In a major reform aimed at modernising allied healthcare education in India, the National Commission for Allied and Healthcare Professions (NCAHP), under the Ministry of Health and Family Welfare (MoHFW), has released the Competency-Based Curriculum for the Diploma in Medical Laboratory Technology (DMLT) through a notification dated July 1, 2026.

The new curriculum is designed to improve the quality, uniformity and global competitiveness of medical laboratory education by shifting from traditional knowledge-based teaching to a competency-based education model. Educational institutions offering, or planning to offer, the DMLT programme have been advised to implement the revised curriculum from the 2026–27 academic year, with mandatory adoption from the 2027–28 academic session.

The two-year Diploma in Medical Laboratory Technology (DMLT) programme is open to students who have completed Class 12 in the Science stream with Physics, Chemistry and Biology from a recognised board. The curriculum focuses on developing the Knowledge, Skills, Values and Attitudes (KSVA) required for delivering high-quality diagnostic laboratory services.

According to the Commission, the revised programme has been structured to produce competent Medical Laboratory Associates capable of performing responsibilities across the pre-analytical, analytical and post-analytical phases of laboratory testing. The curriculum also places strong emphasis on quality assurance, patient safety, ethical practices and professional accountability to meet the evolving needs of India's healthcare system.

The DMLT curriculum follows the Commission's earlier release of Competency-Based Curricula for the Bachelor of Medical Laboratory Science (B.MLS) and Master of Medical Laboratory Science (M.MLS) on October 15, 2025, both of which are also scheduled for implementation from the 2026–27 academic year.

In addition to DMLT, the NCAHP has notified 16 competency-based curricula across multiple allied and healthcare disciplines. These include Applied Psychology and Behavioral Health, Physiotherapy, Optometry, Nutrition and Dietetics, Medical Radiology and Imaging Technology, Radiotherapy, Dialysis Therapy Technology, Health Information Management, Anesthesia and Operation Theatre Technology, Physician Associates, Occupational Therapy, Emergency Medical Technology, Respiratory Technology, Medical and Psychiatric Social Work, Medical Physics, and Nuclear Medicine Technology. All these programmes are set for mandatory implementation from the 2026–27 academic session.

The curriculum reforms align with the Union Budget 2026–27, which announced a target of creating one lakh additional Allied and Healthcare Professionals (AHPs) over the next five years. Through competency-based education, the Commission aims to strengthen India's healthcare workforce while ensuring that graduates possess industry-relevant skills and are prepared to meet both national and international healthcare standards.

The NCAHP believes that greater clinical exposure, standardised competencies and practical training will enhance graduates' employability and improve opportunities for global professional mobility in the allied healthcare sector.

To support the transition, the Commission has been actively engaging with universities, colleges and other stakeholders across the country. As part of this outreach, eight national-level webinars have been conducted to familiarise institutions with the new competency-based curricula and address implementation-related queries. According to the Commission, the strong participation from educational institutions reflects broad acceptance of the reforms and readiness to implement the new academic framework.

With the introduction of the competency-based DMLT curriculum, India takes another significant step towards strengthening allied healthcare education and producing skilled professionals equipped to meet the growing demand for quality diagnostic and healthcare services in the country and abroad.