of outcome than mere theoretical learning. A teacher should act as a mentor during the whole of medical training period.