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.

Several foreign countries recognize Indian higher education degrees. However, certain fields, such as engineering and medicine, continue to lag. In this post, we shall dig into the mechanics of recognizing Indian degrees in foreign higher education institutes, as well as why engineering and medicine encounter recognition issues.

Indian Degrees Are Recognized at Foreign Higher Education Institutes

Several foreign countries recognize Indian degrees, including the United States, the United Kingdom, Canada, France, Germany, New Zealand, and Australia. This is an important component of international education and a big advantage for Indian students interested in pursuing higher education overseas. However, the recognition process involves a number of technicalities that must be addressed in order for degrees to be recognized smoothly.

In Arvind Chaturvedi’s (Pro Vice Chancellor) opinion, foreign higher education colleges, like IILM University, Gurugram, base their decisions on the repute of Indian universities/institutions. Official recognition is essential for institutions that are not well-known. The University Grants Commission (UGC), All India Council for Technical Education (AICTE), National Medical Commission (formerly Medical Council of India), and Bar Council are among the regulatory agencies utilized for verification. Foreign HEIs recognize top Indian accreditation bodies such as NAAC and NBA, and the factors of these accreditation agencies are weighted by some.

Also,Executive Director of the Fortune Institute of International Business (FIIB), Radhika Shrivastava, says that recognition may require a comparison of the curriculum, length of the program, and quality of study. The academic competence of the degree is also an important consideration in the recognition procedure.

Why are engineering and medicine still lagging in terms of recognition?

Despite the fact that Indian degrees are recognized in foreign higher education institutes, engineering and medicine degrees continue to face recognition challenges. The discrepancy in curriculum and academic standards is one of the key factors. Engineering and medicine curriculums in India are highly controlled and structured differently from those in other nations. As a result, foreign HEIs may refuse to acknowledge Indian degrees in these subjects, or may only do so after thorough evaluation and verification.

Another reason is that there is a lack of actual experience in these sectors for Indian students. The Indian education system is very theoretical, and students may lack the practical experience to apply their knowledge in real-world settings. This might lead to a lack of practical skills and knowledge, making meeting the practical criteria demanded by international HEIs difficult.

How can Indian higher education institutions meet global education standards and have their degrees recognized by foreign universities and corporations?

Higher education institutions (HEIs) are no longer restricted by national borders in today’s globalized society. Students from all over the world seek the best educational possibilities, and HEIs strive to attract them by providing high-quality education. However, getting their degrees recognized by foreign HEIs and corporations can be difficult for Indian HEIs. In this essay, we will look at how Indian HEIs can achieve global education standards and have their degrees accepted by overseas HEIs and corporations.

The demand for cross-border education has expanded as a result of globalization. As a result, there has been a rise in the mobility of students and professionals seeking higher education in various parts of the world. To attract students and professionals from other nations, Indian HEIs must adapt to the changing educational landscape and match global education standards.

The Value of Accreditation

Accreditation is the process of assessing and evaluating the educational quality provided by a HEI. Accreditation bodies verify that a HEI’s education meets globally recognized standards. Accreditation can be sought from a variety of regional and global accreditation organizations. In management, for example, AACSB, AMBA, and EQUIS are globally recognized accrediting organizations that adhere to a rigorous methodology and strict requirements.

Internationalisation

Another option to fulfill global education requirements is to internationalize HEIs. Collaboration with foreign universities, study abroad initiatives, and employing international professors are all ways for HEIs to foster internationalization. Collaboration with international institutions can assist Indian HEIs in offering joint programs, exchange programs, and research collaborations, which can attract foreign students and improve Indian HEIs’ global profile.

Curriculum Creation

Indian higher education institutions’ syllabi must be standardized with global education norms. HEIs must embrace global best practices and provide courses in new sectors such as artificial intelligence, data analytics, and cybersecurity. This can assist Indian HEIs in attracting foreign students interested in these disciplines.

Faculty Competence

Faculty quality is a significant component in determining the quality of education provided by a HEI. Indian higher education institutions must attract and maintain high-quality teachers with experience in teaching and research in their respective fields. Faculty members with international experience can help the school and its programs gain a global perspective.

Foreign HEIs Recognize Accreditation Bodies

Accreditation can be sought from many Indian accreditation organizations, including NAAC, NBA, AICTE, and AIU. However, the type of accreditation provided by these organizations varies. The NAAC accredits institutions, whereas the NBA accredits curricula such as M.Tech. (Mechanical) or MBA. Similarly, AICTE certifies programs, while AIU offers equivalent non-degree programs such as PGDM. Furthermore, the UGC, India’s main accreditation body for higher education, is recognized by many foreign HEIs.

Why is Accreditation of Indian Professional Degrees Important?

Recognition of Indian professional degrees in engineering, medicine, and other professions by foreign higher education institutions (HEIs) and businesses has been a source of worry in recent years. Despite significant improvement in the Indian education system, many Indian higher education institutions continue to struggle to match global quality standards and get recognition for their degrees.

Further, we will investigate the causes of the lack of recognition of Indian professional degrees, as well as the relevance of accreditation for Indian HEIs in order to improve educational quality and acquire recognition for their degrees from overseas HEIs and employers.

What exactly is accreditation?

Accreditation is the procedure through which an institution’s academic programs are examined to see if they match the accreditation agency’s quality requirements. Accreditation assures that an institution achieves specific quality criteria and that its academic programs meet students’ educational and professional needs.

Why is Accreditation Important for Indian Higher Education Institutions?

Accreditation is essential for Indian HEIs wanting to have their degrees recognized and accepted by overseas HEIs and businesses. Accreditation provides a dependable measure of quality assurance and standardization, which is critical for achieving degree recognition and acceptance by overseas HEIs and businesses.

Differences in the syllabus, teaching methods duration, and internship contribute to the lack of recognition of Indian professional degrees. This lack of recognition affects the majority of private sector HEIs in India, although it cannot be generalised. Many private HEIs in India are now pursuing global accreditation in order to avoid this discrimination.

Accreditation Bodies Working Together

Collaboration among certification bodies can provide chances for sharing best practices, exchanging expertise, and encouraging Indian HEI internationalization. Such collaborations can assist Indian HEIs in aligning with international quality standards and practices. Collaboration with foreign accreditation organizations can assist Indian higher education institutions in better comprehending the global higher education landscape and adapting to changing international standards.

A merger or joint venture of an Indian agency with a foreign agency, on the other hand, is unimaginable until the strategy, methods, parameters, and rigour are the same. There is a significant variation in the methodology and rigour of Indian and foreign accreditation authorities. Most global accreditation agencies have objectively measurable parameters. There is virtually no room for subjectivity or manipulation.

Key Requirements for Accreditation

Every accrediting procedure necessitates the application of strict criteria. Infrastructure, faculty needs, teaching and learning methods, libraries, IT infrastructure, adhering to quantifiable outcomes-based systems, and effective evaluation processes are all critical. Good placements also represent success. Internships and industry connections are equally vital for engineering and management schools. Other key characteristics include diversity and inclusiveness, worldwide links in terms of student and faculty exchange, research, and publishing, to name a few.