PurposeThe purpose of this paper is to review the Bangladesh experience with microfinance popularly known as microcredit. The success of microfinance in Bangladesh has generated immense interest in other countries of the world. The paper emphasizes the role of autonomous national microfinance fund and analyzes the efficiency of microfinance delivery mechanisms in Bangladesh. The paper examines the new realities/challenges faced by the microfinance movement in Bangladesh.Design/methodology/approachThe paper provides an overview of the evolution of microfinance institutions (MFIs), their coverage of borrowers and activities funded in Bangladesh. Results of some independent impact assessment studies have been presented. Data from various institutions of Bangladesh and from some surveys conducted in Bangladesh are used.FindingsThe paper shows how the concept of microfinance, the MFI and various modalities of delivery of financial services to the poor have contributed to the development efforts of Bangladesh where a large number of people live below the poverty line.Research limitations/implicationsThe paper is based on data and information of a limited time period and covering some selected issues. Further studies may be carried out on second generation issues and problems based on more available data.Practical implicationsThe paper brings out the implications of microfinance as an effective tool for development and poverty alleviation.Originality/valueThe paper points out the practical aspects to build up a robust and sustainable system for increasing the access of the poor to financial services.

BackgroundAs technology in medical education expands from teaching tool to crucial component of curricular programming, new demands arise to innovate and optimize educational technology. While the expectations of today’s digital native students are significant, their experience and unique insights breed new opportunities to involve them as stakeholders in tackling educational technology challenges.ObjectiveThe objective of this paper is to present our experience with a novel medical student-led and faculty-supported technology committee that was developed at Vanderbilt University School of Medicine to harness students’ valuable input in a comprehensive fashion. Key lessons learned through the initial successes and challenges of implementing our model are also discussed.MethodsA committee was established with cooperation of school administration, a faculty advisor with experience launching educational technologies, and a group of students passionate about this domain. Committee membership is sustained through annual selective recruitment of interested students.ResultsThe committee serves 4 key functions: acting as liaisons between students and administration; advising development of institutional educational technologies; developing, piloting, and assessing new student-led educational technologies; and promoting biomedical and educational informatics within the school community. Participating students develop personally and professionally, contribute to program implementation, and extend the field’s understanding by pursuing research initiatives. The institution benefits from rapid improvements to educational technologies that meet students’ needs and enhance learning opportunities. Students and the institution also gain from fostering a campus culture of awareness and innovation in informatics and medical education. The committee’s success hinges on member composition, school leadership buy-in, active involvement in institutional activities, and support for committee initiatives.ConclusionsStudents should have an integral role in advancing medical education technology to improve training for 21st-century physicians. The student technology committee model provides a framework for this integration, can be readily implemented at other institutions, and creates immediate value for students, faculty, information technology staff, and the school community.

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