Musab Qazi | June 25, 2025 | 12:11 PM IST | 6 mins read
Dr DY Patil Vidyapeeth focuses on student-led research while implementing NMC’s CBME policy. Dean Rekha Arcot speaks on MBBS fees, teacher recruitment reforms, new ranking system
Established in 1996 by Maharashtra politician Dnyandeo Yashwantrao Patil, the Dr DY Patil Medical College, Hospital, and Research Centre, Pimpri (Pune) is one of the most prominent private medical education institutes in the country. After becoming a deemed-to-be university in 2003, the institute expanded across health science and other disciplines. College dean Rekha Arcot speaks to Careers360 about research activities at the institute, fee regulation at private colleges and disability norms, while addressing some of the allegations against the institute and herself. Edited excerpts:
How has DY Patil Medical College progressed since becoming a deemed university? What are its distinguishing features and unique programmes?
Since being conferred deemed university status in 2003, Dr DY Patil Vidyapeeth has demonstrated remarkable progress, now encompassing 15 constituent institutions across disciplines such as medicine, dentistry, nursing, ayurveda, physiotherapy, homeopathy, biotechnology, optometry, management, design, allied health sciences and more. This multidimensional growth has been marked by a commitment to academic excellence, research and holistic student development.
Our medical college places a strong emphasis on student-led research, which receives significant encouragement and institutional support. Faculty members include globally-ranked researchers, leading clinicians and dedicated educators, who mentor students to achieve both academic and clinical distinction. In addition to undergraduate and postgraduate offerings, we provide superspeciality and fellowship programmes in areas such as IVF, interventional radiology, cardiac anaesthesia and medical microbiology. Students also gain exposure through internships in research labs, reinforcing a culture of inquiry and innovation.
What have been your priorities since you became the dean of the institute?
With over three decades in academia across reputed universities, my focus has been on enhancing the foundational strengths of the institution – medical education, clinical service and research. This means creating an academic environment that supports rigorous learning, fosters innovation and ensures quality healthcare delivery.
We have initiated academic forums like Ignite 2025, which encourage dialogue and knowledge-sharing among undergraduate students. In parallel, continuous upgrades to teaching tools, simulation-based training and interdisciplinary exposure ensure that both faculty and students remain current with evolving standards in medical science.
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How has the institute incorporated competency-based medical education (CBME) and other curricular reforms in recent years?
The implementation of CBME, as guided by NMC, has been a pivotal development. The structured use of AETCOM [attitude, ethics and communication] modules and skills labs ensures our students graduate as well-rounded professionals — skilled, compassionate and ready to collaborate within multidisciplinary healthcare teams.
There has been a spurt in medical colleges in the recent years in Maharashtra and other states. What does this growth mean for the healthcare sector?
This expansion is a timely and essential step in meeting the rising healthcare demands of our growing population. Well-staffed medical colleges serve not just as training grounds but as healthcare access points, especially for rural and semi-urban populations. These institutions bridge the gap between education and service, contributing to both preventive and curative health through awareness campaigns, early diagnosis programmes and advanced treatment facilities.
What do you think of the recent reforms proposed by NMC in teacher recruitment?
NMC’s forward-looking reforms intend to recruit healthcare professionals with prior experience working in hospitals to join medical colleges as faculty members. Furthermore, physicians trained in medical education technology (MET), whether through mainstream programmes or alternative pathways, will supplement the existing teaching workforce by incorporating modern pedagogical methods and educational innovations.
NMC has also proposed a new ranking and rating framework for medical colleges. Your thoughts on it?
The draft document of the MARB [NMC’s Medical Assessment and Rating Board] being circulated for stakeholder feedback is a welcome and progressive step.
While we await further clarification on whether it is intended for rating and assessment or ranking and accreditation, the initiative itself promotes a culture of self-appraisal and institutional introspection. This aligns seamlessly with NMC’s broader vision of fostering quality benchmarks, strengthening governance and encouraging medical institutions to evolve through honest self-evaluation and public accountability. It is a forward-looking move that will ultimately benefit students, faculty and the healthcare system at large.
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Medical colleges have been witnessing a renewed wave of ragging cases. What are the factors behind it? What's your institute doing to put a curb on them?
We maintain a strict zero-tolerance policy on ragging. Beyond mandatory compliance, our institution has a proactive support structure that includes grievance redressal officers, experienced mentors and a dedicated student welfare committee. Together, they ensure a safe, respectful and inclusive campus atmosphere where every student feels protected and heard.
The Supreme Court has recently asked for reforms in the disability guidelines for eligibility for medical admissions. What changes can be brought?
Medical education requires individuals to demonstrate both physical endurance and cognitive agility. While constitutional provisions support inclusive education, it is vital that training standards remain uncompromised to ensure patient safety and the competence of future practitioners. A balanced and thoughtful approach to inclusion and capability is necessary.
The apex court has also heavily come down on NRI quota in medical admissions. Do you think that it should be done away with?
As the matter is sub judice, we refrain from commenting on it.
SC has also been hearing a plea for better stipends for trainees. What can be the solution?
This issue is also sub judice. We await the court's guidance and will fully comply with any directions issued.
A recent report by the parliamentary committee on health highlighted the high cost of medical education in the country. How do you feel about government intervention in regulating fees?
Government medical colleges receive significant infrastructural and financial support, enabling them to maintain affordable fee structures. Private institutions, however, operate without these subsidies and must independently bear the full cost of infrastructure, faculty salaries and research facilities. A nuanced approach is required to ensure quality education while recognizing institutional realities.
NMC had recently issued a show-cause notice to DY Patil Pune over the violation of infrastructure, stipend and training norms. Have you responded?
Dr DY Patil Medical College, Hospital and Research Centre responded to the notice with a pointwise, detailed explanation. The NMC also shared our response with the complainant, reinforcing our commitment to transparency and compliance with statutory norms. This process only reaffirms our integrity as an institution.
The regulator has received another complaint claiming that your Tamil Nadu Medical Council licence to practice medicine isn’t valid in Maharashtra and, hence, you’re ineligible for the post. What is prompting all these grievances?
As per Section 60(1) and (2) of the NMC Act 2019, all privileges under the earlier [Indian Medical Council] IMC Act of 1956 remain protected. Section 27 of the IMC Act continues to validate that individuals enrolled on the Indian Medical Register are entitled to practice across India. We remain fully aligned with the statutory framework and committed to upholding institutional standards.
How does the future of medical education in the country look to you?
The future is transformative. We are witnessing a shift toward skill-based, interdisciplinary and technology-enabled education. Initiatives like CBME, simulation-based learning and research-oriented training are shaping a generation of globally relevant, patient-focused medical professionals.
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