scholarly journals A Review of Differential Attainment in Recruitment in the UK Medical Profession

2021 ◽  
Vol 14 (1) ◽  
pp. 1-15
Author(s):  
Jyothi Srinivas ◽  
Akhila Panda ◽  
Alison Ferguson ◽  
Saman Zaman ◽  
Shevonne Matheiken ◽  
...  
Keyword(s):  
Low Socioeconomic Status ◽  
Medical Profession ◽  
Local Level ◽  
Full Range ◽  
General Medical Council ◽  
Medical Schools ◽  
Annual Reports ◽  
Medical Council ◽  
Recommendations For Action ◽  
The Uk

Differential attainment is the phenomenon where groups of people, in this case, members of the medical profession, experience differences in their achievement based on factors which are beyond their control. There are multiple contributory factors including gender, age, race, ethnicity, socio-economic and disability. The evidence suggests that medical professionals from Black and minority ethnic backgrounds, women, those with a disability, international medical graduates, those from low socioeconomic status and from geographical low participation (in higher education) areas tend to find barriers in every stage of recruitment to medical schools and later during their careers. There is emerging data over the last 5 years (post-2014) of organisations such as General Medical Council, Medical Schools Council and members of the Academy of Royal Colleges that are striving to offer transparency and annual reports which offer the opportunity for reflection and self-assessment.   The British Association of Physicians of Indian Origin has been leading a collaborative initiative with the ‘Alliance for Equality in Healthcare Professions’ to tackle the full range of differential attainment. This collaboration brings multiple stakeholder organisations and grassroots bodies around the table with international experts in reviewing the evidence, the data from focus groups and working to develop tangible, SMART interventions to address these disparities. This review on DA in recruitment is one of six such themes which will constitute the ‘Bridging the Gap’ report due in line with the Silver Jubilee celebrations of BAPIO in September 2021. The report will present evidence-based, consensus on recommendations for action at national, regional and local level and areas for further collaborative research.

scholarly journals Radiology for medical students: Do we teach enough? A national study

2021 ◽  
Vol 94 (1119) ◽  
pp. 20201308
Author(s):  
Cindy Chew ◽  
Patrick J O'Dwyer ◽  
Euan Sandilands
Keyword(s):  
Medical Students ◽  
General Medical Council ◽  
Medical Schools ◽  
Developed Countries ◽  
National Study ◽  
Medical Council ◽  
Excellent Teaching ◽  
The Hours ◽  
Radiology Teaching ◽  
The Uk

Objective A recent study has shown that the averaged time tabled teaching for a medical student across 5 years in the UK was 4629 hours. Radiology has been demonstrated to be an excellent teaching source, yet the number of hours allocated to this has never been calculated. The aims of this study were to evaluate and quantify the hours allocated to radiology teaching in Scottish Medical Schools and to evaluate if they can fulfil requirements expected from other Clinical disciplines and the upcoming General Medical Council Medical Licensing Assessment (GMC MLA). Methods Data pertaining to timetabled teaching for Radiology in Scottish Universities were obtained from the authors of the Analysis of Teaching of Medical Schools (AToMS) survey. In addition, University Lead Clinician Teachers were surveyed on the radiological investigations and skills medical students should have at graduation. Results Medical students in Scottish Universities were allocated 59 h in Radiology (0.3%) out of a total 19,325 h of timetabled teaching. Hospital-based teaching was variable and ranged from 0 to 31 h. Almost half (15 of 31) of Clinician Teachers felt that there was insufficient radiology teaching in their specialty. Thirteen of 30 conditions included in the GMC MLA were listed by Clinician Teachers, while 23 others not listed by the GMC were considered important and cited by them. Conclusion This study demonstrates that medical students do not receive enough radiology teaching. This needs to be addressed by Universities in collaboration with the NHS in an effort to bring up this up to line with other developed countries and prepare students for the GMC MLA. Advances in knowledge (1) There is insufficient time allocated in Medical Students’ curriculum to Radiology. (2) Radiology teaching in medical schools fall short of University Lead Clinician Teachers’ and GMC expectations of medical students at graduation.

scholarly journals Intravenous Fluid Prescribing Knowledge and Confidence in F1 Doctors

2013 ◽  
Vol 95 (6) ◽  
pp. 1-6 ◽  
Author(s):  
AGMT Powell ◽  
VC Walker ◽  
L Paterson-Brown ◽  
G Clark ◽  
GB Drummond ◽  
...  
Keyword(s):  
General Medical Council ◽  
Medical Schools ◽  
Intravenous Fluid ◽  
Medical Council ◽  
Undergraduate Training ◽  
New Graduates ◽  
Medical Graduates ◽  
The Uk

Rach year in the UK, 7,500 F1 doctors take up post. Most are new graduates from UK medical schools. Teaching in the 33 medical schools in the UK is reviewed by the General Medical Council (GMC). Tomorrow's Doctors, published by the GMC, defines the knowledge, skills and behaviours that UK medical graduates should possess after completion of their undergraduate training.

scholarly journals Medical Student Views of Acceptable Professional Behavior: A Survey

2016 ◽  
Vol 102 (3) ◽  
pp. 5-17 ◽  
Author(s):  
Cathy Finnegan ◽  
Victoria Gauden
Keyword(s):  
Medical Students ◽  
Policy Development ◽  
General Medical Council ◽  
Medical Schools ◽  
Professional Values ◽  
Professional Behavior ◽  
Medical Council ◽  
Student Views ◽  
Medical Education And Training ◽  
The Uk

Professionalism is a concept at the heart of good medical practice. Ensuring that medical students develop and display professional behavior is crucial, both to ensure that their early encounters with patients are safe and appropriate, and to help guard against difficulties in their future practice. As part of its role as the UK's medical regulator, the General Medical Council (GMC) sets the standards that doctors need to follow as well as overseeing UK medical education and training. This includes providing guidance on student professional values and fitness to practice, which it does in partnership with the UK Medical Schools Council (MSC). To inform policy development in this area, the GMC carried out a survey of student professional values between December 2014 and January 2015. This article expands on and discusses a report about the survey, produced and published on the General Medical Council (GMC) website in 2015.1 The results of the survey are presented here. A total of 2,501 students responded to the survey, giving their views on the level of acceptability of 16 different scenarios. These results were analyzed by gender, year of study and entry route to medical school. While medical students responded overall in ways that indicate an understanding of professionalism, the results have highlighted some areas to focus improvements on, and differences between groups of students may be helpful to medical schools in planning how and when to teach certain aspects of professionalism.

scholarly journals Radiology and the medical student: do increased hours of teaching translate to more radiologists?

BJR|Open ◽  
2021 ◽  
Author(s):  
Cindy Chew ◽  
Patrick J O'Dwyer ◽  
David Young
Keyword(s):  
Medical Students ◽  
Medical School ◽  
General Medical Council ◽  
Medical Schools ◽  
Medical Council ◽  
Chi Square ◽  
Medical Graduates ◽  
Increasing Demand ◽  
Radiology Teaching ◽  
The Uk

Objectives: The UK has a shortage of Radiologists to meet the increasing demand for radiologic examinations. To encourage more medical students to consider Radiology as a career, increased exposure at undergraduate level has been advocated. The aim of this study was to evaluate if formal Radiology teaching hours at medical school had any association with the number of qualified Radiologists joining the General Medical Council Specialist Register. Methods: Total number of doctors joining the GMC Specialist Register as Clinical Radiologists, and those with a primary medical qualifications awarded in Scotland, was obtained from the GMC (2010–2020). Graduate numbers from all 4 Scottish Medical Schools (2000–2011) were also obtained. Hours of Radiology teaching for medical schools in Scotland were obtained from validated AToMS study. Results: Two hundred and twenty three (6.6%) of 3347 Radiologists added to the GMC Specialist Register between 2010 and 2020 received their primary medical qualification (PMQ) from Scottish Universities. The number of Radiologists from Scottish Universities joining the GMC specialist register was 2.6% of the total number of Scottish Medical Graduates. There was no association between the number of hours (Range 1–30) Radiology was taught to medical students and the number that joined the specialist register as Radiologists (p = 0.54 chi square trend). Conclusion: Increased exposure to Radiology teaching does not influence medical students’ decision to take up Radiology as a career. While continued Radiology exposure remains important, other strategies are required in both the short and long term to ensure radiology services are maintained without detriment to patients. Advances in knowledge: Increased hours of Radiology teaching in medical school was not associated with increased radiologists joining the profession.

scholarly journals A Cross-sectional Study of Undergraduate Teaching of Trauma and Orthopaedics in the UK and the Relationship between Medical Schools and Interest in Trauma and Orthopaedics as a Career.

2021 ◽  
Author(s):  
Sarah Choi ◽  
Setthasorn Ooi ◽  
Eleanor Carpenter
Keyword(s):  
Medical Students ◽  
Medical School ◽  
General Medical Council ◽  
Medical Schools ◽  
Cross Sectional Study ◽  
National Average ◽  
Undergraduate Teaching ◽  
Medical Council ◽  
Cross Sectional ◽  
The Uk

Abstract Aims: Adequate exposure and teaching of Trauma and Orthopaedics (T&O) to medical students is fundamental in order to obtain sufficient knowledge and sustain their interest in T&O as a career. The primary aim is to assess the exposure and delivery of T&O at all medical schools in the UK. The secondary aim is to determine whether there are any associations between attending a particular medical school and having a strong interest in pursuing a career in T&O. Methods: To explore the primary aim, all 33 UK medical schools were investigated in the study, by means of a questionnaire distributed to medical students. This did not include ‘new’ medical schools, defined as those established from 2014 onwards. To investigate the secondary aim of exploring associations between students’ and alumni’s medical schools and their interest in T&O as a career, British Orthopaedic Training Association (BOTA) members were reviewed, using the General Medical Council register to identify the universities from which members had graduated. The authors have made the assumption that membership of BOTA signified an interest in T&O as a career. Results: Results were obtained for all 33 medical schools. The mean total teaching time specifically for T&O throughout medical school was 18 days, ranging from 3 to 60 days in total. 118 BOTA members were reviewed. No member of BOTA in the study had attended medical school in Keele, Liverpool, Plymouth or Lancashire. These universities taught below the national average number of days in T&O. Conclusions: There is a large national variance in the number of compulsory teaching days provided for T&O. The authors advocate medical schools to aim for at least the national average in duration of T&O of 18 days.

scholarly journals A Cross-Sectional Study of Undergraduate Teaching of Trauma and Orthopaedics in the UK and the Relationship Between Medical Schools and Interest in Trauma and Orthopaedics as a Career

2022 ◽  
Vol 9 ◽  
pp. 238212052110727
Author(s):  
Sarah Choi ◽  
Setthasorn Ooi ◽  
Eleanor Carpenter
Keyword(s):  
Medical Students ◽  
Medical School ◽  
General Medical Council ◽  
Medical Schools ◽  
Cross Sectional Study ◽  
National Average ◽  
Undergraduate Teaching ◽  
Medical Council ◽  
Cross Sectional ◽  
The Uk

INTRODUCTION Adequate exposure and teaching of Trauma and Orthopaedics (T&O) to medical students is fundamental in order to obtain sufficient knowledge and sustain their interest in T&O as a career. The primary aim is to assess the exposure and delivery of T&O at all medical schools in the UK. The secondary aim is to determine whether there are any associations between attending a particular medical school and having a strong interest in pursuing a career in T&O. METHODS To explore the primary aim, all 33 UK medical schools were investigated in the study, by means of a questionnaire distributed to medical students. This did not include ‘new’ medical schools, defined as those established from 2014 onwards. To investigate the secondary aim of exploring associations between students’ and alumni's medical schools and their interest in T&O as a career, British Orthopaedic Training Association (BOTA) members were reviewed, using the General Medical Council register to identify the universities from which members had graduated. The authors have made the assumption that membership of BOTA signified an interest in T&O as a career. RESULTS Results were obtained for all 33 medical schools. The mean total teaching time specifically for T&O throughout medical school was 18 days, ranging from 3 to 60 days in total. 118 BOTA members were reviewed. No member of BOTA in the study had attended medical school in Keele, Liverpool, Plymouth or Lancashire. These universities taught below the national average number of days in T&O. DISUCSSION There is a large national variance in the number of compulsory teaching days provided for T&O. The authors advocate medical schools to aim for at least the national average in duration of T&O of 18 days.

scholarly journals Aspirations of unemployed international medical graduates in the UK

2021 ◽  
Vol 14 (2) ◽  
pp. 1-8
Author(s):  
Montila Ghosh ◽  
Suvalagna Chatterjee
Keyword(s):  
Medical Profession ◽  
Current System ◽  
General Medical Council ◽  
International Medical ◽  
International Medical Graduates ◽  
Medical Council ◽  
Home Office ◽  
Safe Delivery ◽  
Medical Graduates ◽  
The Uk

The trials and tribulations of immigrant professionals such as international medical graduates (IMGs) to the UK have been a topic for discussion and debate over many years. Many challenges faced by immigrant doctors have been reviewed and reformed over time and many rules pertaining to the registration and induction of international doctors to UK practice has been modified to facilitate safe delivery of care in the UK National Health Service (NHS). The General Medical Council (GMC), NHS employers, and the UK Home Office contribute to a three-tier filtration sieve for selecting suitable IMGs who aspire to either education and training or pursue a career in the UK health and care sector. This article pertains to the cohort of IMGs, who have been cleared by immigration regulations to reside in the UK but have not been able to initiate a career or active employment in a medical profession. The process of GMC registration referred to and discussed in this article is based on GMC rules prior to Jan 2021.  The perspective from which some of the attributes of the current system has been observed has shown it to be efficient but not uniform, robust but not considerate, thorough but not perfect. During the research for this article, we realised that there are many different opinions or conflicting views on this topic, which have all developed either from an individual or a group’s own experience in the UK. There are similarities and differences in opinions and thus to broaden the scope of the discussion, we report the results of a survey exploring where and how the IMGs (currently resident in the UK) are at the start of their careers in the UK.

scholarly journals Provision of undergraduate otorhinolaryngology teaching within General Medical Council approved UK medical schools: what is current practice?

2012 ◽  
Vol 126 (4) ◽  
pp. 340-344 ◽  
Author(s):  
M M Khan ◽  
S R Saeed
Keyword(s):  
Current Practice ◽  
General Medical Council ◽  
Undergraduate Curriculum ◽  
Medical Schools ◽  
Medical Council ◽  
Specialist Referral ◽  
The Mean ◽  
Clinical Curriculum ◽  
The Uk ◽  
Mandatory Placement

AbstractObjectives:Despite longstanding concern, provision of undergraduate ENT teaching has not improved in response to the aims of the UK General Medical Council's initiativeTomorrow's Doctors. Previous studies have demonstrated poor representation of ENT within the undergraduate curriculum. We aimed to identify current practice in order to establish undergraduate ENT experience across UK medical schools, a timely endeavour in light of the General Medical Council's new 2011–2013 education strategy.Method:Questionnaires were sent to ENT consultants, medical school deans and students. All schools with a clinical curriculum were anonymously represented. Our outcome measures were the provision of mandatory or optional ENT placements, and their duration and content.Results:A compulsory ENT placement was available to over half (53 per cent) of the students. Ten of the 26 participating schools did not offer an ENT attachment. The mean mandatory placement was 8 days. Overall, 38 per cent of students reported a satisfactory compulsory ENT placement. Most ENT consultants questioned considered that newly qualified doctors were not proficient in managing common ENT problems that did not require specialist referral.Conclusions:Little improvement in the provision of undergraduate ENT teaching was demonstrated. An increase in the proportion of students undertaking ENT training is necessary. Time and curriculum constraints on medical schools mean that optimisation of available resources is required.

scholarly journals Promoting public confidence in the medical profession: Learning from the case of Dr. Bawa-Garba

2020 ◽  
Vol 20 (1) ◽  
pp. 58-72
Author(s):  
Paula Case ◽  
Gunjan Sharma
Keyword(s):  
Patient Safety ◽  
Clinical Practice ◽  
Medical Profession ◽  
General Medical Council ◽  
Public Confidence ◽  
Medical Council ◽  
The Public ◽  
The World ◽  
Future Risk ◽  
The Uk

In a 2015 prosecution which divided public opinion, Dr Bawa-Garba was convicted of gross negligence manslaughter and sentenced to 2-years’ imprisonment, suspended for 2 years. The post-conviction litigation which sought to determine whether and when Dr Bawa-Garba could return to clinical practice threatened to destabilise the already fragile relationship between the medical profession and its regulator, the General Medical Council. At the heart of this litigation lay the regulator’s quest to maintain and promote public confidence in the profession, in a case where the doctor concerned was not regarded as posing a future risk to patient safety. Using the Bawa-Garba litigation, this commentary examines the position and use of the nebulous concept of ‘public confidence’ within the fitness to practise framework for doctors. Although the authors’ observations arise specifically from a case decided in the UK, ‘public confidence’ is a touchstone concept in professional regulation regimes around the world and so these observations have relevance beyond this jurisdiction. The authors argue that, for too long, use of the rhetoric of public confidence in the regulation of the medical profession has been characterised by an unsatisfactory lack of transparency, excessive deference by the courts to regulatory tribunals and that research is increasingly signalling that instinctual ‘expert’ judgements on the issue of ‘what the public think’ may be unreliable.

The Duties of Doctors In Medical Education: A Letter To The Editor (Preprint)

2019 ◽  
Author(s):  
Sneha Barai
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Role Models ◽  
Role Model ◽  
General Medical Council ◽  
Future Generations ◽  
Medical Council ◽  
Positive Role ◽  
The Uk ◽  
And Training

UNSTRUCTURED The UK General Medical Council (GMC) explicitly states doctors have a duty to ‘contribute to teaching and training…by acting as a positive role model’. However, recent studies suggest some are not fulfilling this, which is impacting medical students' experiences and attitudes during their training. As such, doctors have a duty to act as role models and teachers, as specified by the GMC, which it seems are not currently being fulfilled. This would improve the medical students’ learning experiences and demonstrate good professional values for them to emulate. Therefore, these duties should be as important as patient care, since this will influence future generations.

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