Doctors as teachers
September 2006
Modernising Medical Careers (MMC)
The recent introduction of the MMC career framework has significant implications for the development of educational and training programmes in the medical profession. MMC has reformed postgraduate medical education by establishing a two-year foundation programme (Foundation year 1 (F1) and Foundation year 2 (F2)) that effectively replaces the PRHO year and the first year of SHO training. The foundation programme requires doctors to demonstrate their abilities and competence against standards set out in the Curriculum for the Foundation Years in Postgraduate Education and Training that were agreed by the GMC and the PMETB. Following completion of the F2 year, doctors compete for entry to specialist and GP run-through training programmes which, on completion, lead to the award of a CCT, subject to satisfactory progress. These training programmes will assess doctors against curricula set out by the royal colleges and agreed by the PMETB. After obtaining a CCT, a doctor will be eligible for entry to the specialist or GP register and can then apply for an appropriate senior medical appointment.
A report from the joint sub-committee of the UK Clinical Research Collaboration (UKCRC) and MMC [Go to footnote a] examines the barriers to pursuing an academic career in medicine and sets out proposals for a new structure for the discipline, starting with advice and opportunities at medical school and creating pathways into academia at all levels, including consultant.[Go to note 24] The report addresses the educational requirements of medical students and junior doctors and makes a number of recommendations for improving the training of researchers and educators of the future. In light of the vision for the roles and responsibilities of future medical academics, the report combines education and research in its recommendations. The recommendations include:
- increased opportunities should be provided for students to explore the theory and practice of education in the undergraduate curricula through appropriate programmes, special study modules/student-selected components and intercalated degrees
- a limited number of MB-PhD schemes should be maintained with appropriate funding and the progress of graduates from these programmes is tracked
- there should be an integrated academic F2 programme which encompasses academic activities throughout the year, designed for those who show an aptitude and commitment for a research/educational career
- dedicated academic training programmes should be developed in strong host environments, in partnership between universities and local NHS bodies
- substantial efforts should be made to develop academic training programmes in those specialties that have been subject to particular decline in their academic activity. While the majority of these programmes will focus on research training, some should have educational training as their main focus
- further efforts should be made for the revision of academic career progression/promotion criteria within universities for clinical educationalists.[Go to note 24]
Footnotes
(a) The joint sub-committee of the UKCRC and MMC was chaired by Dr Mark Walport. This report is subsequently often referred to as the Walport report.