Postgraduate standards and guidance

Our role in postgraduate medical education and training

We regulate all stages of doctors' training and professional development in the UK. This includes setting and reviewing the standards and outcomes for postgraduate medical education and training.

We set standards for the education and training of all trainee doctors, from those just beginning their careers in the Foundation Programme right up to the award of a certificate of completion of training (CCT).

We also set the standards that postgraduate education providers must meet and the expectations that doctors in training can have about the education and training they will receive. This includes the standards for specialty training curricula and assessments, including those for general practice.

We do this in consultation with other health sector organisations, doctors, patients and anyone else with an interest in medical education.

Postgraduate standards and guidance

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Promoting excellence: standards for medical education and training

Standards for medical education and training in the UK.


Outcomes for provisionally registered doctors with a licence to practise

The outcomes we expect foundation year one (F1) doctors to meet when they apply for full registration.


Excellence by design: standards for postgraduate curricula

Sets out the requirements that colleges and faculties must meet in their curricula.

Promoting Excellence - equality and diversity considerations

Supports organisations in designing and providing education and training.

Designing and maintaining postgraduate assessment programmes

Guidance for training organisations on what to consider when designing assessments.

Generic professional capabilities framework

Describes how postgraduate curricula should include training in broader skills crucial to safe and effective patient care, such as communication, leadership and patient safety.

Generic professional capabilities: guidance on implementation for colleges and faculties

Provides advice for colleges and faculties on how to integrate generic professional capabilities into their curricula.

Equality and diversity guidance for curricula and assessment systems

Guidance for medical royal colleges and faculties explaining the equality and diversity evidence we require when approving changes to curricula, examinations and assessment systems.