Abstract
Background: The introduction of medical education in a regional language in Madhya Pradesh, India, has ignited a wide-ranging discussion within the medical community. It is important to obtain the perspectives of Indian medical students and faculty about the same as it can create a direct impact on their career. This article delves into the various perspectives of students and faculty regarding this initiative. It explores the historical backdrop of medical education in India and the evolving role of language, especially English, within the field.

Aims and Objectives: The objective is to obtain the perspectives of students and faculty of medical educational institutes in India and to compare their opinion after grouping them based on their seniority, workplace (native state or migrated), and language of instruction during their schooling.

Materials and Methods: The study is a multi-centric observational cross-sectional research conducted by two medical colleges in India (Government Medical College, Surat and RUHS College of Medical Sciences, Jaipur). It encompasses a nationwide online survey carried out by sharing a pre-designed questionnaire as a Google Form link from June to August 2023, following approval from the institutional ethical committees of both medical colleges. The responses were analyzed to compare the perspectives of different groups of participants regarding the need for the English language as well as regional languages for various requirements in the medical field, using Epi-info software version 7.2.5.0.

Results: The results reveal that the majority of participants, including undergraduate students, postgraduate students, and faculty prefer English as the medium for medical education. However, the preference for regional languages is relatively higher among pre-clinical students and those with regional language schooling. The study also highlights that most participants believe English is essential for collaboration with the global medical community, higher studies, job opportunities, and competitive exams, whereas regional languages may facilitate a better understanding of concepts and doctor–patient communication.

Conclusion: While the majority favors English as the medium for medical education, the introduction of regional languages may have its own merits. The decision to choose the medium of instruction for medical education should consider a balance between the linguistic diversity of India and the need for a globally recognized standard medical education system.

Key words: Medical Education in India; Language of Instruction; Medical Education in Mother-tongue; National Medical Council