Additionally, a lack of loyalty and commitment among faculty
members has adversely affected teaching and training
ISLAMABAD: Over the past two decades, there has been a rapid proliferation of private medical and dental colleges in the region. However, most of these institutions exhibit minimal interest in faculty development programs. Compounding the issue, the faculty—often composed of part-time teachers and retired professionals—demonstrates a lack of commitment, further deteriorating the quality of teaching and training. As a result, students are left largely to rely on self-learning opportunities.
Many of these institutions hire part-time and retired faculty members solely to meet the requirements of regulatory bodies. These faculty members are often present during inspections but fail to conduct classes regularly. Currently, the number of private medical and dental colleges in the region significantly exceeds those in the public sector. India now has 706 medical and dental colleges, while Pakistan has approximately 178 such institutions. The exact number remains fluid, as new institutions continue to be established and subsequently receive recognition.
There was a time when students from Saudi Arabia and Malaysia traveled to Pakistan for medical education. However, Malaysia now has 33 medical colleges, Nepal has 20, and Saudi Arabia boasts over 30. Even Bangladesh has 107 medical and dental colleges. Despite this increase in institutions, significant progress in healthcare infrastructure has been limited in many of these countries, except for Malaysia and Saudi Arabia. Governments frequently establish new medical colleges as a political maneuver, yet many graduates struggle to find suitable job opportunities. Some argue that the doctor-to-population ratio in these countries remains inadequate, justifying the need for additional institutions. However, the focus has been on quantity rather than quality.
For some businessmen, medical education has become a lucrative business venture. Their primary focus tends to be on constructing impressive buildings rather than investing in human resources and faculty development. However, an institution’s quality is ultimately determined by the strength of its faculty. Therefore, it is in the best interest of these owners to invest in human resources and initiate faculty development programs. The situation is comparatively better in medical institutions managed by trusts, as they reinvest their earnings into the institution. Similarly, institutions run by professional educators also exhibit superior standards.
While governments continue to establish new medical and dental colleges, the private sector faces growing concerns. If private institutions fail to take necessary measures, many will struggle to survive in the future. The key to sustainability lies in recruiting young faculty, providing ample opportunities for professional growth, ensuring merit-based selection and promotion, emphasizing research and publications, engaging in community work, and training students in community settings. Additionally, prioritizing faculty promotions based on their h-index rather than the sheer number of publications could yield substantial benefits. Given the prevalence of “gift authorship,” the number of faculty publications has lost its credibility as a measure of academic contribution.
