ReviewPakistan journal of medical sciences2026
Commercialism in Medical Education in Low- and Middle-Income Countries through a Neo-colonial Lens: A Qualitative Evidence Meta-synthesis (2015-2025).
Review in Pakistan journal of medical sciences, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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0 citing papers in PubMed.
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Corrections and comments
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Authors and funding
3 authors.
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Abstract
Commercialization of medical education in low- and middle-income countries (LMICs) has intensified over the past decade, intersecting with neo-colonial power structures that shape training priorities, credentialing practices, and professional mobility. This review synthesizes qualitative evidence on how commercialism operates through neo-colonial mechanisms within LMIC medical education and assesses confidence in review findings using the GRADE-CERQual approach. A qualitative evidence meta-synthesis was conducted of peer-reviewed qualitative studies published between January 1, 2015 and August 15, 2025. The search was conducted on August 15, 2025, and included studies published online ahead of print where available. Databases searched included PubMed/MEDLINE, Embase, Scopus, Web of Science, and ERIC. Eligible studies from Q1/Q2 journals were thematically synthesized in accordance with PRISMA guidance for qualitative reviews. A total of four studies met strict inclusion criteria; therefore, findings should be interpreted as analytically illustrative and theory-generating rather than generalizable across all LMICs, which represent highly heterogeneous contexts. Four analytical themes were identified: credentialing dependence linked to migration markets, market-driven cross-border student recruitment, commercial sponsorship in continuing medical education, and accreditation functioning as a market signal. These mechanisms reinforce global inequities and may undermine socially accountable medical education. Strengthening regional accreditation systems, regulating industry involvement, and prioritizing social accountability are essential to rebalance medical education systems in LMICs.
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