## NMC’s Revised Medical Curriculum Sparks Controversy: Disability and Transgender Rights Ignored
The recent revisions to the National Medical Commission’s (NMC) Competency-Based Medical Education (CBME) curriculum have ignited a firestorm of criticism, particularly from disability rights activists and transgender advocates. The contentious issue at hand? The glaring absence of crucial disability and transgender rights laws in the new curriculum, raising serious questions about the NMC’s commitment to inclusivity and equity in medical education.
Ministry Intervention: A Call for Action
On October 14, 2024, the Ministry of Social Justice and Empowerment took a firm stance, demanding an explanation from the NMC regarding the omission of key provisions from the Rights of Persons with Disabilities Act, 2016, and the Transgender Persons (Protection of Rights) Act, 2019. In an official memorandum, the ministry directed the NMC to review a representation submitted by Siddhartha Singh, Doctors with Disabilities, and Air Commodore (Dr) Sanjay Sharma (Retd.), CEO of the MD Association for Transgender Health. This directive, with a 15-day deadline for response, underscores the gravity of the situation and the ministry’s commitment to ensuring inclusivity in medical training.
International Backlash: Threatening NMC’s Recognition
The controversy has garnered attention beyond India’s borders, with two international organizations championing disability inclusion and transgender health – The International Council for Disability Inclusion in Medical Education and the World Professional Association for Transgender Health – expressing deep concern. They have threatened to file a complaint against NMC with the World Federation for Medical Education (WFME) citing the violation of existing laws in the curriculum. This move highlights the potential ramifications for NMC’s international standing and recognition, which is critical for maintaining educational standards. The organizations have labeled the curriculum as “ableist” and “transphobic”, underscoring the severity of the concerns raised.
CBME Controversy: From Release to Withdrawal
The initial release of the new CBME curriculum on August 31, 2024, was met with immediate disapproval, with critics deeming it outdated and contradictory to Supreme Court judgments and previous guidelines. The widespread media coverage and public backlash led to the curriculum’s withdrawal on Teachers’ Day, September 5, 2024. However, the revised curriculum released on September 12, 2024, failed to address the concerns about disability and transgender health issues adequately, leaving activists disheartened.
Explained: The Controversy Around NMC’s Revised Curriculum
The NMC’s revised curriculum has attracted fierce criticism, with several key areas of concern raised by critics:
1.
Lack of Key Terms: “Dignity” and “Transgender”
: The revised curriculum conspicuously omits crucial terms like “dignity” and “transgender,” which are essential for fostering an inclusive understanding of healthcare. This omission not only undermines the rights of these communities but also sends a troubling message to future healthcare professionals about the importance of dignity and respect in patient care. The absence of such terminology hinders the curriculum’s ability to promote an inclusive mindset among medical students.2.
Removal of Disability Competencies
: While dedicating eight hours to sports during the foundation course, the NMC has inexplicably removed the previously mandated seven hours of disability competencies. This is a significant setback, as it fails to equip future doctors with the necessary knowledge to address the specific health needs of persons with disabilities. Such an omission jeopardises the quality of care that these individuals will receive, perpetuating systemic inequities in the healthcare system.3.
Inclusion of Outdated Terminology
: The use of terms like “gender identity disorders” in psychiatry is deeply concerning, as it reflects outdated attitudes towards gender diversity. Such terminology not only misrepresents the experiences of transgender individuals but also contributes to stigma and discrimination. Future healthcare providers must be educated with language that respects and affirms diverse identities rather than perpetuating harmful stereotypes.4.
Mischaracterisation of Intersex Variations
: The continued description of intersex variations as “abnormalities” in physiology is both misleading and damaging. This perspective reinforces negative stereotypes and fails to acknowledge the natural diversity of human biology. A more accurate understanding of the topic is essential for promoting compassionate and informed medical care for individuals with intersex variations, fostering an inclusive healthcare environment.5.
Binary Understanding of Gender
: The revised curriculum’s focus on a binary understanding of gender neglects the complex realities faced by transgender individuals. By failing to address the unique health needs of these individuals, the curriculum risks perpetuating systemic biases within healthcare. An inclusive approach is vital for ensuring that all patients, regardless of their gender identity, receive appropriate and respectful medical care.Moving Towards an Inclusive Medical Education Framework
The dissatisfaction expressed by the Central Advisory Board on Disability and the Association for Transgender Health in India highlights the urgent need for the NMC to amend the revised CBME curriculum. By reintroducing mandatory disability competencies and ensuring that transgender health issues are adequately addressed, the NMC can take meaningful steps towards creating a more equitable and inclusive healthcare system in India. The voices of marginalized communities must be heard and respected in the nation’s medical education framework to ensure that all individuals receive the care they deserve.