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Capacity Crisis

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23.03.2026

Capacity Crisis

March 23, 2026

Newspaper, Opinions, Editorials

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The Pakistan Medical and Dental Council’s call to bridge the widening gap between medical graduates and available postgraduate training opportunities is both timely and overdue. The report highlights a growing mismatch: an increasing number of qualified graduates entering the system each year, and a stagnant, if not insufficient, pool of training slots necessary for their professional progression. The consequence is a bottleneck that risks rendering years of rigorous education functionally incomplete.

This is not a minor administrative oversight; it is a structural failure. Producing graduates without ensuring pathways for their specialisation reflects a planning model that prioritises output over outcome. The result is a cohort of young doctors left in professional limbo—qualified, yet underutilised; ambitious, yet constrained by systemic inertia. In a country where healthcare deficits are routinely acknowledged, such inefficiency borders on the absurd.

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The Council’s position, therefore, warrants unequivocal support. Expanding postgraduate training capacity is not merely about accommodating numbers; it is about preserving the integrity of the medical profession itself. Without adequate training opportunities, the system risks diluting expertise, encouraging brain drain, and ultimately compromising patient care. A doctor without specialisation is not a complete resource; it is an investment left unrealised.

What complicates matters further is the persistent disconnect between policy formulation and implementation. Calls for reform are plentiful; tangible outcomes, considerably less so. One is tempted to ask whether the inertia stems from bureaucratic indifference or a deeper reluctance to confront entrenched inefficiencies. Either way, the cost is borne by both practitioners and the public they are meant to serve.

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Addressing this imbalance demands more than rhetorical acknowledgement. It requires coordinated planning, increased funding, and a willingness to align educational output with national healthcare needs. Anything less would suggest a system content to produce doctors in theory, but not in practice.

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