The draft retains a two-year-old provision that allows non-medical graduates with MSc and PhD degrees to teach medical students subjects like anatomy, physiology and biochemistry, for what is termed a "transition period"
Published Jan 21, 2025 | 7:00 AM ⚊ Updated Jan 21, 2025 | 5:45 PM
Representative image of a medical student
National Medical Commission on 17 January 2025 released a draft Teacher Eligibility Qualifications in Medical Institutions Regulations, 2024.
The draft retains a two-year-old provision that allows non-medical graduates with MSc and PhD degrees to teach medical students subjects like anatomy, physiology and biochemistry, for what is termed a “transition period.” Comments are invited from the public for a week, following 17 January.
The medical community is debating the merits of allowing non-medical graduates to hold such positions.
The controversy reveals deeper questions about the nature of medical education, professional dignity, and the future of healthcare teaching in India.
Medical professionals express serious concerns about the potential impact on educational quality. Dr. G. Srinivas, vice chairman of the Telangana Medical Council, warns: “The appointment of assistant professors at medical colleges with non-medical qualifications will definitely hamper the quality of medical education.”
Dr. Lakshya Mittal, President of United Doctors Front, emphasises that this change “undermines the foundation of medical education, which directly impacts the quality of healthcare delivery in our country.”
For nearly seven decades, non-medical faculty has been integral to medical education in India.
Dr. Ayan Das, General Secretary of National MSc Medical Teachers Association (NMMTA) and a Microbiology faculty member, told South First that non-medical faculty has been contributing to medical education since the inception of medical institutions, for nearly 70 years.
“For nearly 70 years, there was no reservation for us, nor have we ever sought any. However, we have always had the opportunity to compete for selection through interviews or exams. Why take that opportunity away from us under the pretext of ensuring quality? If we are indeed of inferior quality, we would naturally be rejected during the competitive selection process,” he said.
“Non-medical faculty (like me) teach basic science — Anatomy, Physiology, Biochemistry, Microbiology, Pharmacology, and Pathology.”
The distinction between clinical and basic sciences is crucial to understanding this debate.
Das explains, “Pathology, which involves identifying diseases, is typically taught by medical doctors. Anatomy, Physiology, Biochemistry, Microbiology and Pharmacology are core sciences that we (non-medical faculty) have been teaching for decades.”
One of the most compelling arguments presented by non-medical faculty is the international precedent.
“In the US and the UK, 60-70 percent of faculty teaching these five basic sciences come from non-medical backgrounds,” Das points out. This global practice stands in stark contrast to the increasing restrictions being placed on non-medical faculty in India.
The situation is the more complex when one considers the international educational structure. One education expert who did not wish to be cited by name said, “In many countries, there is no equivalent of an MD degree in Anatomy, Physiology, Biochemistry, Microbiology, and Pharmacology. The rules in such places are clear: If you are going to see a doctor, it means you have a patient. These subjects do not involve direct patient care.”
Dr Das challenges the notion that non-medical faculty provides inferior education. “Our degrees are not from general colleges; they are from medical colleges and are aligned with medical education requirements, just like MDs. We are trained by the same faculty and follow similar standards.”
Dr Das cites as an example his own educational background – he holds an MSc from a reputed medical college and a PhD from a renowned institution. He comes with 14 years of experience in teaching.
An official of the All India Association of Clinical Psychologists, focuses on another aspect: “When we discuss medical faculty, it does not necessarily mean that every faculty member must be a medical professional. Medical students benefit greatly from knowledge imparted by specialists from diverse fields, which often fall outside the expertise of doctors or clinicians.”
The official particularly emphasises the importance of specialised knowledge: “Non-medical professionals often possess advanced training in core areas such as statistics and research methodology. These skills are integral to consolidating clinical and theoretical data and producing impactful research — something many medical professionals may lack.”
She highlights the broader implications for specialised expertise in medical education: “When non-medical professionals with national-level credentials, significant publications, and dedicated research are excluded or overlooked, their knowledge and contributions are at risk of being wasted.”
Dr. Lakshya Mittal, president of United Doctors Front, warns about potential exploitation of this provision by private institutions: “Private medical colleges may exploit this decision, using it a loophole to sidestep the need for qualified medical educators.”
A critical aspect of this debate is the significant number of vacant teaching positions in medical institutions.
Dr Das says, “Many seats for these courses remain vacant. Doctors graduating from medical colleges often prefer clinical roles over teaching these basic sciences.”
He said the situation was now quite dire. “Last year, the cut-off percentile for admission to these courses was zero — candidates with scores as low as -40 were admitted, just to fill the seats!”
The distribution of qualified teachers presents another challenge.
“Qualified teachers in these subjects are scarce; most are concentrated in metro cities. When non-medical faculty are engaged for these subjects, we are accused of taking away opportunities meant for others,” Dr Das explains.
Dr. Mittal suggests a different approach to addressing these vacancies: “The focus should first be on strengthening existing medical colleges, enhancing infrastructure, and ensuring adequate resources before expanding or creating new institutions.”
He too warns that private medical colleges might use this provision to sidestep the need for qualified medical educators.
The new regulations have created significant professional challenges for existing non-medical faculty.
Dr. Das describes a concerning situation: “Since the National Medical Commission (NMC) came into existence, the opportunities for non-medical faculty in fields like Pharmacology and Microbiology have been reduced to zero. This has severely impacted our livelihoods.”
The regulatory changes have had severe professional implications. Das describes his personal situation: “I am originally from Bengal but now teach in Delhi. With these new regulations, I cannot find a similar position in my home state. Does this mean my quality of teaching is inadequate? Have I failed my students in Delhi?”
Das draws a parallel from fiction to illustrate: “It feels like something out of Harry Potter, where Voldemort sought to preserve ‘pure blood’ wizards while rejecting and harming ‘muggle-borns.’ Similarly, there seems to be a systematic exclusion of non-medical faculty, with no basis in quality.”
Th Kerala official brings attention to the critical role of clinical psychologists in medical education:
“Clinical psychology is particularly vital in today’s context, given the alarming rise in mental health crises, including suicides among children and widespread cases of trauma. These areas require the expertise of clinical psychologists, not just medical professionals. Being such a pertinent issue, many states have lapsed the funds to start clinical psychology departments.”
The debate continues as stakeholders seek a balanced solution.
Dr. Ayush Jain suggests specific guidelines: “NMC needs to specify the duration of the transition period. Ideally, it should be only till any MD candidate is not available to apply for that position. Additionally, non-medicos should not be appointed as permanent staff, but only on a contract basis.”
The kerala official advocates for a more inclusive approach: “Inclusivity has a place in the pursuit of knowledge. Genuine learning requires humility and openness, traits that are essential to building a robust educational system.”
Das concludes: “If other countries like the US and UK can rely on non-medical faculty for basic sciences, why can’t India?”
(Edited by Rosamma Thomas)
