Postgraduate Medical Training in India: Inadequacies and Challenges Faced by Young Medical Graduates.

Postgraduate (PG) medical education is vital for a nation's healthcare workforce development. Over the past decade, significant reforms have been introduced under the leadership of the National Medical Commission (NMC) and the National Board of Examinations in Medical Sciences (NBEMS), including expansion of training capacity and efforts to standardize assessment through national-level entrance and exit examinations. Despite these advances, the system continues to face formidable challenges. A persistent mismatch between the number of MBBS graduates and available PG seats has created a highly competitive environment, forcing many candidates into repeated examination cycles. Geographical and specialty-based disparities remain stark, with a concentration of training opportunities in some states and oversubscription of high-demand specialties. The rapid growth of medical colleges has not been matched by proportional faculty recruitment, raising concerns about dilution of academic quality and inadequate supervision of trainees. Trainee doctors report excessive workloads, long duty hours, insufficient infrastructure, and limited structured academic support, all of which contribute to burnout, impaired performance, and stress-related morbidity. These pressures are compounded by an alarming rise in workplace violence, with nearly three-quarters of doctors in India reporting exposure to some form of abuse or assault. In addition, frequent policy shifts, including postponements of the National Eligibility cum Entrance Test for Post-graduate training (NEET-PG) and uncertainty around the proposed National Exit Test (NEXT), add to the psychological burden of young doctors. While expansion of PG training capacity is crucial, it must be matched by equitable distribution, faculty development, modern teaching methodologies, and systemic safeguards for trainee welfare. These are essential to safeguard both the quality of PG training and the sustainability of India's future healthcare workforce. This narrative review was conducted using keyword-based searches in PubMed, Google Scholar, and Scopus, supplemented by official NMC and NBEMS documents, Ministry of Health reports, and credible national news sources. Literature published from 2010 was included if it addressed PG medical education in India. Both peer-reviewed and policy sources were examined narratively to capture trends and highlight systemic challenges.