Medical edu begins overhaul eying on constant problems

The country is undertaking a broad overhaul of medical education focusing on a constant set of problems including inadequate teaching facilities, shortages of qualified faculty, uneven clinical exposure, limited research opportunities and the need for stronger quality assurance.

The reform agenda comes at a time when the country is producing a growing number of medical graduates but continues to face major weaknesses in its health workforce and medical education system.

According to the World Health Organization (WHO), Bangladesh had only 13 doctors, nurses and midwives per 10,000 population in 2022, compared with a global median of 49.

Health Minister Sardar Md Sakhawat Husain on Monday told parliament that only 30,311 doctors are currently working in government hospitals across Bangladesh, while the country needs around 88,909 physicians to meet the minimum doctor-population ratio in line with international standard.

According to a government-funded study conducted in 2026, Bangladesh will need around 88,909 doctors in 2026 to meet the WHO’s minimum standard of 0.50 doctors per 1,000 population, he said.

The Health Ministry, in a document outlining its medical education initiatives, said the government is therefore working on infrastructure, faculty recruitment and development, curriculum reform, simulation-based education, clinical training, research, postgraduate education and accreditation.

The scale of medical education has expanded considerably over the years.
The expansion has created a parallel challenge: ensuring that physical expansion is matched by adequate teachers, laboratories, hospitals, equipment and opportunities for hands-on learning.

A World Bank review of Bangladesh’s tertiary education sector previously identified a chronic shortage of qualified teachers as a major weakness in medical education.

It also pointed to inadequate teaching-learning facilities, including laboratories, equipment, medical research journals and internet connectivity, as factors affecting the quality of medical education.

According to the Health Ministry document, renovation and modernisation of old academic buildings at government medical and dental colleges are underway to improve teaching and learning facilities.

Existing student hostels are also being renovated, while new hostels are planned for institutions where accommodation is not currently available.

The government is also trying to address the shortage of medical teachers through recruitment, promotion and professional-development opportunities.

The ministry document said recruitment of new teachers is underway at government medical colleges and that regular subject-based and integrated training is being provided to improve teachers’ teaching skills and professional capacity.

The need is particularly important because medical education requires teachers who combine academic knowledge with clinical experience.

A World Bank assessment found that Bangladesh’s health workforce is characterised by critical shortages and geographical maldistribution. It also noted that the formal health workforce is heavily concentrated in urban areas.

The government is also revisiting what medical students are taught and how they are trained.
The Health Ministry document said the medical education curriculum is generally reviewed and revised every five years to keep pace with developments in medical science and changing educational requirements.

But curriculum revision alone does not immediately demonstrate better outcomes.
According to the document, the effectiveness and benefits of a revised curriculum can normally be assessed after two to three batches of students have completed their education under the new curriculum.

This means curriculum reform needs to be accompanied by changes in teaching methods, assessment, clinical exposure and faculty development.

One of the more significant changes proposed by the government is greater use of simulation-based education.

Modern simulation laboratories are being established in phases at medical colleges where such facilities are not currently available, according to the ministry document.

Simulation allows students to practise clinical procedures in a controlled environment before – and alongside – direct exposure to patients.

The approach can help students develop technical skills and confidence while reducing the pressure of learning new procedures for the first time in real clinical situations.

The reform programme also seeks to make clinical training more effective by giving students greater hands-on exposure and ensuring that clinical education remains relevant to contemporary medical practice.

The government is also seeking to strengthen the research component of medical education.
The Research, Publication and Curriculum Development Division of Directorate General of Medical Education (DGME) is providing annual grants to teachers, according to the ministry document.

The stated objectives include generating new knowledge, encouraging innovation and promoting evidence-based approaches to medical treatment.

The government is also modernising postgraduate medical courses and increasing financial support for institutions involved in medical education and training as well as for trainees.

Faculty exchange programmes are being expanded at national and international levels so that teachers can gain exposure to different academic and professional practices.

Bangladesh Medical Education and Accreditation Council is working to ensure the quality of medical education in Bangladesh and bring it in line with international standards, the document said.

The accreditation system is intended to provide a structured mechanism for assessing whether medical education institutions meet the required standards.

The BMEAC was established under the Bangladesh Medical Education Accreditation Act 2023, which came into force in January 2024.

The council describes itself as the statutory authority responsible for accreditation of medical education institutions and programmes.?

The Health Ministry document said the overall reform programme is being implemented through improvements in physical infrastructure, teacher recruitment and professional development, curriculum revision, simulation laboratories, clinical training, postgraduate education, faculty exchanges and research.

It said these measures are being pursued to improve the quality of medical education and develop medical professionals with the knowledge and practical skills required for modern healthcare.