In Promoting excellence: standards for medical education and training we set standards for the delivery of medical education and training at both the undergraduate and postgraduate levels.
One of the ten high level standards (under Theme 2: Educational governance and leadership) relates to principles of fairness, equality and diversity, and this is reflected in requirements under several themes.
Theme 2: Educational governance and leadership
S2.3 The educational governance system makes sure that education and training is fair and is based on principles of equality and diversity.
R2.5 Organisations must evaluate information about learners’ performance, progression and outcomes – such as the results of exams and assessments – by collecting, analysing and using data on quality and on equality and diversity.
R2.19 Organisations must have systems to make sure that education and training comply with all relevant legislation.
R2.20 Organisations must make sure that recruitment, selection and appointment of learners and educators are open, fair and transparent.
Theme 3: Supporting learners
R3.2 Learners must have access to resources to support their health and wellbeing, and to educational and pastoral support, including:
a confidential counselling services
b careers advice and support
c occupational health services.
Learners must be encouraged to take responsibility for looking after their own health and wellbeing.
R3.4 Organisations must make reasonable adjustments for disabled learners, in line with the Equality Act 2010.* Organisations must make sure learners have access to information about reasonable adjustments, with named contacts.
R3.5 Learners must receive information and support to help them move between different stages of education and training. The needs of disabled learners must be considered, especially when they are moving from medical school to postgraduate training, and on clinical placements.
R3.10 Doctors in training must have access to systems and information to support less than full-time training.
R3.11 Doctors in training must have appropriate support on returning to a programme following a career break.
Theme 5: Developing and implementing curricula and assessments
R5.3 Medical school curricula must give medical students:
b experience in a range of specialties, in different settings, with the diversity of patient groups that they would see when working as a doctor
d the opportunity to gain knowledge and understanding of the needs of patients from diverse social, cultural and ethnic backgrounds, with a range of illnesses or conditions and with protected characteristics
R5.5 Medical schools must assess medical students against the learning outcomes required for graduates at appropriate points. Medical schools must be sure that medical students can meet all the outcomes before graduation. Medical schools must not grant dispensation to students from meeting the standards of competence required for graduates.
R5.6 Medical schools must set fair, reliable and valid assessments that allow them to decide whether medical students have achieved the learning outcomes required for graduates.
R5.12 Organisations must make reasonable adjustments to help disabled learners meet the standards of competence in line with the Equality Act 2010, although the standards of competence themselves cannot be changed. Reasonable adjustments may be made to the way that the standards are assessed or performed (except where the method of performance is part of the competence to be attained), and to how curricula and clinical placements are delivered.
We set standards in Promoting excellence: standards for medical education and training in line with which medical schools must deliver medical education. We do not specify a list of conditions which medical students must learn about. Their curricula and assessments are developed and implemented so that medical students are able to achieve the learning outcomes required for graduates. (PE S5.1). We say that medical school curricula must give medical students the opportunity to gain knowledge and understanding of the needs of patients from diverse social, cultural and ethnic backgrounds, with a range of illnesses or conditions and with protected characteristics (PE R5.3)
In Developing teachers and trainers in undergraduate medical education supplementary advice, paragraph 49 supplementary to Promoting excellence and Outcomes for graduates (Tomorrow’s Doctors), one of the broad themes for a development programme for someone with a role in teaching and training medical students could include principles of equality and diversity.
Standards for curricula and assessment systems sets out the standards and requirements that medical Royal Colleges, Faculties and specialty associations must apply when developing and monitoring curricula and assessment systems. Section 17.1-17.3 includes mandatory requirements for local education providers, deaneries and Colleges / Faculties on equality and diversity.
In Patient and public involvement in undergraduate medical education supplementary guidance, paragraphs 28-42 we explain that medical schools should try to ensure diversity among those involved in medical education across the protected characteristics, and / or economic status. This should be through direct patient contact and, exposure to and experience of, dealing with a variety of individuals including those with disabilities or from vulnerable groups.
