The All India Institute of Medical Sciences (AIIMS) in New Delhi has just announced a revised schedule for the BSc Paramedical Courses Entrance Exam for the August-2023 session. The entrance exam has to be rescheduled due to unexpected circumstances. This page goes over the new timetable, exam pattern, merit lists, and other significant features of the entrance examination in great depth.

Exam Schedule Update for BSc Paramedical Entrance Exam

The following is the updated schedule for the BSc Paramedical Courses Entrance Exam:

Finalization of Centers and Allotment of Roll No./Admit Card on the website:

• Revised Schedule: 16.06.2023
• Previous Schedule: 19.05.2023

Written Test through online (CBT) mode:

• Revised Schedule: 24.06.2023
• Previous Schedule: 27.05.2023

Exam Pattern and Time Limit for BSc Paramedical Entrance Exam

The BSc Paramedical entrance exam will consist of one paper lasting 1½ hours. The paper will be divided into four sections with objective type (Multiple Choice) questions: Physics, Chemistry, Biology, and Mathematics. Each section will include 30 questions, for a total of 120 questions.

Candidates will be able to take either the biology or mathematics portion of the exam. Each correct response will receive a +1, while each erroneous response will result in a -1/3. Unanswered or marked for review questions will not be credited. It is vital to note that multiple responses to a question will be adversely marked, and unsolved questions will receive zero marks.

Seat Allocation and Merit Lists for BSc Paramedical Entrance Exam

Separate merit lists will be generated based on the entrance examination results for the following categories: general, OBC (NCL), EWS, Scheduled Caste, and Scheduled Tribes. The disciplines will be assigned on a merit basis, and the seat allocation process will be done online. In each category, the number of candidates summoned for online seat allocation will be four times the number of available seats.

New Delhi’s All India Institute of Medical Sciences

The All India Institute of Medical Sciences (AIIMS) is an internationally famous public medical research university and hospital in New Delhi, India. Following the AIIMS Act of 1956, it works autonomously under the Ministry of Health and Family Welfare. The institute’s mission is to promote a high standard of medical education and to provide excellent training facilities for medical personnel.

AIIMS Objectives:

• AIIMS intends to build a system of teaching undergraduate and postgraduate medical education in all fields in order to set a benchmark for other medical schools and related institutions in India.

• AIIMS brings together educational facilities of the best caliber to teach individuals in many sectors of health activities, assuring excellence in medical education.

The National Medical Commission (NMC) recently approved the creation of 100 MBBS seats at the Government Medical College in Nirmal, Adilabad. This judgement has brought enormous joy and relief to Telangana’s medical aspirants. With the consent of the NMC, the State can begin MBBS admissions in these 100 seats in the academic year 2023-2024. The NMC has sent a letter of intent (LOI) to GMC Nirmal, confirming the authorisation for these 100 MBBS seats. The cost of establishing the medical institution is expected to be Rs 166 crore.

Meeting a Long-standing Demand

The residents of Adilabad district reacted with joy and appreciation when the approval was announced. They had been pleading with successive governments for decades to construct a medical institution in their town. Finally, their dream has come true. The institution will be built on a 25-acre plot of land adjacent to the district headquarters hospital.

Increasing Opportunities: More MBBS Seats in Telangana

Senior health officials have made a promising commitment to the state of Telangana. They have promised to add 950 to 1000 more MBBS seats in the coming academic year. This encouraging growth originates from the NMC’s invitation to all state governments to construct more medical colleges. As a result, nine new projected medical colleges in Telangana would be created, including Karimnagar, Khammam, Kamareddy, Vikarabad, Jangaon, Nirmal, Jayashankar-Bhupalpally, Sircilla, and Asifabad.

This Next Stage Is Pending Approval

While the State Government is overjoyed with the clearance of GMC Nirmal, it is waiting for the premier medical education regulating body to approve the remaining six proposed medical colleges in Vikarabad, Karimnagar, Jayashankar Bhupalpally, and Jangaon. Once approved, these additional medical colleges will provide roughly 900 to 1000 additional MBBS seats, increasing chances for medical students in the state.

Expressions of Appreciation

Forest Minister A Indrakaran Reddy expressed his delight at the approvals and thanked Chief Minister KCR for his support in establishing the college. He has also praised Health Minister Harish Rao’s particular initiative in meeting the desires of the people of Adilabad area.

The selection of principals for 12 new medical colleges located around India has been announced, which is a big development for the healthcare sector. These appointments are significant because the principals will have a major impact on how these medical colleges are run and how they educate their students. Given the candidates’ knowledge and experience, the selection process was demanding.

The choice of principals for medical colleges will have a significant impact on how medical education and treatment are provided in the future. Effective leadership and guidance for the institution are the responsibilities of the principals. They are essential to upholding and raising academic standards, creating a supportive learning environment, and assuring the college’s general development.

The new principals bring a plethora of information, skill, and experience to their positions. They are supposed to lead the colleges towards greatness by applying their extensive knowledge of medical education and administration. To foster an atmosphere that encourages academic quality, research, and innovation, they collaborate closely with teachers, staff, and students.

Principals are also in charge of creating partnerships with medical facilities and research organisations, supporting the accreditation process, and making sure that regulatory standards are followed. They serve as a link between higher education and the healthcare sector, cultivating alliances that are advantageous to students in terms of hands-on learning, internships, and future employment prospects.

Additionally, the principals play a crucial role in cultivating a culture of continuous learning, supporting professional development opportunities, and luring and keeping highly qualified teachers. In order to prepare students for the challenges of a constantly changing medical landscape, they are expected to adopt strategic plans that are in line with the changing needs of the healthcare sector.

Let’s check out the chosen candidates, their titles, departments, and new positions as principals in the corresponding medical colleges in more detail.

1. Dr. Reena Sharma – Professor, Obs & Gynae, Autonomous State Medical College, Ayodhya – Autonomous State Medical College, Amethi
2. Dr. Arvind Singh Kushwaha – Professor, Community Medicine, AIIMS Nagpur – Autonomous State Medical College, Auraiya
3. Dr. Sajjan Lal Verma – Professor, Physiology, Autonomous State Medical College, Deoria – Autonomous State Medical College, Kanpur Dehat
4. Dr. Rakesh Kumar – Professor, General Medicine, Government Medical College, Kannauj – Autonomous State Medical College, Kushinagar
5. Dr. Dhananjay Shrikant kotasthane – Professor and Head of Department, Pathology, Heritage Institute of Medical Sciences, Varanasi (Non-Political) – Autonomous State Medical College, Gonda
6. Dr. Col. Rajat Srivastava – Professor, Community Medicine, Army College of Medical Sciences, Delhi Cantt, Delhi – Autonomous State Medical College, Pilibhit
7. Dr. Manisha Jindal – Professor & Head of Department, Physiology, School of Medical Sciences and Research, Sharda University, Noida (Non-Political) – Autonomous State Medical College, Bulandsheher
8. Dr. Urmila Karya – Professor and Head of the Department, Obs and Gynae, L.L.R.M. Medical College, Meerut – Autonomous State Medical College, Bijnor
9. Dr. Shailesh Kumar Goyal – Professor and Head of Department, S.P.M., Dr. B.S.A. Medical College, Rohini, Delhi – Bijnor Autonomous State Medical College, Lakhimpur Kheri
10. Dr. Dwijendra Nath – Professor, Pathology, LMB Medical College Jhansi, Acting Principal, Government Medical College, Jalaun – Autonomous State Medical College, Lalitpur
11. Dr. Salil Kumar Srivastava – Professor and Head of Department, Pharmacology, Autonomous State Medical College, Pratapgarh / Acting Principal, Autonomous State Medical College, Pratapgarh – Autonomous State Medical College, Sultanpur
12. Dr. Suresh Kumar Singh – Professor, Community Medicine, Autonomous State Medical College, Basti – Sonbhadra

Selecting principals for medical colleges is a critical step in assuring the delivery of top-notch medical education and fostering the development of future medical professionals. These leaders are essential to the development of the institution’s identity, the promotion of academic achievement, and the general improvement of healthcare in the area they serve. 

Maintaining student interaction during the extraordinary COVID-19 pandemic was a major problem for medical education. An investigation by the All India Institute of Medical Science (AIIMS), New Delhi, clarified the significance of hybrid education for both undergraduate and graduate medical education. Structured virtual group discussion (SVGD), a novel strategy that was adopted in postgraduate physiology education to solve the issue of low engagement, has proven to be a successful instrument for academic learning. The relevance of hybrid education in medical education during difficult times is highlighted in this article, which examines the results of the AIIMS study.

The Function Of  Hybrid Education in Medical Education

The difficulties in medical education during the COVID-19 epidemic have been addressed through hybrid education, which blends in-person and online learning techniques. The implementation of virtual learning platforms became crucial as a result of the requirement to preserve social distance and reduce physical encounters. But it soon became clear that virtual learning on its own lacked the engagement required for efficient academic learning. This led AIIMS’s postgraduate programme in physiology to introduce structured virtual group discussions (SVGD).

Virtual Group Discussion with Structure (SVGD) in Hybrid Education 

SVGD is a cutting-edge method that permits controlled, supervised, and unsupervised interactions amongst pupils. Synchronous and asynchronous interactions are both included in SVGD, which encourages active participation and improves the educational process. It keeps the advantages of in-person interactions while enabling students to take part in group discussions electronically.

Students’ perspectives of the SVGD

Students believed that SVGD was a more effective format than traditional group discussions held in a totally virtual environment, according to a study by AIIMS. Students had a foundation for insightful discussions and group learning thanks to SVGD’s structure. The active participation encouraged by SVGD resulted in a deeper comprehension of the material and encouraged critical thinking abilities.

Recognition and Study’s Impact of Hybrid Education 

A respected worldwide publication of medical education published the findings of the study undertaken by AIIMS. The Association of Physiologists and Pharmacologists recognised the work and gave it the coveted Dev Raj Bajaj Award for the invention of novel methods in 2021. The research by Dr. Simran Kaur, Dr. Dinu S Chandran, Dr. Megha Bir, and Prof. KK Deepak at the Department of Physiology, AIIMS, New Delhi, has led to an innovation in medical education that has attracted attention for its potential to transform small-group teaching in undergraduate and postgraduate medical education.

Hybrid Education : The Future of Education

The results of the AIIMS study emphasize the value of hybrid learning for undergraduate and graduate medical education. The opportunity to bridge the divide between conventional in-person instruction and online learning environments is unique to hybrid education. Combining the two educational approaches can increase inclusivity, accommodate various learning preferences, and produce better functional results in postgraduate medical education.

Diversity of Learning Styles is Included in Hybrid Education 

The flexibility of hybrid education to accommodate various learning styles is one of its main benefits. Others may find virtual learning more suited to their learning preferences than others, even though some students thrive in traditional classroom settings. Through hybrid education, both groups of students are guaranteed to gain from a mixed approach, enabling them to interact with the subject matter according to their unique needs.

Increasing Functional Results of Hybrid Education 

The opportunity to improve functional outcomes in postgraduate medical education is provided by hybrid education. Educators can add interactive simulations, digital patient interactions, and other resources into the curriculum by utilizing the advantages of technology. These resources offer an engaging learning environment that helps students build crucial clinical skills and prepares them for real-world situations.

The National Medical Commission (NMC)’s adoption of the National Exit Test (NEXT) will significantly alter medical education and the registration procedure for medical professionals in India. The NMC has stated that once NEXT (National Exit Test) is implemented, both Indian and Foreign Medical Graduates (FMGs) will need to pass this exam in order to obtain temporary or permanent registration. These guidelines, titled “Registration of Medical Practitioners and Licence to Practise Medicine Regulations, 2023,” were just released. The current licencing and registration system will remain in place up until NEXT (National Exit Test)  is put into action. The effects of NEXT on medical graduates and the registration procedure are discussed in this article.

Medical Graduates’ Experience with NEXT (National Exit Test)  and the Mandatory Exam for Provisional Registration

Following the implementation of NEXT, FMGs will need to pass the test in order to receive a provisional registration and sign up for the internship programme. The Indian Medical Graduates will also be required to take this exam. All medical graduates should have the information and abilities needed to practise medicine safely and effectively, according to the goal.

Permanent Registration Requirement for National Exit Test

Both Indian Medical Graduates and FMGs must pass the NEXT exam in order to seek for permanent registration in the National Medical Register. This criterion is clarified in the Gazette notification that the NMC published on May 10, 2023. The Ethics and Medical Registration Board (EMRB) under the NMC will maintain the National Medical registration, which will be a common registration.

The Establishment of the Centralised National Medical Register

The EMRB will look after the National Medical Register (NMR), per the NMC Gazette notification. It would work as an extensive database for all Indian medical professionals who are currently enrolled. Both Indian and foreign medical graduates must pass the NEXT exam in order to be registered with the NMR, according to the NMC notice.

Number for Unique Identification (UID) for National Exit Test

Each doctor will receive a Unique Identification (UID) Number as part of the registration procedure. The NMC Ethics Board will centrally create this number, which will allow the practitioner to register in the NMR and be permitted to practise medicine in India. The notification also states that a processing charge as set forth by the EMRB must be paid to the NMC Secretary in order for the UID to be generated.

Provisional Registration for Internship Training for National Exit Test

• Application for Registration and Qualifying Examination

Anyone who has passed the qualifying test from an accredited Indian university or medical institution and is pursuing a recognised medical degree is eligible for provisional registration for internship training. The candidate must submit an application for provisional registration to the relevant State Medical Council in order to start the process.

• Foreign Medical Graduates

Along with Indian medical graduates, those who hold a foreign medical degree and have passed the National Exit Test (NEXT) as described in section 15 of the Act may also be given consideration for interim registration. To be qualified for internship training, international medical graduates must, however, meet the requirements outlined in the international Medical Graduates Regulations, 2021.

Registration in National Medical Register (NMR) for License to Practice

A key accomplishment for healthcare workers is earning a licence to practise medicine. It makes sure that people have the training and expertise required to treat patients medically. The National Medical Commission (NMC) is responsible for overseeing and enforcing the National Medical Commission Act, 2019, which governs the procedure for applying for a licence to practise medicine in India. This article examines the prerequisites and procedures for registering uch 

Understanding the Eligibility Criteria for National Exit Test

• Any Person with a Recognized Primary Medical Qualification

An individual must first earn a primary medical certification that is acknowledged by the National Medical Commission Act of 2019 in order to be qualified for registration in the NMR. This certification ensures that medical practitioners have undergone the right education and training in the field of medicine and acts as a fundamental need.

• Qualification of the National Exit Test

Individuals must meet additional requirements in order to take the National Exit Test (NEXT), which is held in accordance with Section 15 of the National Medical Commission Act. The NEXT is a standardised test for evaluating the skill and knowledge of medical graduates. Individuals who pass this exam show that they are qualified to practise medicine and make a contribution to the healthcare system.

• Grant of Registration in NMR

An individual is eligible for the grant of registration in the NMR once they meet the requirements for acquiring a recognised primary medical qualification and pass the National Exit Test. Medical professionals are now able to legally practise medicine in India thanks to this registration, which is an important step towards professional recognition.

• Foreign Medical Graduates

The NMC also accepts individuals with foreign medical degrees as qualified professionals. These people are also eligible for the approval of registration in the NMR if they pass the requirements outlined in the Foreign Medical Graduates Regulation, 2021 and qualify for the National Exit Test under Section 15 of the National Medical Commission Act. Under the predetermined criteria, this provision enables foreign medical graduates to offer their knowledge and experience to the Indian healthcare system.

Generation of Unique Identification (UID) Number for National Exit Test

The Ethics & Medical Registration Board (EMRB) of the NMC generates a Unique Identification (UID) number for each registered practitioner in order to streamline the registration process and maintain a centralised database of medical practitioners. This UID acts as an identification number that is connected to the practitioner’s NMR registration and status as a qualified medical practitioner in India.

A critical step in assuring the accuracy and integrity of the registration process is the production of the UID number. It makes it simple to identify and validate medical experts, supporting effective management and oversight of healthcare services.

Processing Fee for UID Generation

There is a processing charge that must be paid to cover the administrative expenses involved in creating the UID. The actual charge amount is set by the EMRB, NMC, and is subject to recalculation on a regular basis. The processing fee should be made out to the NMC Secretary. To prevent any delays in the registration procedure, it is crucial for aspiring medical practitioners to be aware of the fee requirements and ensure prompt payment.

It is important to note that the current system of registration and licencing to practise medicine will remain until the rules and pertinent sections linked to the UID generation are completely implemented. This guarantees a smooth transition and permits healthcare professionals to carry on with their work when the new procedures are put in place.

Standardizing Medical Education in India

The National Exit Test (NEXT), a proposed uniform exit exam by the government, has significantly changed the landscape of medical education in India. The National Medical Commission (NMC) proposed this exam as a part of the law that was passed in 2019, and media sources have widely covered its development. The NEXT is intended to standardise medical education throughout the nation and serve as the foundation for registration to practise medicine, entrance to postgraduate (PG) medical courses and the screening test for foreign medical graduates.

Timeline and Objective 

The NEXT’s(National Exit Test) goal is to make sure that medical students have the information and abilities needed to practise contemporary medicine. The NMC Act’s initial schedule was for it to go into effect three years after that, in September 2020. The NEXT was scheduled to go into effect on September 25, 2022.

Regulations in the proposed draft

The National Exit Test suggested draught regulations were made public by the NMC last year, putting a stop to rumours about the exam’s structure and other specifics. The NEXT’s purpose, applicability, division into STEP 1 and STEP 2, method of administration, scoring formulas, validity, and potential applications were all covered in detail in the draught.

NEXT’s capacity to be used

The NEXT (National Exit Test) will be applied to the following groups, per the proposed regulations:

• Both the Medical Assessment and Rating Board and the Undergraduate Medical Education Board evaluate all undergraduate medical students seeking the degree of MBBS in all medical colleges recognised by the NMC.
• All foreign medical graduates who have been given the go-ahead by the NMC to enlist in the State Register or the National Register and to apply for a licence to practise medicine in India, depending on the rules.
• Any other individual with a medical degree who is pursuing an academic course, an observership, or other goals that have been established and allowed by the NMC through proper notice or rules.

Bifurcation and Exam Procedures for National Exit Test

There will be two steps in the following: STEP 1 and STEP 2.

STEP 1: will be used for PG entry. The NEXT (National Exit Test) STEP 1 score will be valid for PG entry for a period of three years. The candidate may retake either exam as many times as necessary as long as they have passed both the NEXT(National Exit Test)  Step 1 and NEXT(National Exit Test)  Step 2 exams within ten years after enrolling in the MBBS programme.

 STEP 2 : NEXT(National Exit Test)  STEP 2 will act as a qualifying exam, the marks from NEXT (National Exit Test) 

The eagerly awaited list of chosen foreign medical graduates (FMGs) who would complete obligatory rotational internship training in Government Medical Colleges in Assam has just been made public by the Director of Medical Education (DME Assam). These graduates now have more chances to advance their medical careers and obtain important experience thanks to this exciting development. The relevance of this training programme will be clarified as we go into the specifics of this announcement.

The Selected List of International Medical Graduates

The names of the chosen candidates are listed together with the year they passed the FMG Screening Test, the seat they were given, and the length of their internship on the list that was made public. 87 foreign medical graduates in total have been selected to complete one or two years of required rotating internship training at Assam’s government medical colleges. These individuals are qualified for this distinguished programme since they earned their MBBS/BDS or comparable degrees with honours from reputable overseas institutions.

Reporting to the medical colleges’ principals

On or before May 15, 2023, the chosen applicants must report to the principals of their respective medical colleges. This phase guarantees a seamless entry into the internship programme and enables the candidates to become familiar with the rules and regulations of the college. The applicants show their dedication to the training programme and to their future professions as doctors by arriving on time.

Payment of a Stipend for a Two-Year Internship

According to the NMC Circular’s instructions (U.15024/01/2022-UGMEB, dated May 9, 2023) the second year of the interns’ two-year, required rotational internship training would be compensated with a stipend. This financial assistance honours their effort and commitment throughout the programme. The stipend lends assistance to the interns, enabling them to concentrate on their education and professional development without worrying about money.

FMGs are given a one-time relaxation when NMC permits internships in non-teaching hospitals.

The National Medical Commission (NMC) has made a significant change by granting foreign medical graduates a one-time relaxation. This waiver enables them to complete their required rotating internship training in 679 non-teaching hospitals in addition to Government Medical Colleges. As a result, FMGs will have access to a wider variety of training venues and exposure to various healthcare settings during their internships.

Process of Counselling for Qualified Foreign Medical Graduates

On April 18, 2023, counselling for the required rotating internship training took place. Candidates needed to be Assam permanent residents and have passed their MBBS (Part-II) final examination or equivalent from institutions outside of India to be eligible for counselling. The selection process’s counselling part was essential in ensuring that the deserving individuals have the chance to improve Assam’s healthcare system.

Assam’s Directorate of Medical Education: Supporting Medical Research and Science

The Health & Family Welfare Department of the Government of Assam founded the Directorate of Medical Education, Assam, Training and Research in 1984. Its main goal is to advance medical scientific knowledge in a variety of fields, including paramedicine, allopathic medicine, ayurvedic medicine, homoeopathic medicine, and more. Through the several hospitals that fall under its purview, the Directorate plays a crucial role in offering healthcare facilities and research opportunities to the people of Assam.

The Directorate’s Course Offerings

A variety of courses in the medical and paramedical sciences are available through the Directorate of Medical Education in Assam. These programmes are made to give prospective healthcare professionals thorough instruction and training. The Directorate offers the following courses:

1. MBBS (Bachelor of Medicine, Bachelor of Surgery)

The MBBS programme is an undergraduate medical programme that lasts five and a half years. It seeks to give students a solid foundation in clinical skills and medical knowledge. Graduates receive a Bachelor of Medicine, Bachelor of Surgery degree after completing the programme.

2. BDS (Bachelor of Dental Surgery)

A five-year undergraduate dental programme is called the BDS programme. It places a strong emphasis on oral health and dental care and gives students the knowledge and abilities to identify and treat a range of dental disorders. Graduates receive a Bachelor of Dental Surgery degree after successfully completing the programme.

3. MDMS (Doctor of Medicine, Master of Surgery)

Postgraduate specialisation in a variety of medical and surgical fields is available through the MDMS programme. It enables medical graduates to continue their education and acquire in-depth knowledge and experience in their field of study. Depending on the specialisation, the program’s length varies.

4. MDS (Master of Dental Surgery)

A postgraduate dental education that offers specialisation in numerous dental fields is the MDS programme. It offers comprehensive instruction in difficult dental problem diagnosis, management, and therapy. Depending on the student’s choice of specialisation, the program’s length varies.

5. DM/MCH (Doctorate of Medicine/Master of Chirurgical)

A super-specialty course called the DM/MCH programme enables medical professionals to specialise in particular areas of surgery or medicine. It offers opportunity for advanced training and research to build expertise in a particular field of medical practise. Depending on the specialisation selected, the program’s length varies.

6. D Pharm (Diploma in Pharmacy)

The D Pharm programme is a pharmacy diploma programme. It puts a strong emphasis on pharmaceutical sciences and trains students to become pharmacy assistants and technicians. Pharmacology, pharmaceutics, and pharmaceutical chemistry are among the subjects covered in the programme.

7. Sc Nursing (Bachelor of Science in Nursing)

A nursing undergraduate course is the B.Sc. Nursing programme. It trains students to become capable nurses who can deliver high-quality medical care. Aspects of the programme include nursing care, pharmacology, anatomy, and physiology.

8. MSc Nursing (Master of Science in Nursing)

A postgraduate study that offers specialisation in many nursing fields is the M.Sc. Nursing programme. It offers sophisticated knowledge and abilities in nursing administration, research, and specialised patient care. The curriculum gives graduates the ability to lead and manage in the field of nursing.

.9. Diploma in Paramedical Sciences

Specialised training in numerous paramedical areas is available through the Diploma in Paramedical Sciences programme. It trains students for careers as knowledgeable healthcare specialists who support physicians in patient diagnosis and care. Radiography, medical imaging, and medical laboratory technology are just a few of the courses offered in the programme.

The Directorate of Medical Education, Assam, offers courses that are intended to satisfy the state’s medical education requirements. These courses give students the solid groundwork and useful skills they need to succeed in their chosen area of paramedical or medical sciences. The Directorate works to advance medical research and education to the highest standards, ensuring that Assamese citizens receive high-quality healthcare from the state’s medical experts.

Mamata Banerjee, the chief minister of West Bengal, recently proposed the introduction of a 3-year undergraduate diploma in medicine. This idea has sparked controversy in Kolkata. This idea aims to address the state’s physician shortage. The state would provide this diploma programme concurrently with the current MBBS programme. However, this idea has aroused discussion and prompted worries among several parties.

The Demand for a Diploma Programme

Mamata Banerjee, West Bengal’s health minister, emphasised that the standard MBBS programme requires a minimum of five years to complete in order to produce a medical graduate. She is adamant that the creation of a diploma programme in medicine would resolve the state’s present physician shortage. Through this alternative route, people may train to become semi-doctors who could deliver basic medical care while being supervised by senior nurses and doctors.

Addressing the Shortage: Banerjee’s Recommendations

CM Banerjee made many recommendations in a Utkarsh Bangla review meeting to address the lack of doctors in West Bengal. She emphasised the five-year medical training program’s length and the use of junior doctors in various hospitals while they are still in school. Banerjee suggested creating a three-year certificate programme that would allow doctors to work in primary healthcare facilities as a solution to this problem. She also advised hiring experienced medical professionals and professors to instruct students enrolled in the diploma programme, ensuring the delivery of high-quality healthcare services.

MBBS seats and diploma programmes are being developed concurrently

Banerjee emphasised the significance of concurrent development in the field of medical education. The ability to teach doctors is growing along with the number of MBBS seats and medical colleges. In addition, a stronger healthcare infrastructure is required due to the expanding population and patient population. Banerjee advocated the creation of a certificate programme to help Bengal’s basic health infrastructure overcome these difficulties. She expressed her belief that this strategy will be successful in addressing the doctor shortage.

The Function of Diplomate Physicians in Primary Care

According to Banerjee, the primary healthcare sector would gain from the implementation of a parallel system of diploma doctors in addition to standard medical education. She emphasised the extensive coursework and several tests that future doctors must pass. These people will be able to work in primary healthcare, delivering necessary services like dispensing oxygen, life-saving medications, and saline under the supervision of experienced doctors and senior nurses, by developing a parallel system for obtaining diploma doctors.

Investigating legal issues and creating laws

Banerjee has charged the state’s health secretary, NS Nigam, with investigating the legal ramifications of the proposed diploma course’s implementation in order to assure its feasibility. This action indicates the government’s dedication to carefully assessing the proposal’s viability and potential effects. Banerjee has also recommended looking into the potential of drafting legislation that would elevate senior nurses to the level of “semi-doctors” for training reasons, thereby improving their capacity to assist with healthcare services.

Concerns and reservations

Despite the attention and discussion the initiative has received, a number of parties have also voiced their misgivings and worries. Critics contend that a 3-year diploma might not offer enough education and work experience to produce qualified physicians. They stress the value of a thorough and demanding medical education, which the conventional MBBS programme provides. Some interested parties are concerned that diploma doctors might not have the expertise and understanding required to adequately manage complex medical issues.

Examination of the three-year diploma course proposal in West Bengal’s healthcare system, with opposition  and reconsideration demanded

The Problem with Quality Training

A professor at KPC Medical College & Hospital named Dr. Tirthankar Guha Thakurata raises questions about the calibre of training diploma doctors will receive throughout the planned three-year programme. He queries who would be in charge of instructing in these diploma institutions and provides assurances regarding the calibre of instruction and training they provide. Dr. Thakurata expressed concern over the potential emergence of subpar institutions that would turn out graduates unprepared to offer quality medical care. This casts considerable doubt on the proposed diploma program’s ability to alleviate West Bengal’s doctor deficit and provide high-quality healthcare.

Dr. Arindam Biswas: There is opposition based on unfairness and shortcuts

Dr. Arindam Biswas, a well-known general physician in the city, makes two compelling arguments against the plan. First of all, he thinks that the three-year diploma programme is a quick fix that cannot ensure the delivery of high-quality education and training. In order to guarantee the best levels of medical care, Dr. Biswas emphasises the crucial role of the healthcare industry, which calls for a strong and long-term approach.

Second, Dr. Biswas concerns why the diploma programme is being implemented primarily in West Bengal’s rural primary health centres. He contends that doing so results in an unfair contrast between healthcare systems in rural and urban areas. The authority in charge of assuring the calibre of instruction in institutions offering such diploma courses is another issue brought up by Dr. Biswas. He expresses his historical scepticism towards such initiatives by making reference to a similar suggestion made by the last Left Front administration that was flatly rejected.

Making sure there are checks and balances: Dr. Srijon Mukherjee’s View

A well-known maxillofacial surgeon named Dr. Srijon Mukherjee thinks that the implementation of diploma programmes in medicine is only possible with a thorough system of checks and balances. He suggests that students who have finished their higher secondary education in the science stream with a minimum of 60% should only be admitted to these courses. Dr. Mukherjee also emphasises the requirement for an authorised agency in charge of accrediting institutions that offer diploma courses. He also recommends limiting diploma doctors’ treatment options in some areas and putting in place a stringent oversight programme to make sure they follow the rules.

A panel has been established to investigate the introduction of a medicine diploma programme.

The panel’s composition

There are 14 people on the panel established to assess the viability of establishing a diploma programme in medicine. Respected senior physicians and representatives from illustrious medical organisations like the West Bengal Medical Council (WBMC) and the Indian Medical Association (IMA) are among the members of this diversified group. The panel’s makeup guarantees a thorough evaluation of all relevant consequences and aspects of conducting the diploma course.

Goals of the Panel Assessing Infrastructure and Feasibility

The main goal of the panel is to determine if a medical diploma programme might be implemented within West Bengal’s current healthcare system. This involves assessing the availability of the materials, instructors, and training facilities needed to carry out the programme successfully. The panel hopes to uncover any potential issues or gaps that require attention by examining the existing condition of healthcare education.

Designing and accrediting curriculum

The panel’s creation of an all-encompassing curriculum for the planned diploma course is another important goal. To ensure that students are sufficiently prepared for real-world healthcare problems, this curriculum should include both academic knowledge and practical training. The accreditation procedure, which verifies that the diploma programme complies with national norms and regulations, will also be covered by the panel.

Impact on Access to Healthcare

The panel will look at how the diploma programme can affect access to healthcare, particularly in rural areas. The course aims to increase the number of healthcare professionals accessible to assist underserved communities by providing people with the essential skills. The panel will examine any potential benefits, including decreased patient-to-doctor ratios, higher-quality healthcare, and expanded access to medical services.

The certification of a list of 679 Recognised Non-Teaching Hospitals for Compulsory Rotating Medical Internship has been revealed in a recent circular by the head of the Undergraduate Medical Education Board (UGMEB) of the National Medical Commission (NMC). For medical graduates from other countries who were having trouble signing up for the compulsory internship programme in India, this validation is a relief. According to the circular, dated May 9, 2023, this relaxation is given as a one-time measure, and foreign medical graduates (FMGs) will be assigned to these non-teaching hospitals through the appropriate State Medical Councils.

Foreign medical graduates face Difficulties

Numerous medical graduates from other countries were having trouble finding internships in India. Foreign medical graduates are required to pass the FMGE and complete the internship requirement imposed by the NMC. These procedures must be followed in order for FMGs to receive registration to practice in India. However, media reports said that getting internship employment was tough for almost 2,000 FMG doctors. Only about 30% of the students who passed the required FMGE test in January were able to obtain internship positions in Rajasthan alone.Of the 1,365 exam-qualified applicants, 966 are still awaiting a spot in an internship.

 Similar to this, in Haryana, over 40 students were still looking for internship opportunities, and the counselling process had not yet started in many Indian states.

FAIMA Expresses Worries

The difficulties faced by FMGs across India, particularly in Delhi, have lately been brought to light by the Federation of All India Medical Association (FAIMA). To address the worries of foreign medical graduates in India, FAIMA wrote to the head of the National Medical Commission and urged prompt action. The Federation of Resident Doctors Association (FORDA) promised that the Apex medical commission would offer a solution within a week after a meeting on May 4.

FMG Concerns Addressed in NMC Circular

The NMC released a circular that addressed a number of important problems in response to the worries voiced by FMGs. The circular covered a variety of topics, including the Commission’s validation of online study, the applicability of the NMC Public Notice dated July 28, 2022, the need for FMGs to reside in their home country during the internship, the completion of internships in segments at hospitals and medical schools, and the question of stipend payments to FMGs.

The NMC took into account several requests and inquiries regarding the lack of internship spaces for FMGs from various State Medical Councils. At the NMC Chairman’s Coordination Meeting with the Presidents and Members of the four NMC Boards on May 2, 2023, these requests received a favorable appraisal.

The List of Non-Teaching Hospitals is Validated by UGMEB.

The Undergraduate Medical Education Board (UGMEB) decided to validate the list of Recognised Non-Teaching Hospitals for Compulsory Rotating Medical Internship issued by the former Medical Council of India after carefully analyzing the situation and the difficulties FMGs encountered in completing their internships. A year after the circular’s release, to May 2024, the validation is given solely for the purpose of conducting internships for foreign medical graduates. The circular’s annexure contains a list of recognised non-teaching hospitals for the mandatory rotational medical internship. It’s crucial to remember that this relaxation is only offered once.

The circular additionally stated that only the relevant State Medical Councils will be used to allocate FMGs to these non-teaching hospitals. This guarantees that the procedure continues.

According to data provided by the Apex Medical Commission, Maharashtra has the most non-teaching institutions that have given permission for medical graduates from other countries to engage in the internship programme. NMC has approved 74 similar facilities in Maharashtra. Uttar Pradesh, which has 72 hospitals accredited for this purpose, comes in second.

Along with these, the NMC has recognised additional hospitals in the following states: 30 hospitals in Andhra Pradesh, 1 hospital in the Andaman and Nicobar Islands, 27 hospitals in Assam, 29 hospitals in Bihar, 21 hospitals in Delhi, 49 hospitals in Gujarat, 6 hospitals in Himachal Pradesh, 20 hospitals in Kerala, 45 hospitals in Madhya Pradesh, 40 hospitals in TamilNadu, 62 hospitals in Karnataka, 17 hospitals in Orissa, 42 hospitals in Punjab and Haryana, 2 hospitals

In addition, 15 military hospitals and 27 railway hospitals across India have received approval from NMC to accept FMG students for the Internship Programme. The NMC’s relaxation came at a time when it was difficult for thousands of foreign medical graduates to join India’s obligatory internship scheme. Foreign medical graduates must pass the Foreign Medical Graduates Examination (FMGE) before completing the internship requirement set forth by NMC. The FMGs are only awarded registration to practice in India after that.

Recent developments addressing the easing of the NEET (National Eligibility cum Entrance Test) for dentistry colleges have garnered both appreciation and worry within the education sector. In this piece, we will examine the specifics of this problem and highlight how it affects dentistry schools and students. Our in-depth investigation will provide important new information on the issue at hand and shed light on its wider repercussions.

NEET Relaxation: An Unpopular Step

Certain dental colleges’ recent easing of NEET standards beyond what is allowed has sparked a wave of controversy. While some contend that it gives prospective dentistry students a much-needed option, others express severe concern over the consequences of this choice.

Unacceptable limits and fines imposed

The honorable High Court has adopted a tough stance in regard to the NEET relaxation debate. The court fined the participating dental colleges Rs. 50 lakh in recognition of the seriousness of the matter. Additionally, the court mandated that each impacted student receive compensation in the amount of Rs. 25 lakh in order to address their issues.

This significant verdict serves as a caution to other educational institutions that may think about going above the acceptable limit when it comes to NEET relaxation. The court’s decision highlights how important it is to maintain the examination process’s impartiality and integrity.

Fairness in the Playing Field

In order to create a fair playing field for ambitious medical and dentistry students nationwide, the NEET exam is essential. The exam ensures that all candidates are evaluated on an equal basis by abiding by the specified standards and regulations, encouraging a fair and transparent hiring process.

The choice of some dental colleges to loosen the NEET rules may lead to an imbalance in the system and jeopardize the integrity of the test. It is crucial to acknowledge the significance of keeping a fair and just environment for all students in order to preserve the integrity of India’s medical and dental education system.

Relevance to Dental Colleges

While lowering NEET standards may be considered as a strategy to fill open positions and address the scarcity of dental professionals, it is important to take dental colleges’ own long-term effects into account. The credibility and prestige of these institutions may suffer if the allowed limit of NEET relaxation is exceeded.

Dental schools that use these tactics would have trouble luring qualified faculty members and keeping the confidence of prospective students. Additionally, as evidenced by the most recent court decision, the enforcement of penalties and rewards can have a substantial negative effect on these organizations’ financial soundness, thereby impeding their general development and expansion.

Result for Students

Although aspiring dental students may initially perceive the easing of NEET requirements favorably, it is important to consider the wider ramifications. While it might increase the number of admissions opportunities, it might also lower the standard of instruction. The standard of dentistry education as a whole may be compromised by the admission of students who do not match the required standards, which will have an impact on their educational experience and potential career paths.

In addition, the latest court decision emphasizes the possible ambiguity and instability brought on by such relaxing practices, even though it was intended to allay the worries of the impacted pupils. This ambiguity may cause students to lose faith in the educational system and impede their ability to advance in their careers as dentists.

In conclusion, there has been a lot of discussion in the education sector about the recent relaxation of NEET rules beyond the permissible range by several dentistry colleges. The long-term effects on dentistry colleges and students must be overlooked, despite the fact that it might provide some prospective students with short-term comfort. Maintaining the caliber of dentistry education in India requires that the examination process’ integrity be upheld and that all students are given an equal chance to succeed.

The Executive Programme in Public Health Policy, Leadership & Management has begun accepting online applications, according to a recent announcement from the All India Institute of Medical Sciences (AIIMS Jodhpur). With the help of this programme, mid-career and senior-level professionals will be better equipped to lead and manage in the public health sector. The programme, which lasts for six months, provides a thorough curriculum that blends online interactive sessions with in-person meetings.

The application should be submitted by 30 may 2023 5:00 P.M. At the given link

https://docs.google.com/forms/d/e/1FAIpQLSfAWVDh1DUdhnmhud3eqOoSOdiorQMq2k1qZquNrE9mrLE81g/viewform  

Addressing and resolving diverse public health issues requires the use of public health education. Strengthening the training capabilities of people working in the healthcare industry is crucial if we are to develop and retain a critical mass of public health professionals. The School of Public Health at AIIMS Jodhpur is committed to offering the community the best possible public health education, research, fellowship, training, and medical care. The Master of Public Health (MPH) programme, one of AIIMS Jodhpur’s signature offerings, strives to give professionals the comprehensive expertise necessary to effectively address public health concerns and assume leadership roles.

Eligibility requirements

Applicants must meet certain requirements in order to be qualified for the Executive Programme in Public Health Policy, Leadership & Management. The following criteria must be met to be eligible:

Educational Qualifications

Medical:

• MBBS/BDS/AYUSH (Alternative System of Medicine in India)

Non-Medical:

• Bachelor’s degree in Nursing, Veterinary Sciences, Physiotherapy, Occupational Therapy, or Engineering with a minimum of 55% marks.
• Any other graduate degree with a minimum of 60% marks.

Other Essential Criteria

• Minimum of five years of work experience, preferably in a healthcare setting.
• Should possess a No Objection Certificate (NOC) from the employer/sponsoring organization.

Places and Price Structure

There are a total of 20 places available for the Executive Programme in Public Health Policy, Leadership & Management, 15 of which are set aside for Indian citizens (5 foreign applicants; 8 medical professionals and 7 non-medical professionals).

Depending on the type of candidate, different fees apply for the programme:

Category:

• Candidates from State and Central Government organizations, Union Territories, Armed Forces, and International Developmental Agencies (WHO, UNICEF/UNDP/UNFPA, etc.) in India: NIL
• Candidates working in India in private organizations from diverse sectors, including Health and Social Services, community organizations, Education, Clinical Research, Medicine, and Pharmaceutical companies: INR 100,000.
• Foreign candidates working in private organizations from diverse sectors, including Health and Social Services, community organizations, Education, Clinical Research, Medicine, and Pharmaceutical companies: USD 1500.

Programme Length and Content

For mid-career and senior-level professionals with more than five years of work experience, there is a six-month training programme called the Executive Programme in Public Health Policy, Leadership & Management. While participating in the programme, participants can continue to work for their respective organisations and develop their leadership and management abilities.

Learning Results

• Gain knowledge of the steps involved in creating policies, such as problem formulation, implementation, analysis, and evaluation.
• Recognise how the various stakeholders and sectors that play a role in policymaking operate.
• Become knowledgeable about managing health projects and programmes.

Structure of the Programme

The AIIMS Jodhpur MPH programme combines on-campus instruction with online learning opportunities to deliver a thorough educational experience. The instructional methodology consists of lectures, seminars, fieldwork, homework, and online instruction. The programme has a dual-mode structure, with 2 weeks of in-person instruction and 22 weeks of project-based online learning.

Classes

At the start and end of the course, there are contact classes offered at the AIIMS Jodhpur campus. These seven-day courses offer the chance to speak with professors and classmates in person. Students participate in lectures, tutorials, presentations, and guided reading sessions during the contact classes, which improve their comprehension of public health frameworks and concepts.

Web-Based Education

The majority of the course material is offered online, giving students flexibility and accessibility. Regular tasks are given to gauge students’ progress, and weekly and biweekly readings are planned to direct the learning process. Lectures, tutorials, seminars, fieldwork, and research projects are all included in the online learning modules. Students can learn at their own pace while getting direction from the appointed faculty when using this form of instruction.

Credit Allocation

Candidates must acquire a total of 10 credits—spread across six modules and an academic project—to graduate from the MPH programme. The following is the credit distribution:

Modules/Credits:

1. Module 1 – Introduction to Health Policy (1.5 credits)
2. Module II – Health Policy Framework (1.5 credits)
3. Module III – Stakeholder Analysis and Policy Implementation in Health Program Management (1.5 credits)
4. Module IV – Health Program Management (1.5 credits)
5. Module V – Assessment and Strategic Planning (1 credit)
6. Module VI – Leadership in Health Policy and Management (2 credits)

Academic undertaking

Academic Project (1 Credit) – Over the course of six months, students can use their knowledge and research abilities to tackle current issues in public health.

Admissions and Evaluation

The MPH programme at AIIMS Jodhpur has a strict admissions procedure. Candidates are shortlisted once applications are received based on their Statement of Purpose and Curriculum Vitae. Personal/web-based interviews are then extended to the shortlisted candidates. The programme offers merit-based admission.

Students are evaluated summatively and formatively throughout the course. The successful submission of tasks at the conclusion of each module is one of the assessment techniques. These tests make sure that students fully comprehend the learning objectives and are equipped to run health programmes successfully.