In a rapidly changing world, one thing, which has remained relatively stationary, is medical education (MedEd). Can we rejoice this with nostalgia, as we look back on our own career paths; or should it be a matter of concern as we look at the changing landscape of our field? 

Knowledge, skills and aptitude are three broad domains of MedEd. It does well to impart the ever-expanding knowledge, but often falls short in equipping future physicians with skills needed to thrive in modern healthcare. Bridging gaps such as communication, research literacy, resilience, and financial literacy is essential for nurturing well-rounded, empathetic professionals.

While passing exams is vital (for the world) to recognize that a student ‘knows enough’, learning for mastery sets the bar higher (for the individual). The onus is upon educators to acknowledge this limitation of exams, and ensure that assessments do not clip student’s fullest potential. 

Examples of such limitations are seen when questions raised by students are dismissed as irrelevant. This is a powerful signal to other students to restrict their questions and ideas to “what is important” a.k.a “what is asked in exams”.

The void left by traditional education has been filled by PG entrance coaching classes. In the words of one of my students, ‘coaching classes suck out whatever joy is left in learning, and replace it with a constant fear of being inadequate’. This fear pushes our students farther away from wards, and from critical thinking. It is not a surprise that a popular coaching brand boasts about its strategies of ‘buri tarah ratto’ (mug up as much as you can) as the mantra for success! 

Rise of online education brings both challenges and opportunities. Its relatively cheap (sometimes-free) access has become a great democratic force sweeping across medical colleges. A student sitting in a medical college anywhere in India has access to the best-taught lessons from faculty across the world!

This unhooks her from traditional training, often exposing a deeper question – what is the role for medical colleges?

However, online education does not provide the hands-on experience essential in medicine. That said, creating high-quality online content, flipped-classes and hybrid models is a steep learning curve for college faculty members. If mastered, it can significantly increase classroom engagement. 

One pressing need is to integrate structured training in communication and empathy. Delivering difficult news with sensitivity, and addressing patient concerns openly are essential skills. In my experience, simulation programs in MedEd are transformative. Sims provide a safe environment for students to hone these communication skills, allowing educators to give them constructive feedback.

Financial education is another critical “missing end”. Introducing financial literacy early on in medical training can empower young doctors to make informed choices. 

Lastly, mental health and resilience remain fundamental. Embedding resilience-building programs and promoting mental well-being is essential for helping doctors develop coping strategies, manage stress, and support their peers in the demanding environment of medical training and practice.

The future of medical education lies in addressing these missing ends, evolving beyond knowledge acquisition to cultivate empathy, resilience, critical thinking, and financial literacy. A curriculum that values these aspects will shape not only knowledgeable doctors but also compassionate, resilient, and financially aware thinker-leaders in healthcare.