We teach medical students how to diagnose disease. But do we teach them how to diagnose a broken system? How to innovate?
Last week, BMIIL ran a Three-day problem-solving and ideation sprint with 150 MBBS first-year students, in batches of 50 each. The structure was lean — teams of 5, each member defines a problem, the team then decides one problem from five., 20 minutes to ideate, 1 minute to pitch.
The output was anything but lean.
Students surfaced problems that administrators, clinicians, and hospital managers wrestle with every day — OPD overcrowding, patient navigation in large hospital complexes, pharmacy stock-outs, ambulance response gaps, patient data fragmentation, discharge bottlenecks, and more.
But the real win wasn’t the solutions. It was watching students shift from passive learners to active problem-framers.
Three sessions. Three days. A lot of energy. And a strong signal that the next generation is ready to think differently.
