NMC unveils interim guidelines for PwBD admissions in MBBS

The National Medical Commission (NMC) has rolled out a landmark set of guidelines aimed at transforming the way candidates with benchmark disabilities (PwBD) gain admission into MBBS programmes for the academic year 2025-26. Departing from the long-standing practice of rigid disability-percentage cut-offs, these rules shift the focus to what one can do, rather than simply how much one is disabled.

Under the new regime, eligible PwBD candidates must now file a valid Unique Disability ID (UDID) card, submit a self-certified affidavit listing functional capabilities and limitations, and undergo verification by one of the 16 designated medical boards set up across the country. The affidavit format is included in the interim guidelines, which emphasise evaluation based on functional ability such as mobility, communication, dexterity, comprehension rather than mere arithmetic percentages.

In a key policy framing, NMC acknowledges that assistive technologies and medical devices have advanced significantly and that the assessment must reflect real-world readiness of students to participate in rigorous clinical education. It clarifies that while disability categories remain relevant, the ultimate criterion will be the ability to perform course-relevant tasks with or without reasonable accommodation.

Medical institutions have been directed to ensure accessible infrastructure, appoint nodal officers for PwBD students, establish grievance cells, and ensure no candidate is denied admission solely on the grounds of disability. Yet, as disability rights advocates point out, the new guidelines may still pose practical hurdles such as the limited number of boards, travel constraints for candidates, and the burden of proving functional competency.

While these are labelled “interim” guidelines limited to the 2025-26 academic year, their impact is far from temporary. They represent a major step in aligning medical education access with the Rights of Persons with Disabilities Act, 2016 and landmark judicial pronouncements demanding inclusive educational norms.

For prospective students, this means a new pathway: clearer, more functional ability focused, and potentially more inclusive. For universities and colleges, it means revamping admission procedures, rethinking infrastructure and support systems, and preparing for a more diverse cohort. The interim guidelines signal that the doors are opening wider but both sides must be ready to walk through.