54 J Contemp Med Edu ● Vol 5 ● Issue 2 ● 2017 Journal of Contemporary Medical Education DOI: 10.5455/jcme.20170817091559 www.scopemed.org INTRODUCTION The Graduate Medical Education Regulations [1] laid down by the Medical Council of India (MCI) spelled out that the aim of the medical education training is to produce a basic doctor, to provide an educational experience of the essentials required for health care in our country. It also added that training should be able to meet internationally acceptable standards. However, the present medical education imparted through Public and Private Medical Colleges completely ignored this valuable document and is instrumental in churning out non-employable medical graduates [2]. Even at the helm of politicians’ and educationists’ outbursts, MCI did applauded service in documenting the objectives of the undergraduate medical education. The goal of MBBS graduate as envisaged by MCI is to become exemplary citizen by observation of medical ethics [3] and fulfilling social and professional obligations, so as to respond to national aspirations. It also stressed that the educational experience should emphasize health and community orientation instead of only disease and hospital orientation or being concentrated on curative aspects. The educational experience should address the society and community structure and the interplay of various factors in the community. Contrary to this, the present education system is completely dependent on the hospital-based training and the deeply interwoven values and moral principles are never attempted/ touched. No attempts are being made to mould the young minds toward social obligation. THE CONTEXT It is often heard that the present MBBS graduates are less competent, devoid of important competencies, and harbor no positive attitudes toward community and social obligations compared to the older generation of graduates. There are three main functions attributed to the medical college which is churning out medical graduates every year. These are education, research, and service. Education is mainly focused on professional aspects. Educationists in India pointed out that the present education should be of greater quality and it should be continuous. Introduction of mandatory training in teaching technology and methods, use of audio-visual techniques, participatory methods are some of the methods which have seen the light to infuse the quality in medical education [6]. Mandatory credit points grabbed through epidemic of continuous medical education is one step toward imbibing continuous educational behavior for all graduates [Figure 1]. The research (either basic or applied) is one area which is completely abandoned till the regulatory body amended the eligibility criteria for medical faculty in medical colleges. Then, India has witnessed mushrooming of research publications in innumerable inconspicuous journals. The degradation of research in India was vouched even by Lancet Journal in its recent Moving wayward: Graduate Medical Education Surya Prakasa Rao Department of Community Medicine, GITAM Institute of Medical Sciences and Research, Visakhapatnam, Andhra Pradesh, India Address for correspondence: Surya Prakasa Rao, GITAM Institute of Medical Sciences and Research, Visakhapatnam, Andhra Pradesh, India. E-mail: sprao2000@gmail. com Received: July 03, 2017 Accepted: August 03, 2017 Published: August 17, 2017 ABSTRACT The Graduate Medical Regulations formulated by the regulatory body in India aims at preparing the basic medical doctor qualified to be an exemplary citizen by observation of medical ethics and fulfilling social and professional obligations, so as to respond to national aspirations. The present status of the traditional three pillars of medical college namely Patient care, education and research are in dilapidated condition. The fourth pillar of human values is found to be missing in medical education. The path delineated by Medical Council of India for Graduate Medical Education is deviated in this pest infested Medical Colleges in India. A dedicated effort is needed to resurrect the fourth pillar of human values and to restore the once bestowed medical profession KEY WORDS: Graduate Medical Education, Research Medical Ethics, Human Values Educational Forum