Mother-Tongue Support in Medical Education: A Bridge, Not a Barrier

India’s initiative to promote medical education in regional languages is a significant step toward increasing accessibility for students. However, experts caution that while this move has its merits, it may present challenges in terms of national mobility and global exchange in the field of medicine.

Textbook translations help students educated in their mother tongue transition smoothly into medical education.

A Step Towards Inclusivity

In recent years, the push for education in regional languages has gained momentum, especially within medical fields. The idea behind translating medical textbooks into regional languages is to ensure that students who were educated in their mother tongues can better transition to the medical curriculum. This shift aims to reduce language barriers that often make it difficult for students to grasp complex medical concepts when taught in a second or third language, particularly English.

On March 7, 2025, Union Home Minister Amit Shah called on Tamil Nadu's Chief Minister M.K. Stalin to consider offering medical and engineering education in Tamil. This proposal came amidst ongoing discussions surrounding the three-language policy and has sparked conversations about the future of education in India.

However, this isn’t the first time the notion of regional-language medical education has been raised. In October 2022, Shah introduced Hindi-language textbooks for Anatomy, Biochemistry, and Physiology aimed at first-year MBBS students. That same year, Maharashtra also took a step in the same direction, making first-year MBBS textbooks available in Marathi.

A Cultural and Educational Shift

Proponents of mother-tongue education argue that it allows students to learn more effectively, as it eases comprehension and retention. Many medical aspirants, particularly in rural and semi-urban areas, often find it challenging to understand English-language textbooks, creating a divide between them and their peers who are more proficient in English. By making medical education available in regional languages, students can better understand intricate medical concepts, which can ultimately enhance their learning experience.

Further, this shift acknowledges the diverse linguistic landscape of India, where each state has its own language and cultural context. For many students, learning in their mother tongue not only makes academic concepts clearer but also fosters a sense of identity and connection to their studies. The introduction of regional languages into medical education may thus encourage greater participation from students who otherwise feel excluded.

Challenges to Overcome

Despite the benefits, there are concerns about the long-term impact on national mobility and global exchange in the medical field. One of the main challenges is that medical education, especially in India, is often conducted in English, which is widely regarded as the international language of science. This global approach facilitates easier communication and knowledge exchange across countries, enabling Indian doctors and researchers to collaborate with their counterparts worldwide.

The adoption of regional languages may create discrepancies when students from different states need to engage with global peers or pursue higher education and careers abroad. Medical terminology is predominantly English-based, and translating these terms into regional languages could lead to confusion or inconsistencies when students are exposed to international research, conferences, or even in the practical medical field.

Moreover, with India’s national mobility in mind, students trained in one regional language may face challenges when moving to different states for internships or employment, as medical practices, language proficiency, and regional policies vary from state to state.

Striking a Balance

The key challenge, therefore, is to find a balance between regional language accessibility and maintaining uniformity and connectivity with global medical practices. One solution might be to introduce bilingual models where students can study in their mother tongue but are also taught medical terminology and core subjects in English. This would help students adapt to both national and international medical standards.

Another solution could involve strengthening translation and standardization efforts across different languages, ensuring that the regional medical education curriculum aligns with international norms without compromising cultural relevance.

Conclusion

The push for medical education in regional languages is a commendable move towards making medical education more inclusive and accessible to students from various linguistic backgrounds. While challenges exist, these can be mitigated with thoughtful policy-making that integrates both local and global perspectives. Ultimately, the goal is to make medical education a bridge that connects students to a world of opportunities, both in their local contexts and in the global medical community.