medical education in bangladesh

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• PMC11058450.1 ; 2023 Oct 5
• ➤ PMC11058450.2; 2024 Feb 5

Medical education in Bangladesh from Student and Teacher’s Perspective: Impact and challenges of the COVID-19 pandemic

M. wakilur rahman.

1 Professor, Department of Rural Sociology, Bangladesh Agricultural University, Mymensingh, Dhaka Division, 2202, Bangladesh

Md Mahfuzul Hasan

2 Department of Agribusiness and Marketing, Bangladesh Agricultural University, Mymensingh, Dhaka Division, 2202, Bangladesh

Md. Salauddin Palash

3 Professor, Department of Agribusiness and Marketing, Bangladesh Agricultural University, Mymensingh, Dhaka Division, 2202, Bangladesh

Md Asaduzzaman

4 Assistant Professor, Department of Rural Sociology, Bangladesh Agricultural University, Mymensingh, Dhaka Division, Bangladesh

Associated Data

• Hasan MM: Medical education in Bangladesh from student and teacher’s perspective: Impact and challenges of the COVID-19 pandemic. figshare. [Dataset].2023. 10.6084/m9.figshare.24114390 [ CrossRef ]

Underlying data

Figshare: Medical education in Bangladesh from student and teacher’s perspective: Impact and challenges of the COVID-19 pandemic

https://doi.org/10.6084/m9.figshare.24114390 ( Hasan, 2023 )

This project contains the following underlying data:

• - Data entry both Under _ post graduate.xlsx (this file contains different the raw quantitative data for variables)
• - Table.docx (this file contains all the table which is used for this research paper)

Please note that the responses to the qualitative survey questionnaire are in Bangla. Specific quotes or themes can be translated in the xlsx data file.

Extended data

This project contains the following extended data:

• - KII_guideline_Teachers.docx (This file contains the Introduction and Consent as well as questionnaire)
• - Questionnarie_Final Draft_Students.docx (In-depth Interview (IDI) Questionnaire)
• - Questionaire Medical Education KII.docx
• - Figure.docx

Data are available under the terms of the Creative Commons Attribution 4.0 International license (CC-BY 4.0).

Version Changes

Revised. amendments from version 1.

There is no significant difference between version 1 and version 2. we resolved some spelling mistakes and reference.

In low- and middle-income countries like Bangladesh, where medical education faces a range of challenges-such as lack of infrastructure, well-trained educators, and advanced technologies, abrupt changes in methodologies without adequate preparation are more challenging than in higher-income countries. This was worsened during the COVID-19 pandemic and these challenges have resulted in a change in medical education methodology. This study assesses the medical education procedure, impacts and adaptation strategies and challenges of the COVID-19 pandemic in the medical education system of Bangladesh from learners' as well as educators' perspectives.

The study collected data from 22 Medical Colleges/Universities across 18 districts of eight divisions using quantitative and qualitative methods. A total of 408 samples were collected consisting of 316 from students and 92 from medical teachers. Descriptive analysis and probit model were performed for obtaining results.

The efficacy of online learning was questionable, but results showed that it was more effective for theory classes (92.4%) followed by clinical classes (75.63%) and the efficacy rate was low for practical classes (54.11%). All types of classes (theory, practical and clinical) are currently using mixed methods to some extent in medical education in Bangladesh. Regarding impacts and adaptation strategy, approximately 75.3% of the students surveyed expressed their acceptance of online education. Over 80% of the participants acknowledged the advantages of online learning, highlighting the freedom to learn from home, cost and time savings, and avoiding physical closeness with other students as major benefits.

Conclusions

To address future challenges like the COVID-19 pandemic in medical education in Bangladesh, a comprehensive policy approach such as strengthening technological infrastructure, promoting blended learning approaches, enhancing faculty training and support, integrating telemedicine into the curriculum, and continuously evaluating and improving policies and interventions can enhance the resilience of its medical education system, and prepare for future challenges.

Introduction

The severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) caused the COVID-19 pandemic, which started in late 2019 and spread rapidly over the world and resulted in millions of illnesses and fatalities. The medical education and healthcare systems throughout the world have been severely disrupted by COVID-19 ( Woolliscroft, 2020 ). As a result of the virus's high contagiousness, it has become difficult to have regular lectures, which has affected the research and patient-based teaching that form the basis of medical school ( Sklar, 2020 ). The possibility that medical students can come into touch with the virus while receiving their medical training and then disseminate it to the public is one of the issues as well ( Khasawneh et al. , 2020 ). As the world grappled with the challenges posed by the rapid spread of the novel coronavirus, educational institutions faced unprecedented disruptions and had to adapt to new modes of teaching and learning ( Garcia-Morales et al. , 2021 ). The disruption caused by the pandemic has had far-reaching consequences for medical education systems worldwide. For both students and instructors, switching from conventional in-person learning to distance learning platforms presented a number of difficulties ( Selvaraj et al. , 2021 ). The closure of medical colleges and universities in response to the pandemic has led to a disrupted learning environment for medical students. Traditional classroom teaching methods have been replaced by remote learning platforms, posing challenges in terms of adapting to new technologies and maintaining the quality of education ( Maatuk et al. , 2022 ).

Assessment is influenced by both teaching and learning to gauge student and instructor effort ( Kellough & Kellough, 1999 ). People's well-being and, in fact, their ability to maintain good health in the future are dependent upon the caliber of medical graduates, who in turn are dependent upon the caliber of medical education and evaluation. The overall goal of education may be divided into three categories: knowledge, skills, and attitudes, or what we know, do, and feel. We define knowledge as the entirety of cognitive processes, ranging from simple data recall to comprehension and problem-solving skills. Nevertheless, medical teaching and learning are more complex than other educational programs ( Howley & Wilson, 2004 ). Apart from learning, they also need to improve their attitudes and skills. Nonetheless, the prevailing assessment methods in most medical institutions primarily emphasize factual knowledge and are largely centered around memorization ( Agusala, 2021 ). There is minimal emphasis on evaluating practical skills and little consideration for gauging attitudes or behaviors. Due to travel limitations and institution closures because of geographic distance and other lockdown requirements, the COVID-19 scenario has resulted in a dramatic change in medical education technique around the globe ( Ferrel & Ryan, 2020 ; Rose, 2020 ). Hence, it becomes more challenging to assess the skills and attitude domain of medical education.

The abrupt changes in methodologies without adequate preparation are more difficult in low- and middle-income countries like Bangladesh, where medical education faces a variety of challenges, such as a lack of infrastructure, well-trained educators, and cutting-edge technologies ( Luna et al ., 2014 ). The situation became more intense during the COVID-19 pandemic. The significant challenges to medical education in Bangladesh include disruption of clinical rotations and increased stress and burnout among students. Due to the pandemic's severity, several creative instructional approaches have been developed throughout the world, the bulk of which make use of a range of digital resources ( Papapanou et al. , 2022 ). In fact, it has also created opportunities for innovation and adaptation, such as the adoption of virtual learning platforms and increased training in public health and epidemiology. Previous global studies confirm that medical education lags behind current capabilities regarding online learning and they suggested a hybrid education with at least 40% of online teaching compared to on-site teaching ( Stoehr et al. , 2021 ). Hence, it is crucial to examine the influence of the COVID-19 pandemic on the state of medical education in nations that already face considerable challenges in delivering high-quality medical instruction. This becomes particularly important as the alterations brought about by the pandemic could profoundly affect the future professional opportunities of both existing medical students and trainee doctors. Furthermore, it is crucial to comprehensively examine the innovative methods employed throughout the COVID-19 pandemic, as they could potentially provide valuable insights for educators in the field of medicine in the times ahead. Therefore, this study intended to identify the factors affecting changing medical education processes and identify the impact and challenges in medical education processes during the COVID-19 pandemic on students and teachers.

Study design

This study design is prepared based on available documents and reports provided by Directorate General of Medical Education (DGME) and consultation with the team. A blend of both quantitative and qualitative methods involving in–depth interviews and key informant interviews (KIIs) were employed for collecting relevant data and information. Accordingly, survey instruments were prepared, pre-tested, and then data were collected from different sources. After collection of data, data was edited, coded, categorized, sub-categorized, and analyzed in connection with the settled objectives.

Selection of the study area

Selection of the study area is an important step for survey research. DGME project intervention was carried out in 08 divisions and 22 districts of Bangladesh. Twenty-four medical college / university hospitals were selected from 22 districts, that means one institution from each district. It can be found in Table 1 .

Study area and sample size determination

It is not worthwhile to conduct a census covering all medical colleges in Bangladesh. In general, there is a greater homogeneity of the medical education across the institutions especially in admission procedure, learning and exam methods, lecturing, etc. Stratified sampling procedure will be adopted for the study. In this study, the sampling frame will be the following:

N= z 2 pq/e 2 (diff.)

where, N=desired sample, z=1.96, p=0.5, q=1-p, e=margin of error or 0.05 and diff.= design effect or 1.5

So, N = 576 ~ 316 for convenience of allocation for direct beneficiaries. Using the above formula, we get N =316. Therefore, the total sample size for this study is 316 . The study collected data from 22 Medical College/University spread to 18 districts of eight divisions.

As well as collecting data from graduate and post-graduate students, 92 teachers were interviewed (adopting KII tool) spread across different medical colleges within different districts and divisions.

Data collection

Both qualitative and quantitative surveys were performed. This study involved primary surveys, including one-on-one interviews. Respondent category-wise methods are as follows:

S.N associates developed two types of questionnaires: semi structured questionnaire for in–depth interviews and structured questionnaires for key informant interview (KII). These were submitted to the Medical Education and Health Manpower Development (DGME) for reviewing the questionnaire. After review from Medical Education and Health Manpower Development (DGME), S.N Associates incorporated the comments and suggestions of Medical Education and Health Manpower Development (DGME) in the questionnaire and again submitted for approval of the questionnaire from Medical Education and Health Manpower Development (DGME). S.N associates organized pre-tests for comments and suggestions from out of the study area. A total of 15 data enumerators were recruited by SN Associates as data enumerators. All the field staff were recruited among qualified and experienced staff who have participated in at least three studies of a similar nature with S.N associates or another agency. There are a number of data collectors associated with S.N Associates, who worked in different projects conducted by S.N associates. A comprehensive three-day long training workshop on “Data Collection Procedure” was performed in which enumerators spent one day in the field (pre-testing interview schedule). Attempts were made to ensure a uniform pattern in administering the survey. The training plan gave more emphasis on skill training on the real situation rather than classroom training. Data was collected by the enumerators through face-to-face interview under direct supervision of a quality control team. The qualitative information was collected through Key Informant Interview (KII). The KIIs were carried out with medical college/university teachers of under-graduate level and post-graduate level, representative of program manager and service providers of medical college/university hospital. Data collection activities were performed during 15 April, 2023 – 15 May, 2023. The supervisor helped the enumerators/data collectors in locating the facilities, and respondents and ensure quality through supervision. We deployed 5 such teams for the study. The quality control officer and the other team members of the study, who constantly remain in the field, act as facilitators and solve day to day problems that may arise in the field. The QCO physically verified whether the interviewer completed the questionnaire by interviewing the right respondents in the right institutes and respondents by asking the questions.

Ethical statement

We affirm our commitment to upholding ethical principles throughout the research process. Prior to participation, all student and teacher participants were provided with comprehensive information about the research objectives, procedures, potential risks, and benefits. They were given the opportunity to ask questions and provide voluntary informed consent to participate in the study and also, we ensured them that the accessibility of data would be limited to the research team, and any data stored electronically are protected with appropriate security measures. Ethical approval was gained from Ethical Standard of Research's Committee, Bangladesh Agricultural University and the ethical approval number is 77/BSERT.

Data processing

Data processing comprises documentation of schedules, editing, coding and computerization, generation of analytical tables, and matching of data. This is well accepted that editing of the collected raw data is a very important task and data quality tremendously improves with efficient editing. We make double entry of 100% data for the sake of ensuring the quality of data entry. Double entry ensures proper cleaning and validation of data by comparing and crosschecking the computerized double output. The first entry matches the second entry for removing inconsistency with internal consistency checks. Moreover, inconsistency check was done between inter-related questions. In addition, tables were generated for all variables for checking range, consistency and quality control of all variables of the data sets.

Data analysis

After accomplishing the questionnaire survey editing and coding of the collected data were processed at S.N Associates Office. Data analysis was done using SPSS, Stata and Microsoft Excel. Descriptive statistics were used to generate statistical measures such as averages, percentages, ratio, frequency, etc. and Multinomial logit regression model was applied to estimate the influencing factor on medical education particularly theory and practical classes. It is provided in Table 2 .

Results and discussion

The COVID-19 epidemic has caused the worst disruptions to educational systems in human history. Everything was locked down across the globe, and nobody ventured outdoors absent of an emergency ( Tadesse & Muluye, 2020 ). As a result, every type of educational institution shut down, which had a significant negative impact on learners. This study intends to show how the COVID epidemic affected medical education and the future adaptation strategies that are described below.

Impact of COVID-19 on students’ learning and teachers

Medical students' educational experiences have been significantly impacted by the COVID-19 epidemic. One of the most notable changes has been the shift from traditional in-person classes to online learning formats. The hands-on practical experience that is crucial for medical training has been limited due to restrictions on clinical rotations and in-person laboratory sessions. Medical students have had to adapt to virtual simulations and remote learning methods, which may not fully replicate the depth of practical learning they would have gained in traditional settings ( Bashir et al. , 2021 ). This reduced exposure to real-life patient interactions and medical procedures has been a significant adjustment for students. Moreover, it increases the cost of education substantially. For instance, more than 95% of students feel obligated to purchase personal protective equipment (PPE) which increases their expenses. Additionally, if the network goes down, they are unable to attend classes even after making these purchases. Overall, approximately 62.66% of students have concerns related to COVID-19, while 9.49% are not particularly worried about it ( Figure 1 ).

The COVID-19 epidemic had a major effect on medical educators. They have had to rapidly adapt to online instruction, requiring them to learn new technologies and adjust their teaching methods (18.48%). Practical and clinical training has been disrupted 45.65%), leading to the exploration of virtual alternatives. Teachers face the difficulties of getting feedback from the student during the COVID period which posited the third rank 38.14%) among all impacts. The pandemic has also taken a toll on the mental health of medical teachers, with increased stress and concerns about personal safety (54.35%). Despite the challenges, the pandemic has spurred innovation in medical education and provided opportunities for professional growth ( Figure 2 ). Medical teachers have shown resilience and dedication in ensuring the continuity of education during these unprecedented times.

From the viewpoint of the professors, medical students learning system were significantly affected by the COVID-19 epidemic. The sudden shift to remote learning has posed challenges in maintaining the same level of engagement and interaction with students (35.87%). In addition, education cost of the students increased (41.030%) due to maintaining the 4G internet connection cost for online learning methods. It is the topmost impact of COVID-19 on the students of medical education ( Table 3 ). Teachers have had to quickly adapt their teaching methods to online platforms, navigating technical issues and finding innovative ways to deliver lectures and facilitate discussions. The loss of in-person clinical experiences has affected students' practical training (17.39%), requiring teachers to explore alternative approaches such as virtual patient encounters and case-based discussions. Additionally, teachers have faced the task of providing emotional support to students who may be experiencing increased stress and anxiety during this challenging time (26.09%). Despite the difficulties, teachers have shown resilience and dedication in ensuring the continuity of medical education and supporting their students' learning journey in the face of the pandemic.

Challenges faced by the students and teachers

Since the COVID-19 pandemic, medical educators have faced several challenges for continuing the teaching and learning activities. Despite the initiatives by education leader and faculty, the mindset was not so ready to adjust with the changing circumstance. It is apparent from Table 4 that, out of 12 identified challenges, a greater percentage (62.70%) of the students reported that ‘fear towards COVID-19’ was so high during COVID-19 pandemic. In fact, this is a usual case as all human beings were afraid to be the victim of the COVID-19 pandemic. On the other hand, a few percentages (15.51%) of the students reported ‘safety measure for the physical classes’ was not that big challenge for them during COVID-19.

As online class was introduced, many challenges were faced by the students during online classes. One of the pre-requisites of online class is the access to internet. Hence, it is evident that about 91% of respondents faced problems during their online classes. More importantly, it is reported that 95.16% of students complained inadequate internet service in the village was the major problem. Other problems included lack of reliable treatment (92.39%), practical lab invigilation not being possible (88.24%), difficulty drawing teachers’ attention (76.47%), low quality broadband internet (74.74%) etc. ( Figure 3 ). No doubt the above issues hinder online education. Despite such challenges, students got the opportunity to interact with teachers and got some extent of learning through online class.

Not only the medical students but also the faculty members faced several challenges during the COVID pandemic. The challenges are listed in Table 5 based on the responses of the teachers and ranked accordingly. Students were ‘less interested due to COVID fear’ was ranked first with about 24% of the respondents mentioning this. Other challenges included maintaining social distance, limited orientation about online class, providing instruction to attend online class and following the lecture, requiring online class teaching materials, providing financial assistance to students in need etc. The challenges are many as online education systems have only recently been introduced in medical education. However, within a couple of months the teachers were able to overcome the challenges and conduct the classes in an innovative way as mentioned by many of the KII participants. In fact, there was a co-learning environment created where one faculty member helps others to manage the online classes.

Steps taken for overcoming the challenges

To continue medical education during the pandemic, medical institutions took several initiatives. Sample teachers have mentioned 15 steps for overcoming the barriers ( Figure 4 ). Just above 26% of the teacher supports on initiate online class immediately and 14.52, 10.48, 10.08, 6.05, 6.05, and 5.6% teachers also gave priority on vaccine provided, advise to maintain physical distance, work under COVID context maintaining PPE, provide free internet services, academic class reduces, monitoring the online class respectively.

Medical institutions in Bangladesh have responded to the COVID-19 outbreak by putting in place a number of preventative measures to stop the virus's transmission and guarantee the security of the students, teachers, and staff. When surveying medical students on their opinions regarding these initiatives, over 60% of respondents expressed agreement with various statements. These actions encompassed overseeing virtual lectures, enforcing social distancing protocols, supplying personal protective gear like masks, organizing online learning tools, delivering medical care to educators and students impacted by the virus, arranging transportation for staff, enforcing preventive measures to manage virus transmission, documenting hands-on instructional sessions, and administering COVID-19 vaccinations to students.

On the other hand, there were certain percentages of respondents who expressed disagreement with these statements. Approximately 3.5% disagreed with monitoring online classes, 9.8% disagreed with maintaining social distance, 13.6% disagreed with providing mask PPE, 27.8% disagreed with collecting online class equipment, 13.9% disagreed with treating Covid-affected teachers and students, 13.6% disagreed with providing transportation for staff, 14.6% disagreed with the preventive steps to control COVID-19, 7.9% disagreed with recording practical classes, and 22.2% disagreed with providing COVID-19 vaccines to students. In contrast, when asked about the possibility of physical education classes with fewer students, only 28% of respondents agreed, while 39% disagreed with this statement which Figure 5 clearly demonstrates this.

Factors affecting medical education

Multinomial logit regression model was applied to estimate the influencing factor on medical education particularly for theory and practical classes. Only significant variables are presented in Table 6 and Table 7 . The calculation shows that, by holding all other variables constant, a one-unit increase in study year for undergraduate students sitting at a distance of three feet would be predicted to result in an increase of 1.014 units in the multinomial log-odds for choosing a three-foot distance over a direct approach. The multinomial log-odds for choosing 3 feet distance to direct would be projected to drop by 2.63 units while maintaining all other factors in the model constant for students who choose to attend class from home, where a one-unit increase in home attendance is equivalent to preferring 3 feet of seating distance to direct class. Again, the quality of electronic device has a positive association with online class preference over physical class. According to the estimation, if the quality of electronic devices for online to direct class increased by one unit, all other model variables would be held constant, and the multinomial log-odds for choosing online to direct class would be predicted to increase by 3.21 units.

The multinomial log-odds for choosing blended over direct classes should fall by 0.373 and 0.665 units, respectively, for a blended education system, according to estimation of undergraduate study years and transportation cost saved. This is true even if all other model variables are held constant. However, in respect to lack of reliable treatment, the scenario is the opposite. While maintaining all other model variables constant, it would be predicted that the multinomial log-odds for favoring blended over direct learning would increase by 1.03 units in the absence of a trustworthy treatment by one unit.

Table 7 outlines the factors associated with practical classes that impact changes in the education system. Participating in practical classes remotely and supervising practical labs have been subjected to multinomial logit estimation to assess the effect of a one-unit increase in these variables, assuming that other model variables remain unchanged. The results indicate that a one-unit increase in remote class attendance is linked to an anticipated decrease of 3.46 units in the multinomial log-odds for favoring a 3 feet distance over direct interaction. Similarly, a one-unit increase in lab invigilation imposition corresponds to an expected decrease of 2.69 units in the multinomial log-odds to determine a 3 feet distance over direct interaction, while keeping all other model variables constant.

If a subject has to increase the cost of buying data by one unit, the multinomial log-odds for online to direct learning would be expected to increase by 5.47 units while holding all other variables in the model constant.

In the blended education system, if the transportation cost and practical class reduced by one unit, the multinomial log-odds for a blended to direct education system would be expected to decrease by 0.26, 1.27 and 2.05 units respectively while holding all other variables in the model constant. On the other hand, for lack of reliable treatment, if it increased one unit for lack of reliable treatment, the multinomial log-odds for blended to direct learning would be expected to increase by 1.06 units while holding all other variables in the model constant.

Future initiatives

To effectively address future challenges like the COVID-19 pandemic, medical institutions need to adopt and implement various future initiatives. This is depicted in Figure 6 . These initiatives should prioritize the safety and well-being of students, faculty, staff, and the wider community while ensuring the continuity of education and healthcare services.

When inquiring about their views on addressing future challenges, the majority of respondents expressed a positive outlook in response to all the queries. The only exception pertained to the policy regarding the e-learning system in colleges. In this regard, 5.7% of respondents disagreed, while 21.2% remained neutral in their stance.

Bangladesh pupils and instructors have experienced severe effects from the COVID-19 epidemic, prompting quick adaptation measures. The abrupt switch to online learning has caused interruptions for students, who now confront difficulties with access to technological advances, internet access, and a change in the learning environment. Teachers have had to quickly adapt their teaching methods to remote platforms, finding innovative ways to engage students and ensure the continuity of education. In spite of these obstacles, both students and instructors have shown resiliency, adaptation, and a strong dedication to learning. They have embraced digital tools and resources, explored virtual platforms for interactive learning, and collaborated to overcome obstacles together. As a result of the pandemic, technology use in education has increased, giving rise to the creation of new ways and capabilities. Moving forward, the lessons learned from this experience can inform future strategies to strengthen the education system in Bangladesh, ensuring it is better equipped to handle similar crises. It is crucial to continue investing in infrastructure, digital literacy, and professional development opportunities for both students and teachers. By doing so, medical institutions can build a more resilient and inclusive education system that prepares students for the challenges of the future.

A thorough policy strategy is required to handle upcoming issues like the COVID-19 epidemic in Bangladeshi medical training. This includes developing an emergency preparedness plan, strengthening technological infrastructure, promoting blended learning approaches, enhancing faculty training and support, integrating telemedicine into the curriculum, implementing effective assessment strategies, establishing collaboration and information sharing among institutions, prioritizing student well-being and mental health support, and continuously evaluating and improving policies and interventions. By adopting these measures, Bangladesh can enhance the resilience of its medical education system, ensure uninterrupted learning during crises, and prepare for future challenges.

Policy implications

The COVID-19 pandemic issue has opened up a new opportunity for adopting an appropriate educational practice that includes teachers, students, and affiliated health professionals and values professional skills and ethics from a humanistic ethical perspective. A direct, hands-on clinical experience should continue with the conventional ways to develop their abilities and expertise as part of the quality of medical education in order to install such graduate traits. To counteract and resolve the crisis brought on by the COVID-19 pandemic, medical schools and other health science institutions must adapt their curricula and educational strategies using new remote learning modalities, such as extended reality technology, e-learning tools, and simulation facilities.

Additionally, medical institutions should implement best practices for an active transition to online learning and evaluation based on the lessons acquired from this pandemic knowledge. It is also advised to maintain blended learning in the post-COVID-19 era with a sizable portion of online modes since conventional and online virtual learning combinations are thought to be extremely stable and long-lasting. Additionally, medical educators should develop the proper policies or safety precautions to undertake educational activities without endangering the security and well-being, of medical education.

[version 2; peer review: 2 approved]

Funding Statement

The author(s) declared that no grants were involved in supporting this work.

Data availability

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Reviewer response for version 2

Syeda sadia fatima.

1 Aga Khan University, Karachi, Pakistan

Reviewer Comment:

The authors have presented a comprehensive assessment of the impact of the COVID-19 pandemic on medical education in Bangladesh, examining both learner and educator perspectives. The paper is commendable for its clear methodology and presentation of results. However, I suggest the authors consider incorporating the following to improve the paper.

A graphical summary representing the study design, methods and key results with areas of future work can be added to the paper. 

A limitation section of the study. This would provide important context for interpreting the findings and acknowledge potential areas for further research or improvement.

I recommend the inclusion of examples from other SAAP countries in the discussion section. This would allow for a broader comparison of the challenges and adaptation strategies faced by medical education systems across the region. By doing so, the authors could offer valuable insights into common issues and potential collaborative solutions among LMIC universities.

Suggest a few solutions based on existing medical education theories and contextualize them to fit the need of the area.

While the paper is well-written and informative, addressing these suggestions would enhance its relevance and contribution to the field of medical education in the context of the COVID-19 pandemic.

Have any limitations of the research been acknowledged?

Is the work clearly and accurately presented and does it cite the current literature?

If applicable, is the statistical analysis and its interpretation appropriate?

Are all the source data underlying the results available to ensure full reproducibility?

Is the study design appropriate and is the work technically sound?

Are the conclusions drawn adequately supported by the results?

Are sufficient details of methods and analysis provided to allow replication by others?

Reviewer Expertise:

Technology-enhanced learning, faculty development, curriculum development, assessment.

I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard.

Michael Paget

1 University of Calgary, Calgary, Alberta, Canada

Thanks for completing the revisions, no further comments.

Undergraduate Medical Education, Academic Technologies.

Reviewer response for version 1

To the research team, I applaud your efforts in trying to understand the challenges for medical education during a difficult time, and including both teachers and students in your research. 

Some specific feedback:

“Nonetheless, the prevailing assessment methods in most medical institutions primarily emphasize factual knowledge and are largely centered around memorization.” Perhaps a reference needed for this statement?  

Some of the limitations of the survey could be addressed by establishing the saturation at each site. We have the number of completed surveys, but what percentage does that represent of each schools students?  

Spelling mistake in Figure 2 – Teachers were “affaird” of COVID infection

This doesn’t appear to have data associated with it: “From the viewpoint of the professors, the COVID-19 epidemic has significantly affected the knowledge of medical students.”  

Table 3: “Students’ loss consistency in learning” may be better stated as “Students lost consistency in learning”.

For clarity it may be worth re-ordering Figure 5 by rate of disagreement, and re-order the paragraph in ascending order.

I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard, however I have significant reservations, as outlined above.

অফিস সম্পর্কিত

• লক্ষ্য ও উদ্দেশ্য
• সিটিজেন চার্টার
• কর্মকর্তাবৃন্দ
• প্রাক্তন মহাপরিচালক বৃন্দ
• আমাদের সেবা
• বিভিন্ন কমিটি গঠনের আদেশ
• মেডিকেল এডুকেশন বুলেটিন
• চাকুরী সংক্রান্ত
• ফটোগ্যালারি
• ভিডিও গ্যালারি
• ই- লাইব্রেরী
• অনাপত্তিপত্র (NOC)
• গোপনীয় অনুবেদন
• মানব সম্পদ তথ্য ব্যবস্থাপনা
• বহি:বাংলাদেশ ছুটি
• শ্রান্তি বিনোদন ছুটি
• অর্জিত ছুটি
• মাতৃত্ব ছুটি
• এমবিবিএস ফলাফল ২০২২-২০২৩
• বিডিএস ফলাফল ২০২২-২০২৩
• আই-এইচ-টি ম্যাটস ফলাফল ২০২৩-২০২৪
• বিএএমএস; বিইউএমএস; বিএইচএমএস ভর্তি পরীক্ষার ফলাফল ২০২২-২০২৩
• বিএসসি ইন হেলথ টেকনোলজি ভর্তি পরীক্ষার ফলাফল ২০২২-২০২৩
• আবেদন গাইডলাইন

কনটেন্টটি শেয়ার করতে ক্লিক করুন

National Portal Bangladesh

পোর্টাল সাবস্ক্রাইব করুন

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Director's Message:

CME developed, reviewed & updated the curricula of MBBS, BDS, IHT, MATS, HA, SIT etc. in Bangladesh as per it’s TOR. CME acts as the secretariat of National Quality Assurance Scheme since 1998. CME conducts two years MMEd course since 2004 for the medical and dental teachers and also started one year Postgraduate Diploma in Health Professions Education (PGDHPEd) for the teachers of medical, dental & allied health professional from 2018 under BSMMU. Till June 2022 total 159 students were admitted in to MMEd course up to 19 th  Batch and 117 were awarded MMEd degree from BSMMU. At present 6 students at thesis part of MMEd course  and 5 students are in the part-I.  CME also  conduct workshops regularly every year on  Teaching Methodology and Assessment.  Since 2021 CME has started to conduct  Online Certificate Course on Medical Education (e-CMEd).  CME is the WHO collaborating Centre on Medical Education since 2016. Innovation in medical education, educational management, education system, assessment, research, educational audit and journal publication are also the major tasks of CME. Establishing  faculty development programme,  publishing peer reviewed  CME Journal  and  online assessment of National Quality Assurance Scheme  are the plan of CME in 2021. Most recently CME will be a stakeholder for   reviewing and updating of post graduate curriculum  also.

'Education is the most powerful weapon which you can use to change the world.'  –Said ,    Nelson Mandela. We, CME, are with that theme.

Professor Dr. Sayeda Shahina Subhan

Centre for Medical Education (CME)

Mohakhali, Dhaka-1216.

Centre for Medical Education (CME) is a government organization under the Directorate General of Medical Education (DGME), Medical Education and Family Welfare Division, Ministry of Health and Family Welfare, Bangladesh.

Innovation in medical education, educational management, education system, teaching-learning, assessment, research, educational audit and journal publication are the major tasks of CME.

Vision: 

To promote health professionals' education through training of teachers of medical, dental, nursing & allied health professions institutes.

Mission: 

Continuous professional development dedicated to the improvement of the standards of health care delivery through better education, training and research.

To improve and sustain the quality of health professions education of Bangladesh and in South East Asia regional countries. 

Current Major Achievements:

• Conduct two years Masters in Medical Education (MMEd) course.
• Conduct one year Postgraduate Diploma in Health Professions Education (PGDHPEd).
• Develop, review and update MBBS, BDS, IHT-9 courses, MATS, SIT, EPI and HA Curricula.
• CME acts as the secretariat of NQAB since 1998 as per developed National tools and guidelines on QAS for Medical Colleges.
• Work as WHO Collaborating Centre for Medical Education since 5 August 2016.
• Training for the teachers of medical, dental, IHT, MATS, and other health professionals’ institutes on Teaching Methodology, Assessment and e-based academic activities.
• Provide technical support & collaboration to DGME, BM&DC, SMFB, BNMC, BPC, DNMS, DGHS, ME&FWD, MOH&FW, Dean offices, Medical & Dental colleges/institutes, BSMMU, BCPS.
• Since 2021 CME has started to conduct Online Certificate Course on Medical Education  (e-CMEd). 
• Establishing faculty development program with the collaboration of WHO.
• Publishing peer reviewed “CME Journal”.

CME has 16 teaching faculty members, 23 support staff and more than 115 adjunct faculty members.

CME enjoys advisory position of Association for Medical Education Bangladesh.

Previous achievements:

Developed National tools and guidelines on QAS for Medical Colleges in 1997 & 2012. 

Developed training modalities for inter Professional Education (IPE) in 2014.

Conducted training for 42 WHO fellows from regional and extra regional countries.

Conducted previously qualifying examination to select assistant registrars, indoor medical officers (IMOs), lecturers of different subjects for govt. Medical colleges to ensure quality teaching by competent faculty members.

Conducted previously national central admission tests for three years diploma in nursing science and midwifery, four years BSc in nursing, four years homeo /alternative medical care student admission tests for more than 12 years.

CME conducted the process of appointing specialist physicians from Bangladesh to Bhutan as per the MOU between Bangladesh & Bhutan govt. 

Major ongoing activities and achievements:

Conducting two years MMEd course since 2004-2005. Initially under DU and later on under BSMMU. Till June 2022 total 159 students were admitted in MMEd course up to 19th batch. Total 117 students were awarded MMEd degree up to 16th batch. Students of 19th batch, 18th batch & 17th batch are at part I, part II and at part III (Final/Thesis) respectively.

Conducting one year Postgraduate Diploma in Health Professions Education (PGDHPEd).

CME started an extensive program of training on Teaching Methodology & Assessment in different medical colleges where different medical colleges/institutes are working as satellite centre and CME is working as Centre of coordination, cooperation & guidance under the guidance of DGME.

In 1 st  phase – (Jan-June 2022) 1461 medical and dental teachers have got training from 34 medical colleges/institutes on 12 topics on teaching methodology & assessment. 

In 2 nd  phase – (July-December 2022) (on going) 2550 teachers are receiving training from 60 medical colleges/institutes. 

About 250 to 300 teachers of undergraduate and postgraduate medical and dental colleges/institutes, IHT, MATS receive training in each year on Teaching Methodology, Instructional Materials Development and Assessment from CME. In the last year (2021-22) 267 teachers were trained.

CME awarded online certificate course on medical education (e -CMEd) for medical and dental teachers in 2021 with the help of WHO, 400 teachers were enrolled & 298 completed the course successfully. 

CME conducted a number of need based  tailor made training in different times on Research Methodology, Biostatistics, Problem Based Learning (PBL), Teaching Health Ethics, Curriculum Development, Instructor & Program Evaluation, Educational Management, Quality  Assurance Scheme (QAS) and Accreditation for the health professional institutes.

CME developed MBBS curriculum in 1988, 2002, 2012 & 2021, BDS curriculum in 2007 & 2016 , IHT-9 courses  curricula in 2004, 2008 & 2021, MATS curriculum in  2005, 2009 & 2021, SIT curriculum in 2008, 2015 & 2021, HA Curricula in 2021 and EPI curriculum in 2021. 

CME is working as WHO collaborating center for Medical Education since 5 August 2016.

Provide technical support & collaboration on different educational issues with DGME, BM&DC, SMFB, BNMC, BPC, DGHS,ME&FWD, MOH&FW, Dean Offices, Medical & Dental Colleges, IHT, MATS, BSMMU,  BCPS and different postgraduate institutes since its establishment.

Conduct collaborative work on different educational issues with WHO, AAB, ADPC, PSTC, TLMB and UNICEF since its establishment.

CME is working on Need based Projection of Specialist Physicians in Bangladesh with the help of WHO. 

CME conducted several meetings & workshops on blended education with the stakeholders and made a report & submitted to Ministry of Education through MOH&FW.

CME started publishing multidisciplinary medical journal “CME Journal”6 monthly. Already issues of journal on January 2022 and July 2022 published & under the process of distribution to different medical colleges/institutes & third issue is in the process of compilation.

CME conducted workshop on “Integrated teaching” and professor Dr Mohammad Shahidullah, Ex-president, BM&DC is conducting an online session on “Integrated teaching” for medical college & dental college teachers. 

CME arranged workshop on Social Determinants of Health (SDOH) and proposed its inclusion in medical curriculum because of its versatile importance in reducing the premature death of the people. 

CME provided 5 courses on e-based academic activities and management in medical education and 150 medical teachers were trained.

CME is always committed to accomplish any work given by the higher authority.

Future Plan:

CME dreams to establish a teachers’ training institute with attached laboratory medical college/institute for medical teacher and teachers of allied health professionals to ensure quality teaching in different medical colleges/Institutes.  

• Assistant Professor- One month on Basic Concept of Teaching-Learning. 
• Associate Professor- 7 days on Teaching Methodology and Assessment.
• Professor- 7 days on Leadership and Management.
• Training of Health Allied Professional (Nursing, IHT, MATS, Homeopathy & Ayurvedic medicine)
• Training on Research Methodology and Publication
• Training on Blended Learning and E-learning

Licensing examination for fresh medical & dental graduate at entry level of health service and then in every 5/10 years for registered physician in collaboration with BMDC

CME plans to develop a Central question bank for quality examination on written, oral & OSCE/OSPE examination. 

You tube inclusion of lectures on important medical topics and emerging issues

Faculty evaluation & faculty development programme. 

CME is pursuing for establishing the Independent Accreditation Commission in Bangladesh as per the declaration of ECFMG, USA & Network of medical council of SEAR.

In future CME is also planning to start regular online certificate course (e CMEd), MMEd and PGDHPEd in distance learning approach. 

মাননীয় মন্ত্রী

ডা. সামন্ত লাল সেন

স্বাস্থ্য ও পরিবার কল্যাণ মন্ত্রণালয়

মাননীয় প্রতিমন্ত্রী

ডাঃ রোকেয়া সুলতানা

মোঃ আজিজুর রহমান

• স্বাস্থ্য শিক্ষা ও পরিবার কল্যাণ বিভাগ

স্বাস্থ্য ও পরিবার কল্যাণ মন্ত্রণালয়

অধ্যাপক ডা. মো. টিটো মিঞা মহাপরিচালক স্বাস্থ্য শিক্ষা অধিদপ্তর, মহাখালী, ঢাকা-১২১২।

প্রকাশনাঃ বদলে যাওয়া দৃশ্যপট

অভ্যন্তরীণ ই-সেবাসমূহ

• মেডিকেল কলেজ তথ্য (সরকারি ও বেসরকারী)
• বিদেশী ছাত্রদের অনলাইন আবেদন
• বিদেশী শিক্ষার্থীর আবেদনের ফলাফল
• ছাত্র তথ্য পোর্টাল

কেন্দ্রীয় ই-সেবা

গুরুর্তপূর্ন লিঙ্ক সমূহ.

• সরকারী মেডিকেল কলেজ (সকল)
• স্বাস্থ্য অধিদপ্তর
• বাংলাদেশ কলেজ অব ফিজিশিয়ানস্ এন্ড সার্জনস্
• বাংলাদেশ মেডিকেল রিচার্স কাউন্সিল

Teachers Evaluation : Views of Students

Integrated teaching: views of students, সেবা সহজিকরণ.

জাতীয় সংগীত

ইনোভেশন কর্নার.

• ইনোভেশন রিপোর্ট

শেখ রাসেল পদক ২০২৪

সামাজিক যোগাযোগ

সরকারি অফিসের নতুন ওয়েবসাইটের আবেদন

জরুরি হেল্পলাইন নম্বর.

Number of Visitors:

পরিকল্পনা ও বাস্তবায়নে:  মন্ত্রিপরিষদ বিভাগ ,  এটুআই ,  বিসিসি ,  ডিওআইসিটি  ও  বেসিস ।

কারিগরি সহায়তায়:

Medical Education in Bangladesh and the United States: A Comparative Overview

Mohammad Muntakim Roles: Formal Analysis, Writing – Original Draft Preparation, Writing – Review & Editing Shahrin Khan Roles: Formal Analysis, Methodology, Project Administration, Supervision, Writing – Original Draft Preparation, Writing – Review & Editing Mahfujul Z. Haque Roles: Conceptualization, Formal Analysis, Methodology, Project Administration, Supervision, Writing – Original Draft Preparation, Writing – Review & Editing Ferdous Nipu Roles: Project Administration, Writing – Review & Editing

This manuscript presents an overview of Bangladesh medical education system with a brief comparison to the United States. Despite differences in origins and structures, both share similarities and differences in their medical curricula and examination-driven approaches. The paper employs a non-systematic comparative review methodology, gathering information from diverse sources including government websites, educational institutions, and published articles.

Medical education in Bangladesh traces its roots back to the mid-20th century, initially influenced by British educational practices. The country now boasts 76 medical colleges—23 public and 53 private—admitting approximately 7,156 students annually for the MBBS degree. The admission process is competitive, with strict eligibility criteria including completion of prerequisite courses and a minimum grade-point average. The five-year MBBS program followed by a one-year clinical internship is a standard pathway in Bangladeshi medical education, with further specialization achieved through fellowship training.

In terms of structure, curriculum, and training programs, the Bangladesh medical education system aligns with a lecture-based, examination-focused approach. However, research initiatives are limited due to resource constraints, impacting the quality and quantity of publications.

Financially, both public and private medical institutions in Bangladesh charge similar tuition fees ranging from $33,000 to $48,000 USD for the entire MBBS degree, with limited scholarship opportunities. Upon graduation, physicians often opt for private practice, contributing to concerns about retaining qualified medical professionals within the country, particularly in rural areas.

Comparatively, the United States has a longstanding history of medical education dating back over two centuries. The American system, encompassing diverse nomenclature for medical schools and varying degrees, presents differences in the application process, structure, and postgraduate training compared to Bangladesh.

This comprehensive review highlights the distinctions and commonalities between the medical education systems of the United States and Bangladesh, serving as a resource for prospective students, current practitioners, and residency program directors.

Bangladesh; comparison to United States; medical education; medical school

The People’s Republic of Bangladesh gained independence in 1971 and is located adjacent to the Indian subcontinent. Although the size of Bangladesh is 50,259 sq. miles, the population is estimated to be 168.3 million which ranks 8th in the world 1 . Medical education was established in the 20th century although there have been ancient practices of medicine in the Indian subcontinent prior to the independence of Bangladesh 2 . While the United States has been recognized as a renowned place to study and practice medicine for some time, Bangladesh is fairly new and developing in the field of medical education. The United States has a historical existence of medical education that spans back nearly two and a half centuries while Bangladesh’s first medical education institution was established in 1948. Due to a long era of colonial rule under the British government, the medical education system in Bangladesh inherited features of colonial education, which is similar to the United States. This includes many aspects of the traditional medical curriculum—lecture-based, teacher-oriented, discipline-focused, examination-driven, and hospital-centered 3 . Regardless of the similarities in the curriculum, the United States and Bangladesh are very different in their respective structures of medical education.

Similar to the United States, Bangladesh has public and private medical institutions that require tuition to be paid by students. However, the duration and the process for seeking medical education is very distinct. Similar to the European model, medical education in Bangladesh begins immediately after high school with an integrated five-year curriculum followed by a mandatory one-year clerkship 3 . Additionally, in the United States, there are variations within medical school degrees and its nomenclature, such as School of Medicine, College of Medicine, College of Osteopathic Medicine, College of Naturopathic Medicine, and Medical College. All 76 medical schools in Bangladesh are referred to as Medical Colleges.

The purpose of this paper is to highlight the medical education systems in both countries and utilize a non-systematic comparative review to emphasize the similarities and differences in the two unique medical education systems. This report aims to illuminate the benefits and disadvantages of the distinctive medical education systems while bridging a gap in the international medical education literature. Additionally, this review will be beneficial to prospective medical students that may be seeking international medical school opportunities along with current medical students and physicians interested in contrasting the different medical education systems across the globe. United States residency program directors may also utilize this review to have a better understanding of prospective applicants from Bangladesh applying for training in the United States.

A non-systematic comparative review was conducted to highlight the medical education systems in Bangladesh and America. Information on the medical education systems in both countries was gathered from various sources including government websites, educational institutions, and published articles. The similarities and differences between the two systems were emphasized in the review. Over 75 abstracts were found and reviewed through database searching of PubMed Central and Scopus. The search terms "medical student" OR "medical students" OR "undergraduate medical education" OR "undergraduate medical" OR "medical education” AND Bangladesh OR Bangladeshi were used.

The information gathered from these sources was analyzed and compared to identify the similarities and differences between the two medical education systems. The review was conducted in a non-systematic manner that was based on the information that was readily accessible.

The review focused on the following aspects of the medical education systems in Bangladesh and America: structure and organization of the medical education system, curriculum and training programs, accreditation and application processes, and funding and financing of medical education. The review also considered the unique challenges and opportunities faced by the medical education systems in both countries, and the ways in which they are addressing these issues.

Medical school in Bangladesh

History and current status.

Medical education in the People’s Republic of Bangladesh has been in existence prior to the establishment of an independent nation. As students returned from Kolkata Medical Colleges and various other medical institutions in the Indian territory due to the Indo-Pakistani War, medical education in the land of Bangladesh was created to accommodate them. In 1948, Dhaka Medical College was established, the very first medical institution in the current land known as Bangladesh. Through the next years until the independence of People’s Republic of Bangladesh in 1971, eight more public government medical colleges were founded. The first private non-government medical school was founded in 1986 known as Bangladesh Medical College 2 .

The medical schools in Bangladesh all follow a curriculum established by the Government of Bangladesh 4 . Previously, medical colleges in Bangladesh followed the curriculum of British schools. The Bangladesh Medical and Dental Council (BMDC) established a curriculum for the medical colleges in 1988, which was updated in 2002 5 , and again in 2012. In order to ensure the proper management and function of medical colleges in Bangladesh, an ordinance was established: the Medical Colleges (Governing Bodies) Ordinance in 1961 dedicates a governing body to set guidelines and regulations for all medical institutions across the country. The medical schools have the right to operate independently if they abide by the legal regulations 6 .

Currently, there are about 76 medical colleges in Bangladesh, which include 23 public government medical colleges including an Armed Force Medical College, and 53 private non-government medical colleges. About 7,156 students are admitted into these respective medical schools annually to seek the MBBS medical degree (Bachelor of Medicine and Bachelor of Surgery) 7 . Upon graduation, nearly half of the physicians trained in Bangladesh choose to leave the country to practice medicine 8 .

Pre-medical and application process

Admission into the medical colleges in Bangladesh is competitive as the available number of seats across the country is smaller than the number of applicants. It was reported that 122,761 students completed the National Eligibility and Entrance Test (NEET), in the midst of the pandemic in 2021 9 . However, only a total of 7,156 students (5.8%) were granted acceptance into medical colleges across the country 7 . The administration of the entrance exam as well as the complete admission cycle is managed by one government entity, the Bangladesh Medical and Dental Council, (BMDC), to ensure regulations are upheld.

Aside from the entrance examination, applicants must possess Secondary School Certificate (SSC) and Higher Secondary School Certificate (HSC) or foreign equivalents. In equivalence to the US with 12 years of schooling (K-12), the completion of a high school diploma is required to be eligible to apply for medical colleges in Bangladesh 10 .

One clear similarity to the United States is the integral component of a competitive application: completion of prerequisite courses and an adequate grade point average. For the Secondary School Certificate, a completion of courses in five different subjects is required while the Higher Secondary School Certificate requires successful completion of three different subjects—chemistry, biology, and physics—to meet the medical college prerequisites. A minimum grade point average of 3.5 is required in both of these examinations to meet the qualifications of being a medical college candidate 10 .

The MBBS admission process in Bangladesh begins in September at the publishing of the NEET exam results. Candidates are expected to meet the eligibility requirements set forth by the government prior to applying to the medical schools.

Medical school: five-year MBBS

The pathway to earning a medical degree, MBBS, in Bangladesh typically takes about 5 years. The five-year medical course is followed by a mandatory 1-year clinical internship. The five-year MBBS program is split into three different phases that include specific content courses and summative assessments at the end of each phase. Phase 1 is two years long and is divided into three different semesters, where medical students engage in anatomy, physiology, and biochemistry courses. Phase 2 is also two years and includes four semesters: Pharmacology and Therapeutics, Forensic Medicine and Toxicology, Pathology and Microbiology, and Community Medicine. Phase 3 is only one year and consists of three semesters, which include the topics of Medicine, Surgery, and Obstetrics and Gynecology. At the conclusion of each semester, students are required to pass term examinations in written, oral, and practical forms 5 . Upon the successful completion of the Final Professional Bachelor of Medicine and Bachelor of Surgery (MBBS) Examination (the exam at the end of phase 3), students will transition to a compulsory 1-year clinical clerkship to earn the license to practice.

Fellowship training

Obtaining a medical license is not usually the conclusion of training for most physicians that remain in the country to practice—a fellowship is commonly pursued to be among the higher ranks of physicians in Bangladesh. A rigorous training in the specialty of choice ranging from 4–5 years is required to complete the various fellowships. An institution renowned for being a pioneer in advancing postgraduate medical training, Bangladesh College of Physicians and Surgeons (BCPS), has been producing medical specialists that serve as medical professors, consultants, and specialists 11 .

Financial aspects

Despite the variations of medical colleges in Bangladesh, both public government funded and private non-government directed, the cost of attendance for any medical school is fairly similar. The total cost of tuition ranges from $33,000 to $48,000 in USD for the 5-year MBBS degree. There is no significant distinction among public and private institutions in regard to student tuition. The structure of the payments is front loaded as medical colleges in Bangladesh typically charge on a range of $10,000 to $26,000 in USD just during admission into the school. The remainder of the tuition is split up over the remaining years respectively 12 . Scholarships are very limited and are usually offered through various private associations, making medical school in Bangladesh costly for most students. This can lead to low socioeconomic diversity of students. In the United States, efforts have been made to promote diversity through scholarships and recruitment for those who have been historically under-represented in medicine.

Postgraduate career: internship, research, and practice

The clinical clerkship is the phase where medical students that have passed the Final Professional Bachelor of Medicine and Bachelor of Surgery (MBBS) Examination serve as interns at hospitals. The length of the internship is 12 months by BMDC rules. This year of training for these interns is the mandatory prerequisite to earning a medical license to practice as a physician 13 . The internship segment is split into two parts. During the first part of the internship, students engage in clinical skills training such as physical examination skills, procedural techniques, and medical management tasks. The last part of the internship consists of basic development skills including medical ethics, legal medical codes, National Health Interest (public health), and leadership skills 14 . The Bangladesh Medical and Dental Council grants the permission to practice as a physician upon the fulfillment of the internship requirements 13 . These aspects of the internship in Bangladesh are skills that are woven through all years of medical education in the United States. The U.S. counterpart of the Bangladeshi internship phase is the PGY-1 year, the first year of residency. As outlined by the Accreditation Council of Graduate Medical Education, first-year residents are directly supervised by faculty in rotating through different specialties or different aspects of a single specialty 15 .

Research is not prioritized in the health sector of Bangladesh. Hence, there is a lack of adequately equipped physicians and academics to properly develop quality research initiatives. On average, 83 research publications are produced collectively from the country annually. One possible reason for low research productivity can be a shortage in funds and resources allocated to conduct research 16 .

At the successful completion of the clinical clerkship, students obtain their medical license to practice as a physician. The desired specialties post-graduation in Bangladesh are under two disciplines, medicine, and surgery. Among these disciplines, the popular subspecialty choices include cardiology, obstetrics and gynecology, internal medicine, pediatrics, cardiac surgery, general surgery, and neurosurgery 8 . Typically, physicians in Bangladesh prefer to join private practices over public government roles—nearly 67% medical students intend to enter the clinical private practice compared to the 25% who plan to pursue the public sector 8 . The remaining preferred the armed forces and nongovernment organizations. However, the major concern is not the disparity among the private and public sectors, rather, the retention of physicians within the country. Approximately 51%, intend to practice medicine abroad in comparison to the 43% that aim to stay in Bangladesh 10 . Additionally, the disparity among physicians in major cities compared to rural areas is concerning as almost 88% of students desire to practice in Dhaka, the capital or other major cities with medical institutions 8 . This disparity mirrors the challenge faced in the U.S., where only 11% of physicians practice in rural areas despite 20% of residents residing there 17 . The country’s leadership and the BMDC face a major challenge to not only ensure an adequate concentration of qualified physicians throughout the country but also a huge responsibility to assure that physicians are provided with incentives to stay home in Bangladesh. Table 1 features a comprehensive overview of the medical education systems in the United States and Bangladesh.

Table 1. Comparison of the medical education systems of Bangladesh and United States of America.

Despite striving to deliver the most optimal medical care and education in their respective nations, the historical resources and approaches are very different in the United States in comparison to Bangladesh. The timeline and structural approach of the medical education system is distinctive to Bangladesh and United States. Aside from the differences, the medical education systems overlap in the traditional medical curriculum of being lecture based, examinations and clinical requirements. Both systems also have a centralized admission process and postgraduate cycle.

The process of transitioning from one medical system to another is difficult. Understanding the education background of an international colleague, prospective trainee, or supervisor, additional transparency can be obtained. The purpose of producing quality physicians to serve humanity is ultimately the central ideology for both medical education systems, despite similarities and differences.

Ethics and consent

Ethical approval and consent were not required.

Data availability

No data are associated with this article.

Acknowledgements

‘The authors thank Brian Mavis, PhD for his guidance and contributions’.

• 1.   Worldometer: Bangladesh population (2019) - Worldometers. Worldometers.info. Published 2019. Reference Source
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Medical education in Bangladesh from Student and Teacher’s Perspective: Impact and challenges of the COVID-19 pandemic

M. Wakilur Rahman Roles: Conceptualization, Investigation, Project Administration, Supervision, Writing – Review & Editing Md Mahfuzul Hasan Roles: Data Curation, Formal Analysis, Software, Writing – Original Draft Preparation Md. Salauddin Palash Roles: Formal Analysis, Investigation, Project Administration, Supervision, Writing – Original Draft Preparation, Writing – Review & Editing Md Asaduzzaman Roles: Formal Analysis, Visualization

This article is included in the Technology-Enhanced Learning in Medical Education collection.

In low- and middle-income countries like Bangladesh, where medical education faces a range of challenges-such as lack of infrastructure, well-trained educators, and advanced technologies, abrupt changes in methodologies without adequate preparation are more challenging than in higher-income countries. This was worsened during the COVID-19 pandemic and these challenges have resulted in a change in medical education methodology. This study assesses the medical education procedure, impacts and adaptation strategies and challenges of the COVID-19 pandemic in the medical education system of Bangladesh from learners' as well as educators' perspectives.

The study collected data from 22 Medical Colleges/Universities across 18 districts of eight divisions using quantitative and qualitative methods. A total of 408 samples were collected consisting of 316 from students and 92 from medical teachers. Descriptive analysis and probit model were performed for obtaining results.

The efficacy of online learning was questionable, but results showed that it was more effective for theory classes (92.4%) followed by clinical classes (75.63%) and the efficacy rate was low for practical classes (54.11%). All types of classes (theory, practical and clinical) are currently using mixed methods to some extent in medical education in Bangladesh. Regarding impacts and adaptation strategy, approximately 75.3% of the students surveyed expressed their acceptance of online education. Over 80% of the participants acknowledged the advantages of online learning, highlighting the freedom to learn from home, cost and time savings, and avoiding physical closeness with other students as major benefits.

Conclusions

To address future challenges like the COVID-19 pandemic in medical education in Bangladesh, a comprehensive policy approach such as strengthening technological infrastructure, promoting blended learning approaches, enhancing faculty training and support, integrating telemedicine into the curriculum, and continuously evaluating and improving policies and interventions can enhance the resilience of its medical education system, and prepare for future challenges.

Blended System, Covid-19, Online education, SWOT-analysis

Revised Amendments from Version 1

There is no significant difference between version 1 and version 2. we resolved some spelling mistakes and reference.

To read any peer review reports and author responses for this article, follow the "read" links in the Open Peer Review table.

Introduction

The severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) caused the COVID-19 pandemic, which started in late 2019 and spread rapidly over the world and resulted in millions of illnesses and fatalities. The medical education and healthcare systems throughout the world have been severely disrupted by COVID-19 ( Woolliscroft, 2020 ). As a result of the virus's high contagiousness, it has become difficult to have regular lectures, which has affected the research and patient-based teaching that form the basis of medical school ( Sklar, 2020 ). The possibility that medical students can come into touch with the virus while receiving their medical training and then disseminate it to the public is one of the issues as well ( Khasawneh et al. , 2020 ). As the world grappled with the challenges posed by the rapid spread of the novel coronavirus, educational institutions faced unprecedented disruptions and had to adapt to new modes of teaching and learning ( Garcia-Morales et al. , 2021 ). The disruption caused by the pandemic has had far-reaching consequences for medical education systems worldwide. For both students and instructors, switching from conventional in-person learning to distance learning platforms presented a number of difficulties ( Selvaraj et al. , 2021 ). The closure of medical colleges and universities in response to the pandemic has led to a disrupted learning environment for medical students. Traditional classroom teaching methods have been replaced by remote learning platforms, posing challenges in terms of adapting to new technologies and maintaining the quality of education ( Maatuk et al. , 2022 ).

Assessment is influenced by both teaching and learning to gauge student and instructor effort ( Kellough & Kellough, 1999 ). People's well-being and, in fact, their ability to maintain good health in the future are dependent upon the caliber of medical graduates, who in turn are dependent upon the caliber of medical education and evaluation. The overall goal of education may be divided into three categories: knowledge, skills, and attitudes, or what we know, do, and feel. We define knowledge as the entirety of cognitive processes, ranging from simple data recall to comprehension and problem-solving skills. Nevertheless, medical teaching and learning are more complex than other educational programs ( Howley & Wilson, 2004 ). Apart from learning, they also need to improve their attitudes and skills. Nonetheless, the prevailing assessment methods in most medical institutions primarily emphasize factual knowledge and are largely centered around memorization ( Agusala, 2021 ). There is minimal emphasis on evaluating practical skills and little consideration for gauging attitudes or behaviors. Due to travel limitations and institution closures because of geographic distance and other lockdown requirements, the COVID-19 scenario has resulted in a dramatic change in medical education technique around the globe ( Ferrel & Ryan, 2020 ; Rose, 2020 ). Hence, it becomes more challenging to assess the skills and attitude domain of medical education.

The abrupt changes in methodologies without adequate preparation are more difficult in low- and middle-income countries like Bangladesh, where medical education faces a variety of challenges, such as a lack of infrastructure, well-trained educators, and cutting-edge technologies ( Luna et al ., 2014 ). The situation became more intense during the COVID-19 pandemic. The significant challenges to medical education in Bangladesh include disruption of clinical rotations and increased stress and burnout among students. Due to the pandemic's severity, several creative instructional approaches have been developed throughout the world, the bulk of which make use of a range of digital resources ( Papapanou et al. , 2022 ). In fact, it has also created opportunities for innovation and adaptation, such as the adoption of virtual learning platforms and increased training in public health and epidemiology. Previous global studies confirm that medical education lags behind current capabilities regarding online learning and they suggested a hybrid education with at least 40% of online teaching compared to on-site teaching ( Stoehr et al. , 2021 ). Hence, it is crucial to examine the influence of the COVID-19 pandemic on the state of medical education in nations that already face considerable challenges in delivering high-quality medical instruction. This becomes particularly important as the alterations brought about by the pandemic could profoundly affect the future professional opportunities of both existing medical students and trainee doctors. Furthermore, it is crucial to comprehensively examine the innovative methods employed throughout the COVID-19 pandemic, as they could potentially provide valuable insights for educators in the field of medicine in the times ahead. Therefore, this study intended to identify the factors affecting changing medical education processes and identify the impact and challenges in medical education processes during the COVID-19 pandemic on students and teachers.

Study design

This study design is prepared based on available documents and reports provided by Directorate General of Medical Education (DGME) and consultation with the team. A blend of both quantitative and qualitative methods involving in–depth interviews and key informant interviews (KIIs) were employed for collecting relevant data and information. Accordingly, survey instruments were prepared, pre-tested, and then data were collected from different sources. After collection of data, data was edited, coded, categorized, sub-categorized, and analyzed in connection with the settled objectives.

Selection of the study area

Selection of the study area is an important step for survey research. DGME project intervention was carried out in 08 divisions and 22 districts of Bangladesh. Twenty-four medical college / university hospitals were selected from 22 districts, that means one institution from each district. It can be found in Table 1 .

Table 1. Distribution of samples across division and medical college/university.

Study area and sample size determination.

It is not worthwhile to conduct a census covering all medical colleges in Bangladesh. In general, there is a greater homogeneity of the medical education across the institutions especially in admission procedure, learning and exam methods, lecturing, etc. Stratified sampling procedure will be adopted for the study. In this study, the sampling frame will be the following:

N= z 2 pq/e 2 (diff.)

where, N=desired sample, z=1.96, p=0.5, q=1-p, e=margin of error or 0.05 and diff.= design effect or 1.5

So, N = 576 ~ 316 for convenience of allocation for direct beneficiaries. Using the above formula, we get N =316. Therefore, the total sample size for this study is 316 . The study collected data from 22 Medical College/University spread to 18 districts of eight divisions.

As well as collecting data from graduate and post-graduate students, 92 teachers were interviewed (adopting KII tool) spread across different medical colleges within different districts and divisions.

Data collection

Both qualitative and quantitative surveys were performed. This study involved primary surveys, including one-on-one interviews. Respondent category-wise methods are as follows:

S.N associates developed two types of questionnaires: semi structured questionnaire for in–depth interviews and structured questionnaires for key informant interview (KII). These were submitted to the Medical Education and Health Manpower Development (DGME) for reviewing the questionnaire. After review from Medical Education and Health Manpower Development (DGME), S.N Associates incorporated the comments and suggestions of Medical Education and Health Manpower Development (DGME) in the questionnaire and again submitted for approval of the questionnaire from Medical Education and Health Manpower Development (DGME). S.N associates organized pre-tests for comments and suggestions from out of the study area. A total of 15 data enumerators were recruited by SN Associates as data enumerators. All the field staff were recruited among qualified and experienced staff who have participated in at least three studies of a similar nature with S.N associates or another agency. There are a number of data collectors associated with S.N Associates, who worked in different projects conducted by S.N associates. A comprehensive three-day long training workshop on “Data Collection Procedure” was performed in which enumerators spent one day in the field (pre-testing interview schedule). Attempts were made to ensure a uniform pattern in administering the survey. The training plan gave more emphasis on skill training on the real situation rather than classroom training. Data was collected by the enumerators through face-to-face interview under direct supervision of a quality control team. The qualitative information was collected through Key Informant Interview (KII). The KIIs were carried out with medical college/university teachers of under-graduate level and post-graduate level, representative of program manager and service providers of medical college/university hospital. Data collection activities were performed during 15 April, 2023 – 15 May, 2023. The supervisor helped the enumerators/data collectors in locating the facilities, and respondents and ensure quality through supervision. We deployed 5 such teams for the study. The quality control officer and the other team members of the study, who constantly remain in the field, act as facilitators and solve day to day problems that may arise in the field. The QCO physically verified whether the interviewer completed the questionnaire by interviewing the right respondents in the right institutes and respondents by asking the questions.

Ethical statement

We affirm our commitment to upholding ethical principles throughout the research process. Prior to participation, all student and teacher participants were provided with comprehensive information about the research objectives, procedures, potential risks, and benefits. They were given the opportunity to ask questions and provide voluntary informed consent to participate in the study and also, we ensured them that the accessibility of data would be limited to the research team, and any data stored electronically are protected with appropriate security measures. Ethical approval was gained from Ethical Standard of Research's Committee, Bangladesh Agricultural University and the ethical approval number is 77/BSERT.

Data processing

Data processing comprises documentation of schedules, editing, coding and computerization, generation of analytical tables, and matching of data. This is well accepted that editing of the collected raw data is a very important task and data quality tremendously improves with efficient editing. We make double entry of 100% data for the sake of ensuring the quality of data entry. Double entry ensures proper cleaning and validation of data by comparing and crosschecking the computerized double output. The first entry matches the second entry for removing inconsistency with internal consistency checks. Moreover, inconsistency check was done between inter-related questions. In addition, tables were generated for all variables for checking range, consistency and quality control of all variables of the data sets.

Data analysis

After accomplishing the questionnaire survey editing and coding of the collected data were processed at S.N Associates Office. Data analysis was done using SPSS, Stata and Microsoft Excel. Descriptive statistics were used to generate statistical measures such as averages, percentages, ratio, frequency, etc. and Multinomial logit regression model was applied to estimate the influencing factor on medical education particularly theory and practical classes. It is provided in Table 2 .

Table 2. Methods of data collection.

Results and discussion.

The COVID-19 epidemic has caused the worst disruptions to educational systems in human history. Everything was locked down across the globe, and nobody ventured outdoors absent of an emergency ( Tadesse & Muluye, 2020 ). As a result, every type of educational institution shut down, which had a significant negative impact on learners. This study intends to show how the COVID epidemic affected medical education and the future adaptation strategies that are described below.

Impact of COVID-19 on students’ learning and teachers

Medical students' educational experiences have been significantly impacted by the COVID-19 epidemic. One of the most notable changes has been the shift from traditional in-person classes to online learning formats. The hands-on practical experience that is crucial for medical training has been limited due to restrictions on clinical rotations and in-person laboratory sessions. Medical students have had to adapt to virtual simulations and remote learning methods, which may not fully replicate the depth of practical learning they would have gained in traditional settings ( Bashir et al. , 2021 ). This reduced exposure to real-life patient interactions and medical procedures has been a significant adjustment for students. Moreover, it increases the cost of education substantially. For instance, more than 95% of students feel obligated to purchase personal protective equipment (PPE) which increases their expenses. Additionally, if the network goes down, they are unable to attend classes even after making these purchases. Overall, approximately 62.66% of students have concerns related to COVID-19, while 9.49% are not particularly worried about it ( Figure 1 ).

Figure 1. COVID-19 impact on students’ learning.

The COVID-19 epidemic had a major effect on medical educators. They have had to rapidly adapt to online instruction, requiring them to learn new technologies and adjust their teaching methods (18.48%). Practical and clinical training has been disrupted 45.65%), leading to the exploration of virtual alternatives. Teachers face the difficulties of getting feedback from the student during the COVID period which posited the third rank 38.14%) among all impacts. The pandemic has also taken a toll on the mental health of medical teachers, with increased stress and concerns about personal safety (54.35%). Despite the challenges, the pandemic has spurred innovation in medical education and provided opportunities for professional growth ( Figure 2 ). Medical teachers have shown resilience and dedication in ensuring the continuity of education during these unprecedented times.

Figure 2. COVID-19 impacts on medical teachers.

From the viewpoint of the professors, medical students learning system were significantly affected by the COVID-19 epidemic. The sudden shift to remote learning has posed challenges in maintaining the same level of engagement and interaction with students (35.87%). In addition, education cost of the students increased (41.030%) due to maintaining the 4G internet connection cost for online learning methods. It is the topmost impact of COVID-19 on the students of medical education ( Table 3 ). Teachers have had to quickly adapt their teaching methods to online platforms, navigating technical issues and finding innovative ways to deliver lectures and facilitate discussions. The loss of in-person clinical experiences has affected students' practical training (17.39%), requiring teachers to explore alternative approaches such as virtual patient encounters and case-based discussions. Additionally, teachers have faced the task of providing emotional support to students who may be experiencing increased stress and anxiety during this challenging time (26.09%). Despite the difficulties, teachers have shown resilience and dedication in ensuring the continuity of medical education and supporting their students' learning journey in the face of the pandemic.

Table 3. COVID-19 effects on student learning (teachers’ perception).

Challenges faced by the students and teachers.

Since the COVID-19 pandemic, medical educators have faced several challenges for continuing the teaching and learning activities. Despite the initiatives by education leader and faculty, the mindset was not so ready to adjust with the changing circumstance. It is apparent from Table 4 that, out of 12 identified challenges, a greater percentage (62.70%) of the students reported that ‘fear towards COVID-19’ was so high during COVID-19 pandemic. In fact, this is a usual case as all human beings were afraid to be the victim of the COVID-19 pandemic. On the other hand, a few percentages (15.51%) of the students reported ‘safety measure for the physical classes’ was not that big challenge for them during COVID-19.

Table 4. Challenges faced by the students during COVID-19.

As online class was introduced, many challenges were faced by the students during online classes. One of the pre-requisites of online class is the access to internet. Hence, it is evident that about 91% of respondents faced problems during their online classes. More importantly, it is reported that 95.16% of students complained inadequate internet service in the village was the major problem. Other problems included lack of reliable treatment (92.39%), practical lab invigilation not being possible (88.24%), difficulty drawing teachers’ attention (76.47%), low quality broadband internet (74.74%) etc. ( Figure 3 ). No doubt the above issues hinder online education. Despite such challenges, students got the opportunity to interact with teachers and got some extent of learning through online class.

Figure 3. Challenges faced during online classes.

Not only the medical students but also the faculty members faced several challenges during the COVID pandemic. The challenges are listed in Table 5 based on the responses of the teachers and ranked accordingly. Students were ‘less interested due to COVID fear’ was ranked first with about 24% of the respondents mentioning this. Other challenges included maintaining social distance, limited orientation about online class, providing instruction to attend online class and following the lecture, requiring online class teaching materials, providing financial assistance to students in need etc. The challenges are many as online education systems have only recently been introduced in medical education. However, within a couple of months the teachers were able to overcome the challenges and conduct the classes in an innovative way as mentioned by many of the KII participants. In fact, there was a co-learning environment created where one faculty member helps others to manage the online classes.

Table 5. Challenges faced by the teachers during the COVID-19 pandemic for medical education.

Steps taken for overcoming the challenges.

To continue medical education during the pandemic, medical institutions took several initiatives. Sample teachers have mentioned 15 steps for overcoming the barriers ( Figure 4 ). Just above 26% of the teacher supports on initiate online class immediately and 14.52, 10.48, 10.08, 6.05, 6.05, and 5.6% teachers also gave priority on vaccine provided, advise to maintain physical distance, work under COVID context maintaining PPE, provide free internet services, academic class reduces, monitoring the online class respectively.

Figure 4. Steps taken to overcome the challenges perceived by teachers.

Medical institutions in Bangladesh have responded to the COVID-19 outbreak by putting in place a number of preventative measures to stop the virus's transmission and guarantee the security of the students, teachers, and staff. When surveying medical students on their opinions regarding these initiatives, over 60% of respondents expressed agreement with various statements. These actions encompassed overseeing virtual lectures, enforcing social distancing protocols, supplying personal protective gear like masks, organizing online learning tools, delivering medical care to educators and students impacted by the virus, arranging transportation for staff, enforcing preventive measures to manage virus transmission, documenting hands-on instructional sessions, and administering COVID-19 vaccinations to students.

On the other hand, there were certain percentages of respondents who expressed disagreement with these statements. Approximately 3.5% disagreed with monitoring online classes, 9.8% disagreed with maintaining social distance, 13.6% disagreed with providing mask PPE, 27.8% disagreed with collecting online class equipment, 13.9% disagreed with treating Covid-affected teachers and students, 13.6% disagreed with providing transportation for staff, 14.6% disagreed with the preventive steps to control COVID-19, 7.9% disagreed with recording practical classes, and 22.2% disagreed with providing COVID-19 vaccines to students. In contrast, when asked about the possibility of physical education classes with fewer students, only 28% of respondents agreed, while 39% disagreed with this statement which Figure 5 clearly demonstrates this.

Figure 5. Remedial measures taken by the institutions.

Factors affecting medical education.

Multinomial logit regression model was applied to estimate the influencing factor on medical education particularly for theory and practical classes. Only significant variables are presented in Table 6 and Table 7 . The calculation shows that, by holding all other variables constant, a one-unit increase in study year for undergraduate students sitting at a distance of three feet would be predicted to result in an increase of 1.014 units in the multinomial log-odds for choosing a three-foot distance over a direct approach. The multinomial log-odds for choosing 3 feet distance to direct would be projected to drop by 2.63 units while maintaining all other factors in the model constant for students who choose to attend class from home, where a one-unit increase in home attendance is equivalent to preferring 3 feet of seating distance to direct class. Again, the quality of electronic device has a positive association with online class preference over physical class. According to the estimation, if the quality of electronic devices for online to direct class increased by one unit, all other model variables would be held constant, and the multinomial log-odds for choosing online to direct class would be predicted to increase by 3.21 units.

Table 6. Influential factors in medical education processes changed specifically for theory classes.

Table 7. influential factors in medical education processes changed specifically for practical classes..

The multinomial log-odds for choosing blended over direct classes should fall by 0.373 and 0.665 units, respectively, for a blended education system, according to estimation of undergraduate study years and transportation cost saved. This is true even if all other model variables are held constant. However, in respect to lack of reliable treatment, the scenario is the opposite. While maintaining all other model variables constant, it would be predicted that the multinomial log-odds for favoring blended over direct learning would increase by 1.03 units in the absence of a trustworthy treatment by one unit.

Table 7 outlines the factors associated with practical classes that impact changes in the education system. Participating in practical classes remotely and supervising practical labs have been subjected to multinomial logit estimation to assess the effect of a one-unit increase in these variables, assuming that other model variables remain unchanged. The results indicate that a one-unit increase in remote class attendance is linked to an anticipated decrease of 3.46 units in the multinomial log-odds for favoring a 3 feet distance over direct interaction. Similarly, a one-unit increase in lab invigilation imposition corresponds to an expected decrease of 2.69 units in the multinomial log-odds to determine a 3 feet distance over direct interaction, while keeping all other model variables constant.

If a subject has to increase the cost of buying data by one unit, the multinomial log-odds for online to direct learning would be expected to increase by 5.47 units while holding all other variables in the model constant.

In the blended education system, if the transportation cost and practical class reduced by one unit, the multinomial log-odds for a blended to direct education system would be expected to decrease by 0.26, 1.27 and 2.05 units respectively while holding all other variables in the model constant. On the other hand, for lack of reliable treatment, if it increased one unit for lack of reliable treatment, the multinomial log-odds for blended to direct learning would be expected to increase by 1.06 units while holding all other variables in the model constant.

Future initiatives

To effectively address future challenges like the COVID-19 pandemic, medical institutions need to adopt and implement various future initiatives. This is depicted in Figure 6 . These initiatives should prioritize the safety and well-being of students, faculty, staff, and the wider community while ensuring the continuity of education and healthcare services.

Figure 6. List of future initiatives that need to be taken by the institutions to face the pandemic.

When inquiring about their views on addressing future challenges, the majority of respondents expressed a positive outlook in response to all the queries. The only exception pertained to the policy regarding the e-learning system in colleges. In this regard, 5.7% of respondents disagreed, while 21.2% remained neutral in their stance.

Bangladesh pupils and instructors have experienced severe effects from the COVID-19 epidemic, prompting quick adaptation measures. The abrupt switch to online learning has caused interruptions for students, who now confront difficulties with access to technological advances, internet access, and a change in the learning environment. Teachers have had to quickly adapt their teaching methods to remote platforms, finding innovative ways to engage students and ensure the continuity of education. In spite of these obstacles, both students and instructors have shown resiliency, adaptation, and a strong dedication to learning. They have embraced digital tools and resources, explored virtual platforms for interactive learning, and collaborated to overcome obstacles together. As a result of the pandemic, technology use in education has increased, giving rise to the creation of new ways and capabilities. Moving forward, the lessons learned from this experience can inform future strategies to strengthen the education system in Bangladesh, ensuring it is better equipped to handle similar crises. It is crucial to continue investing in infrastructure, digital literacy, and professional development opportunities for both students and teachers. By doing so, medical institutions can build a more resilient and inclusive education system that prepares students for the challenges of the future.

A thorough policy strategy is required to handle upcoming issues like the COVID-19 epidemic in Bangladeshi medical training. This includes developing an emergency preparedness plan, strengthening technological infrastructure, promoting blended learning approaches, enhancing faculty training and support, integrating telemedicine into the curriculum, implementing effective assessment strategies, establishing collaboration and information sharing among institutions, prioritizing student well-being and mental health support, and continuously evaluating and improving policies and interventions. By adopting these measures, Bangladesh can enhance the resilience of its medical education system, ensure uninterrupted learning during crises, and prepare for future challenges.

Policy implications

The COVID-19 pandemic issue has opened up a new opportunity for adopting an appropriate educational practice that includes teachers, students, and affiliated health professionals and values professional skills and ethics from a humanistic ethical perspective. A direct, hands-on clinical experience should continue with the conventional ways to develop their abilities and expertise as part of the quality of medical education in order to install such graduate traits. To counteract and resolve the crisis brought on by the COVID-19 pandemic, medical schools and other health science institutions must adapt their curricula and educational strategies using new remote learning modalities, such as extended reality technology, e-learning tools, and simulation facilities.

Additionally, medical institutions should implement best practices for an active transition to online learning and evaluation based on the lessons acquired from this pandemic knowledge. It is also advised to maintain blended learning in the post-COVID-19 era with a sizable portion of online modes since conventional and online virtual learning combinations are thought to be extremely stable and long-lasting. Additionally, medical educators should develop the proper policies or safety precautions to undertake educational activities without endangering the security and well-being, of medical education.

Data availability

Underlying data.

Figshare: Medical education in Bangladesh from student and teacher’s perspective: Impact and challenges of the COVID-19 pandemic

https://doi.org/10.6084/m9.figshare.24114390 ( Hasan, 2023 )

This project contains the following underlying data:

- Data entry both Under _ post graduate.xlsx (this file contains different the raw quantitative data for variables)

- Table.docx (this file contains all the table which is used for this research paper)

Please note that the responses to the qualitative survey questionnaire are in Bangla. Specific quotes or themes can be translated in the xlsx data file.

Extended data

This project contains the following extended data:

- KII_guideline_Teachers.docx (This file contains the Introduction and Consent as well as questionnaire)

- Questionnarie_Final Draft_Students.docx (In-depth Interview (IDI) Questionnaire)

- Questionaire Medical Education KII.docx

- Figure.docx

Data are available under the terms of the Creative Commons Attribution 4.0 International license (CC-BY 4.0).

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Medical Education in Bangladesh

Medical education in bangladesh: an in-depth exploration, bangladesh medical universities.

Bangladesh, in the contemporary era, has experienced a significant surge in its medical educational prominence. Universities here are not only well-equipped but are also staffed with experienced faculty members committed to imparting world-class medical education. B angladesh University of Professionals (BUP), Dhaka, University of Dhaka, Rajshahi Medical University, Chittagong Medical University and   Sylhet Medical University to name a few, have departments dedicated to medical sciences that offer courses recognized internationally. Their curriculum, teaching methodologies, and research contributions make them a beacon for global medical aspirants.

MBBS in Bangladesh

MBBS, arguably the most pursued course in Bangladesh, spans over five years followed by a mandatory one-year internship. The program offers an integrated curriculum which amalgamates theoretical knowledge with hands-on clinical practice. The advantage of studying MBBS in Bangladesh lies in its patient-centric approach, affordable fee structure, and the cultural proximity to neighboring countries. Moreover, the course is conducted in English, ensuring that international students don’t face linguistic barriers.

Top Medical Colleges in Bangladesh

Rankings and reviews universally recognize institutions like Dhaka Medical College, Rajshahi Medical College, and Chittagong Medical College as the best in Bangladesh. These colleges are repositories of excellence and innovation, boasting both national and international faculty. Their campuses are equipped with state-of-the-art facilities and modern technology, ensuring that students receive comprehensive education in medicine.

Army Medical College Bogura

Set against the backdrop of the picturesque town of Bogura, the Army Medical College stands as a testament to a stellar combination of military discipline and high-end medical education. The institution emphasizes creating professionals who are medically competent and ethically sound. Their extensive training modules and rigorous academic curriculum set them apart in the medical fraternity of Bangladesh.

Army Medical College Jashore

Located in Jashore, this college is another feather in the cap of Bangladesh’s army-affiliated medical institutions. Students here are imbibed with military precision, discipline, and a strong medical foundation. The college takes pride in its holistic teaching approach, ensuring students are well-prepared for real-world challenges.

Army Medical College Jashore & Bogura

The Bangladesh Army Medical Colleges have a longstanding tradition of excellence in medical education. Their institutions typically combine rigorous academic training with disciplined military training. Graduates often serve both as officers in the armed forces and as medical professionals.

Curriculum: Medical colleges under the armed forces generally follow the MBBS curriculum set by the country’s medical education board. This typically includes foundational courses in basic medical sciences, followed by clinical rotations in various specialties.

Admission: Entry into these institutions can be competitive. In addition to standard academic requirements, applicants might undergo physical fitness tests, interviews, and other assessments to ensure they meet the demands of both medical and military training.

Facilities: Military medical colleges tend to have state-of-the-art facilities. This includes modern classrooms, laboratories, and often an attached teaching hospital that provides students with hands-on clinical experience.

Faculty: The faculty at these institutions usually consists of experienced military officers who have both clinical and academic expertise.

Service Commitment: Graduates from military medical institutions often have a service commitment, which means they serve for a specific number of years in the armed forces in return for their education.

Affiliations: Such colleges may be affiliated with national universities and medical councils, ensuring the quality of education is on par with other top medical institutions in the country.

Research: These institutions may also engage in medical research, particularly in areas of interest to the military such as trauma care, infectious diseases, and preventive medicine.

If you are seeking specific details about Army Medical College Bogura and Jashore, such as their history, faculty, admission criteria, etc., I recommend reaching out to the institutions directly or checking their official websites. Additionally, with the rapid development and change in institutions, newer sources or local databases might

Fortune Education

Fortune education recognized official education consultant.

Guiding students through the intricate tapestry of medical education in Bangladesh, Fortune Education has established itself as a premier education consultancy. Recognized officially, they provide comprehensive insights into courses, colleges, admission procedures, and more. Their expert counselors ensure students and parents make informed decisions about medical education in Bangladesh.

Bangladesh Medical Education Standards

The medical education standard in Bangladesh is overseen by the Bangladesh Medical & Dental Council (BM&DC). They ensure the curriculum, teaching methodologies, and practical training adhere to international benchmarks. Regular audits, curriculum upgrades, and faculty training sessions are conducted to ensure that Bangladesh remains at the forefront of global medical education.

Medical Scholarships Bangladesh

To ensure that deserving students get the opportunity to study medicine, numerous scholarships are available. These scholarships, both government-sponsored and privately funded, can cover tuition fees, accommodation, and sometimes even living expenses. They are a testament to Bangladesh’s commitment to fostering a bright medical future.

Bangladesh Medical Admission Criteria

Admission to medical colleges in Bangladesh is based on merit. Aspirants are required to clear entrance exams, and their higher secondary scores are also considered. For international students, the criteria might vary, but the emphasis is always on academic excellence and passion for the field.

The National Eligibility cum Entrance Test (NEET) has become an essential prerequisite for Indian students wishing to study medicine abroad. Bangladesh, recognizing the importance of standardizing medical admissions, accepts NEET scores from Indian students. This signifies the commitment of Bangladesh’s medical institutions in accepting a unified standard of medical knowledge. Those aiming to enroll in MBBS courses in Bangladesh must ensure they meet the NEET eligibility criteria, ensuring a smooth admission process.

Bangladesh Medical Course Curriculum

The medical curriculum in Bangladesh is meticulously crafted, encompassing a broad spectrum of subjects from basic medical sciences to clinical subjects. The five-year course is generally divided into pre-clinical, para-clinical, and clinical phases. This structure allows students to build a robust foundational knowledge before transitioning into more specialized areas, thereby molding well-rounded medical practitioners ready for real-world challenges.

Clinical Rotations in Bangladesh Medical Colleges

One of the standout features of medical education in Bangladesh is its emphasis on clinical rotations. Medical students, particularly in their later years, are exposed to real-life medical scenarios in affiliated hospitals. These rotations across various departments, such as surgery, pediatrics, and gynecology, provide invaluable hands-on experience. This practical approach ensures students not only have theoretical knowledge but also the skills to apply it.

Medical Licensing in Bangladesh

Upon completing the MBBS degree and the mandatory internship, graduates are required to obtain a license from the Bangladesh Medical & Dental Council (BM&DC) to practice medicine. This licensing ensures that every practitioner meets the country’s high standards and is well-prepared to serve the community.

Study MBBS in Bangladesh for International Students

Bangladesh has emerged as a popular destination for international medical students, notably from neighboring countries like India, Nepal, and Bhutan. The high standards of education, affordable fees, English-medium instruction, and cultural similarities make it an attractive option. Furthermore, many medical institutions in Bangladesh provide special support services for international students, ensuring their smooth transition and successful academic journey.

MBBS Fees Structure in Bangladesh

Affordability without compromising on quality is one of the hallmarks of MBBS in Bangladesh. Compared to medical education in Western countries, Bangladesh offers competitive fee structures. Fees are typically inclusive of tuition, laboratory charges, and other academic costs. Some colleges also offer flexible payment plans, making it even more accessible for international students.

Bangladesh Medical Education System

The medical education system in Bangladesh is a blend of in-depth theoretical knowledge and extensive practical exposure. With a five-year rigorous academic curriculum followed by a one-year mandatory internship, students are equipped with all the necessary skills to embark on a successful medical career.

Internships in Bangladesh Hospitals

The internship phase, integral to the MBBS course, provides students with real-world exposure. Affiliated hospitals of medical colleges serve as training grounds, where budding doctors treat patients under the supervision of experienced professionals. These internships are invaluable, bridging the gap between academic learning and practical application.

The MBBS admission process in Bangladesh is transparent, ensuring that only deserving candidates secure a seat. After fulfilling the basic eligibility criteria, students need to submit relevant documents, including academic transcripts, NEET scores (for Indian students), and passport details. Some colleges might conduct interviews or entrance tests. The final selection is based on academic merit, entrance test performance (if any), and in some cases, interviews.

Quality of Medical Education in Bangladesh

Bangladesh’s medical institutions take pride in offering high-caliber education that rivals global standards. Faculties consist of seasoned professionals and academics dedicated to nurturing the next generation of medical professionals. The curriculum is frequently updated, incorporating the latest medical advancements and technologies, ensuring students remain at the forefront of modern medicine.

Bangladesh Medical College Hostel Facilities

Accommodation is a vital aspect for international students. Recognizing this, most medical colleges in Bangladesh offer hostel facilities with modern amenities. These hostels, often situated within the college campus, provide a safe and conducive environment for learning. Facilities often include spacious rooms, mess offering local and international cuisines, Wi-Fi, recreational areas, and 24/7 security.

Medical Entrance Exams

While NEET is essential for Indian students, Bangladeshi students must undertake medical entrance exams conducted by individual universities or a central body. These exams evaluate students’ proficiency in core science subjects and are critical in determining their suitability for the rigorous MBBS program.

Eligibility for Medical Studies in Bangladesh

The eligibility criteria for pursuing MBBS in Bangladesh typically require students to have completed their 12th grade with a focus on science subjects, notably Physics, Chemistry, and Biology. A minimum aggregate score, often around 60-70%, is usually mandated. For international students, additional criteria like NEET scores or equivalent might be essential.

Best Medical Colleges in Bangladesh

Bangladesh boasts several top-tier medical colleges recognized globally for their academic prowess. Institutions like the Dhaka Medical College, Army Medical College Bogura, and Army Medical College Jashore consistently rank among the best, attracting students from across the globe.

Medical Degree Recognition Bangladesh

Earning a medical degree from Bangladesh has global recognition, a testament to the quality of education the country offers. Graduates can practice medicine worldwide after clearing respective country-specific medical licensing exams. Institutions in Bangladesh are recognized by major medical councils and organizations globally, ensuring graduates face no hindrances in their medical journey.

Medical Study Duration in Bangladesh

An MBBS degree in Bangladesh spans six years, divided into five years of academic learning and one year of a mandatory internship. This structure ensures that students gain comprehensive theoretical knowledge and significant practical experience, making them well-prepared for global medical challenges.

In conclusion, Bangladesh’s medical education landscape offers a blend of top-quality education, practical exposure, and global recognition. With institutions like Fortune Education serving as credible consultants, aspirants can seamlessly navigate the admission process and embark on a rewarding medical journey in Bangladesh.

Fortune offers Online Direct MBBS Admission with Seat Confirmation

Streamlined Admission Journey:

Gone are the days of tedious paperwork, long queues, and uncertainty after application submissions. With Fortune’s Online Direct MBBS Admission process, aspirants can apply from the comfort of their homes and receive immediate seat confirmation. This streamlined approach is not only efficient but also transparent, providing clarity and peace of mind to both students and their guardians.

How It Works:

Digital Application Form: Begin your medical journey by filling out a comprehensive digital application form on the Fortune Education website. The intuitive interface ensures a hassle-free application experience, with prompts and guidelines provided at every step.

Upload Necessary Documents: From academic transcripts to identification proofs, all essential documents can be securely uploaded online, eliminating the need for physical document submission.

Real-time Seat Confirmation: Once the application is reviewed, students receive real-time notifications about their admission status. The revolutionary feature here is the immediate seat confirmation, a rarity in the medical admissions landscape.

Digital Payment Gateway: Secure your seat by making the initial payment through Fortune’s secure online payment gateway. Multiple payment options are available, ensuring convenience for students from different regions.

Virtual Campus Tours: To familiarize students with their chosen college, virtual campus tours are available. These immersive tours offer insights into campus life, infrastructure, and facilities, helping students make informed decisions.

Benefits of Online Direct MBBS Admission:

Swift and Seamless: No more waiting periods. The direct admission approach ensures a faster process, leading to swift seat confirmations.

Transparency at its Best: Every step of the admission process is transparent. Students receive notifications, updates, and confirmations in real-time.

Eco-Friendly: With a completely online process, we’re cutting down on paper usage, making the admission process environmentally conscious.

Personalized Assistance: Despite being an online process, Fortune Education ensures that every student receives personalized assistance. From queries about the form to specific college-related questions, a dedicated team is always available for support.

Fortune’s Assurance:

Fortune Education has always prioritized students’ needs, and this innovative approach to MBBS admissions further solidifies this commitment. By offering Online Direct MBBS Admission with Seat Confirmation, Fortune is ensuring that aspiring doctors can embark on their medical journey in Bangladesh without hiccups.

In conclusion, if you are an aspiring medical student eyeing a seat in one of Bangladesh’s esteemed colleges, Fortune Education’s Online Direct MBBS Admission is your golden ticket. Embrace this digital revolution in medical admissions and secure your future in the world of medicine.

List of Government Medical Colleges in Bangladesh

Dhaka medical college, dhaka.

Location: Dhaka Established: 1946 Notable as one of the oldest and most prestigious medical institutions in Bangladesh. Sir Salimullah Medical College, Dhaka

Location: Dhaka Established: 1875 (as a medical school) Chittagong Medical College, Chittagong

Location: Chittagong Established: 1957 Rajshahi Medical College, Rajshahi

Location: Rajshahi Established: 1958 Mymensingh Medical College, Mymensingh

Location: Mymensingh Established: 1924 (as a medical school) Sher-e-Bangla Medical College, Barisal

Location: Barisal Established: 1968 Rangpur Medical College, Rangpur

Location: Rangpur Established: 1970 Khulna Medical College, Khulna

Location: Khulna Established: 1990 Sylhet MAG Osmani Medical College, Sylhet

Location: Sylhet Established: 1962 Shahid Ziaur Rahman Medical College, Bogura

Location: Bogura Established: 1992 Shaheed Suhrawardy Medical College, Dhaka

Location: Dhaka Established: 2006 Sheikh Sayera Khatun Medical College, Gopalganj

Location: Gopalganj Established: 2011 Kushtia Medical College, Kushtia

Location: Kushtia Established: 2011 … and many more.

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Medical education in Bangladesh from Student and Teacher's Perspective: Impact and challenges of the COVID-19 pandemic

Affiliations.

• 1 Professor, Department of Rural Sociology, Bangladesh Agricultural University, Mymensingh, Dhaka Division, 2202, Bangladesh.
• 2 Department of Agribusiness and Marketing, Bangladesh Agricultural University, Mymensingh, Dhaka Division, 2202, Bangladesh.
• 3 Professor, Department of Agribusiness and Marketing, Bangladesh Agricultural University, Mymensingh, Dhaka Division, 2202, Bangladesh.
• 4 Assistant Professor, Department of Rural Sociology, Bangladesh Agricultural University, Mymensingh, Dhaka Division, Bangladesh.
• PMID: 38689938
• PMCID: PMC11058450
• DOI: 10.12688/mep.19761.2

Background: In low- and middle-income countries like Bangladesh, where medical education faces a range of challenges-such as lack of infrastructure, well-trained educators, and advanced technologies, abrupt changes in methodologies without adequate preparation are more challenging than in higher-income countries. This was worsened during the COVID-19 pandemic and these challenges have resulted in a change in medical education methodology. This study assesses the medical education procedure, impacts and adaptation strategies and challenges of the COVID-19 pandemic in the medical education system of Bangladesh from learners' as well as educators' perspectives.

Methods: The study collected data from 22 Medical Colleges/Universities across 18 districts of eight divisions using quantitative and qualitative methods. A total of 408 samples were collected consisting of 316 from students and 92 from medical teachers. Descriptive analysis and probit model were performed for obtaining results.

Results: The efficacy of online learning was questionable, but results showed that it was more effective for theory classes (92.4%) followed by clinical classes (75.63%) and the efficacy rate was low for practical classes (54.11%). All types of classes (theory, practical and clinical) are currently using mixed methods to some extent in medical education in Bangladesh. Regarding impacts and adaptation strategy, approximately 75.3% of the students surveyed expressed their acceptance of online education. Over 80% of the participants acknowledged the advantages of online learning, highlighting the freedom to learn from home, cost and time savings, and avoiding physical closeness with other students as major benefits.

Conclusions: To address future challenges like the COVID-19 pandemic in medical education in Bangladesh, a comprehensive policy approach such as strengthening technological infrastructure, promoting blended learning approaches, enhancing faculty training and support, integrating telemedicine into the curriculum, and continuously evaluating and improving policies and interventions can enhance the resilience of its medical education system, and prepare for future challenges.

Keywords: Blended System; Covid-19; Online education; SWOT-analysis.

Copyright: © 2024 Rahman MW et al.

Associated data

• figshare/10.6084/m9.figshare.24114390

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Medical Education in Bangladesh: Past Successes, Future Challenges.

Quality of medical education, performance of medical students and graduates and provision of effective health care are interrelated. We always concerned about physicians performance and the care they render to the people, but hardly we talk about the quality of medical education in the country and if talk so we do not really mean it. One of the main reasons is, medical education is always given low priority in the political agenda of the government. Notable exceptions are the establishment of Centre for Medical Education (CME) in the early 1980s and initiation of the Further Improvement of Medical Colleges (FIMC) Project in the early 1990s. Last decade can be considered as the “golden age” of medical education in Bangladesh. FIMC Project undertook a number of important reforms in the arena of medical education in Bangladesh in collaboration with international agencies - none of the South-East Asian countries have the chances to undergo such experiences. But it is unfortunate that we failed to consolidate and sustain the achievements of FIMC and other projects. At present, none of the projects’ activities are fully practiced, implemented or reviewed.

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Bangladesh College of Physicians and Surgeons (BCPS) was established in June 1972 through an Order revised in 2018 as an act with six functions which cover post-graduate education of all specialties of medical science. This commission report is to document the spectrum of contribution of BCPS in the health and education sector through its fellows and members. The data obtained for this report covers selected literature review, consultation with key official documents- Year Book of BCPS, Annual report of honorary secretary of BCPS, Health Bulletin of DGHS, various website, information from a brief quick Google survey on the fellows and focus group discussion (FGD) with senior present and past leaders of BCPS. BCPS is providing a skill based supervised comprehensive logbook based clinical training of five years’ duration through its recognized/accredited hospitals in different tiers of mostly public health system across the country. While undergoing clinical training the ‘would be fel...

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In the recent years, educational institutions around the world have been increasingly confronted with the challenge of making their curricula relevant to the needs of the time. Medical education in Bangladesh has also experienced many changes and challenges. The government has taken initiatives to bring reform in medical education over the last two decades through the UNDP-funded Project1, the FIMC Project2 and the Health and Population Sector Program (HPSP)3. The outcome is not frustrating, rather encouraging, as an "educational environment for change" has been established in the arena of medical education of Bangladesh. The positive aspects are: (i) growing realisation among stakeholders to review existing curriculum4-5; (ii) availability of a sufficiently large “critical mass” of trained teachers in medical education6; (iii) availability of resources, expertise, procedures and guidelines which were left behind by the FIMC Project4-5; (iv) presence of an organisational and operational framework of the Quality Assurance Scheme, both nationally and locally in the medical colleges4; and (v) commitment to improve the medical education in the current Health and Population Sector Program (HPSP)3. Since its development, 1988-curriculum has been criticised by several authorities as it is not strongly oriented towards community health needs and advocated urgent interventions for its revision and improvement1-4, 7-15. This paper discusses the progresses, pitfalls and perspectives of medical education in Bangladesh and put forward recommendations for its improvement.

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Presence of MEU in medical colleges has been made as a measure of activities in National Quality Assurance guidelines for the improvement of medical education as well as faculty development. So, it is imperative to assess its activities in medical colleges for the expected outcomes which might facilitate administrators and policy makers for logical intervention where needed. Considering this matter, a descriptive type of cross sectional study was carried out to assess the status of activities of MEU in medical colleges of Bangladesh. Data was collected from 26 medical colleges of Bangladesh selected by purposive sampling method and 324 related available teachers by convenient sampling methods using a self-administered semistructured questionnaire. Total 26 MEUs coordinators or acting in charge as Key Informants were interviewed by using an interview schedule. A checklist was used for observation of existing MEU while visiting medical colleges for data collection. Principal/Vice Prin...

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Medical Colleges in Bangladesh: Programs, Eligibility, Fees

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Medical Colleges in Malaysia

Updated on 08 November, 2023

Pragya Sharma

Sr. content editor.

Bangladesh has arisen as a popular destination for aspiring medical students. This can be supported by the fact that there were nearly 9000 Indian students in Bangladesh in 2022. But with over 100 medical colleges, choosing the best medical colleges in Bangladesh   according to your needs can be a challenging process. Read this guide to understand the crucial details of the best medical colleges in Bangladesh and find the right institution for yourself.

Table of Contents

Accreditation and recognition, infrastructure and facilities, course curriculum, cost of studying, list of top medical colleges in bangladesh, eligibility criteria for medical colleges in bangladesh, how to choose right mbbs college in bangladesh .

Choosing the right MBBS college in Bangladesh requires careful planning and research. Students can consider the factors while selecting the right MBBS college in Bangladesh.

It is crucial to select a medical college in Bangladesh recognized by the Bangladesh Medical and Dental Council (BM&DC) and the World Health Organization (WHO). These organizations ensure medical colleges meet the minimum education standards and provide quality education to their students.

The role of the faculty is crucial in influencing your career. Take the time to investigate the credentials and expertise of the teaching staff at the college you are considering. Seek out professors who are renowned in their areas of knowledge and possess an educational background. It will ensure you receive top-notch education and guidance throughout your journey.

The quality of education a college provides is greatly influenced by its infrastructure and facilities. In Bangladesh, advanced hospitals, medical equipment, and technology reflect the country's substantial investments in healthcare . As a result, the quality of education and facilities is commendable in Bangladesh.

The course curriculum of a medical college is a crucial factor in providing quality education. Look for colleges that offer a comprehensive and updated curriculum and cover all essential medical subjects. Also, consider the teaching methodology employed by the college. Some colleges focus on traditional lectures, and some emphasize problem-based learning or practical training. MBBS program students in Bangladesh gain hands-on experience through rotations and internships at top-notch hospitals nationwide. These practical opportunities allow students to develop their skills and knowledge by immersing themselves in life scenarios.

Choosing the college for MBBS studies depends on its location. Bangladesh, known for its safety and warm hospitality, offers a secure environment for students. The country boasts a rich cultural heritage with an opportunity to immerse in diverse traditions and experiences. 

Pursuing an MBBS degree is an investment in your future, and choosing a college that offers value for money is essential. Consider factors such as tuition fees, accommodation expenses, and other costs associated with studying in Bangladesh. Compared to countries like the USA or UK, the cost of an MBBS program in Bangladesh is more affordable. Also, look for scholarship opportunities or financial aid programs to lessen the financial burden.

The following is a list of the leading, globally recognized medical colleges in Bangladesh that provide top-notch education to international students across the globe: 

To be eligible for admission to medical colleges in Bangladesh, candidates must meet the following criteria:

• Candidates must have completed 12 years of schooling with grades equivalent to their Bangladeshi counterparts.
• Candidates must have a minimum GPA of 3.50 in SSC or HSC.
• For tribal students and residents of Hilly District, the minimum requirement of GPA in SSC or HSC is 3.00.
• Candidates must have a total GPA of 9.00 for general admission and 8.00 for tribal students and residents of Hilly District.

To choose the best MBBS colleges in Bangladesh, thoroughly research and contemplate the factors in this post. With the right approach and guidance, you can select the college and pave the way for a successful medical career.

How to judge the good medical colleges in Bangladesh?

There are varied ways to shortlist medical colleges in Bangladesh. Research meticulously and gather information based on factors like quality of education, faculty, alumni networking, expense structure, and other establishments offered.

Is an MBBS degree from Bangladesh valid in India?

Yes, the MBBS degree obtained from Bangladesh is valid in India and globally as MCI, WHO, and other recognitions authorize it.

Is NEET a requirement for MBBS in Bangladesh?

One cannot be admitted to Bangladesh's MBBS program without passing the NEET test. However, there is no entrance test for MBBS admission in Bangladesh, and the university admission process is quite simple.

Pragya Sharma is a content developer and marketer with 6.5+ years of experience in the education industry. She started her career as a social media copywriter for NIELIT, Ministry of Electronics & IT, and has now scaled up as a 360-degree content professional well-versed with the intricacies of digital marketing and different forms of content used to drive and hook the target audience. She is also a co-author of 2 stories in an anthology based on the theme- women empowerment.

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MBBS Admission in Bangladesh

Affordable Fees & Scholarship on Private Medical Colleges

Want to Become A Good Doctor? MBBS Admission in Abroad

Welcome to fortune education.

Fortune Education , Dhaka, Bangladesh  established in 2004,  is the World Leading & Pioneer Education Consultant of Medical College & Universities. Providing  counseling to prospective students in  MBBS, BDS, and BVSc Admission for Medical Aspirants & Prospective Students who are Interested to Study MBBS, BDS, BVSc & Considering Higher Study Opportunities in Bangladesh and Abroad.

Fortune Education has legal rights to process Admission to Medical, Dental College and Universities all over the world. We offer MBBS, BDS & other Admission, Application, Guidance, Documentation, and required services such as to eligible students regarding medical and higher studies…

Our Vision is to help the Nation through our skills and effort in providing the right platform to every individual who wants to pursue his/her career in the field of Medical Education and academics.

Fortune Education invites students to register for MBBS & BDS admission with special Scholarships for Foreign Students.

Online Registration & Application Open..

Fortune education offers mbbs admission with a special scholarship for saarc students on private medical colleges under top medical universities. fortune education, dhaka, bangladesh, was established in 1994 and authorized representative of medical, dental colleges and universities..

Registration & Online Application Started..

We offer MBBS, BDS & BVSc admission with special scholarships & waivers on the best private medical colleges under (1) University Of Dhaka (2) Chittagong Medical University (3) Rajshahi Medical University (4) Sylhet Medical University (5) Bangladesh University of Professionals we have local offices providing counseling for Admission, Application, Guidance, Documentation & other required services such as scholarship/Waiver to the eligible students regarding medical and higher studies.

The eligibility criteria for MBBS & other Courses..

• A candidate who has passed 10 + 2 pattern examinations who have Physics, Chemistry, and Biology as compulsory subjects
• Achieved  minimum 60% marks,
• Qualified for the NEET Exam, is eligible to pursue an undergraduate degree in MBBS.

Obtain Direct Online Admission for the MBBS Program at Army Medical College in Bangladesh

Seats limited,     fortune education provides mbbs admission along with guaranteed seat confirmation & comprehensive a to z services – complete the application form today,  call or whatsapp :, +8801995529533 +91 990 3355 537.

BEST MEDICAL COLLEGES FOR MBBS IN BANGLADESH

Army medical college bogura.

Army Medical College Bogura (AMCB) is an Army Medical College established in 2014. It is located in Bogura Cantonment, Bangladesh. It is affiliated to Bangladesh University of Professionals. Academic activities started on 10th January 2015 with 50 students along with 4 Army Medical Colleges (Chittagong, Rangpur, Comilla & Jessore). It has 200 MBBS students in 2018 (4th batch running).

Army Medical College Jashore

Army Medical College Jashore (AMCJ) is a prestigious public medical institution affiliated to Bangladesh University of Professionals. Established in 2014, as a prominent medical entity, this college is becoming an attraction for budding medical students and therefore attracts students in large numbers every year. Army Medical College Jashore is an established

Army Medical College Cumilla

Army Medical College Cumilla is a distinguished educational institution located in Cumilla, Bangladesh. This college is part of the network of Army Medical Colleges in Bangladesh and is affiliated with the Bangladesh University of Professionals (BUP). It’s known for its excellent academic environment, state-of-the-art facilities, and a commitment to nurturing the next

Brahmanbaria Medical College

Brahmanbaria Medical College was established to deliver the best medical education to the nation to make an adequate workforce and provide health care. The medical College is recognized as one of the best medical institutions for its quality in academic implementation. The College introduced 50 students and now trains 80

Sylhet Women’s Medical College

Sylhet Women’s Medical College is one of the best choices, it has long been associated with medical education. Therefore, it’s a part of our charge to help in the training and education of superior croakers who’ll have a broad knowledge of drugs, excellent specialized chops, and mature informed judgment. Above all, we value the special dimension

Diabetic Association Medical College

Diabetic Association Medical College Faridpur started its journey on the 15th November 2009 and opened its doors to the students in the academic year 2009-2010. Diabetic Association Medical College is affiliated with leading hospitals and healthcare institutions, providing our students with invaluable opportunities for.

MBBS IN BANGLADESH

The quality of education, infrastructure, and accommodation are comparably more acceptable (international Stander) to other progressive countries. There is no entrance or admission test required for admission and the application process is quite simple to pursue  MBBS in Bangladesh . The hospitals or medical colleges are well equipped with excellent infrastructure, technology, and qualified doctors or teachers.

Medical Education in Bangladesh

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MBBS FEES STRUCTURE 2024-25

STUDY MBBS IN BANGLADESH FOR INDIAN STUDENTS

The Medical Education Abroad program is extremely well known in India.  MBBS in Bangladesh  is turning into a trend among Indian students who would like to study MBBS abroad.  MBBS in Bangladesh  is among the best choices for students considering starting an international medical career ahead. Studying MBBS in Bangladesh isn’t costly for a worldwide student in any way. They will give you the feeling as if you are studying MBBS in India. Medical Education In Bangladesh With Low Fees, For Indian students who would like to study MBBS abroad, Bangladesh is among the best choices. MBBS in Bangladesh’s degree is simple to acquire admission as compared to other nations.

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Fortune Education since 1994, Dhaka, Bangladesh is a registered education consultant for International Medical Colleges  & Universities

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6 th SEARAME Conference 2020

6 th searame conference 2021.

Organized by : Association for Medical Education (AME) Bangladesh in--> (SEARAME)

Date : 8 - 9 th October 2021 at Dhaka, Bangladesh. Venue : Sena Convention Hall (Gourab), SKS Tower (9 th Floor) (near RAOWA club), Mohakhali, Dhaka

Theme : Harnessing Quality in Health Professionals Education (HPE) for achieving Universal Health Coverage (UHC) in the Context of COVID 19 Pandemic.

Organized By:

Association for Medical Education (AME) Bangladesh, South East Asia Regional Association for Medical Education (SEARAME) & World Health Organization (WHO) Bangladesh

Sorry! Registration is CLOSED. No Provision of SPOT Registration.

We must walk in the middle of the road.., areas for abstract :.

• --> Transformative HPE for Universal Health Coverage (UHC) --> Quality Health Professionals Education (HPE) --> HPE environment --> Pedagogy /Instructional dimensions --> Instructional Materials -->