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Academic training programmes in the UK

Read our overview of the academic training programmes across the UK

Academic training in England
Academic training in Northern Ireland
Academic training in Scotland
Academic training in Wales
Case studies


The Walport Report published in 2005 made a number of recommendations for the future training of medical researchers and educators, including the development of an explicit specialist training pathway during the specialist training of doctors with the creation of dedicated academic training programmes.

Formally titled 'Medically- and dentally-qualified academic staff: Recommendations for training the researchers and educators of the future', the Walport Report acknowledged that its recommendations might well be implemented differently in each of the devolved nations and this has indeed been the case.

In England and Wales, the National Institute for Health Research has developed the Integrated Academic Training Pathway (IATP).

In Scotland, the Scottish Clinical Research Excellence Development Scheme (SCREDS) was established in 2007 and is operated by Scottish Universities in partnership with NHS Education for Scotland (NES).


Walport report: 10 years on

Ten years on in October 2015 MASC brought together Sir Mark Walport (now the UK Government's Chief Scientific Adviser) and representatives from the organisations that have contributed to the implementation of the report to disucss its impact.  The purpose was to review the many successes in academic training, to consider areas that might be improved and to offer proposals about how shortcomings could be addressed.

Download the report of the meeting (PDF).  

Download the Walport report (PDF)

The links at the top of this page provide an overview of the programmes in each part of the UK.


Shared principles for UK institutions

The symposium organised by MASC to mark the 10th anniversary of the Walport Report which led to integrated academic training highlighted a number of problems with how the training programme operated. It also recognised that providers and funders of academic training had a role in tackling those problems.

In part in response to these concerns funders and providers came together to agree some shared principles for all UK institutions in receipt of nationally competitive funding for clinical academic training. These principles were also extended to the trainees that were funded. The BMA was consulted and provided detailed comments on the principles through the Medical Academic Staff Committee and its Joint Academic Trainees Subcommittee.

We, therefore, welcome the publication of UK clinical academic training in medicine and dentistry: principles and obligations and believe that it provides a good starting point for improving the position of trainees in the academic sector. MASC and JATS will continue to campaign on academic trainees’ behalf.