Guidance

This guidance outlines the standards expected of medical students – both inside and outside medical school. It references our professional standards Good medical practice.

Doctors must keep their knowledge and skills up to date throughout their working life and maintain and improve their performance. Continuing professional development is a key way to meet these professional standards.

This guidance is supplementary to our curriculum standards, Excellence by design, and gives advice for those making decisions about how programmes of assessment are designed and maintained.

This guide is for medical royal colleges and faculties. It explains the principles for the equality and diversity evidence we need to approve changes to curricula, examinations and assessment systems.

Are your interventions to address differential attainment working? This guide contains resources that will help you evaluate the measure you're taking.

This guidance is intended to help colleges and faculties to integrate the Generic professional capabilities framework into their specialty curricula and assessment processes. The Academy of Medical Royal Colleges worked with us to produce this guidance.

To grant a certificate of completion of training, we need to be confident that the doctor has demonstrated the competencies set out in the specialty curriculum through assessments including national professional examinations.

A doctor in training that takes time out of their approved programme is said to be out of programme. Find guidance here for doctors in training, postgraduate deans and others dealing with out of programme matters.

This guidance is aimed at medical school and university staff, and placement provider organisations who identify, manage and support students whose professionalism or fitness to practise is a cause for concern.

Deaneries and local offices must check that their training locations meet the standards set out in Promoting Excellence. You can find the current list of approved programmes and sites here.

This guide explains our expectations of equality and diversity considerations, so organisations can design and provide education and training that meets the standards set out in Promoting excellence.

This guide supports medical students, doctors in training and doctors engaging in revalidation on how to reflect as part of their practice.

Working with the Medical Schools Council, we have produced a dedicated introduction to reflective practice designed for medical students.

Resources for students, trainee doctors and medical schools to support and accommodate personal and religious beliefs.

This guidance is designed to help medical schools support students who have mental health conditions. It gives examples of good practice and advice for medical schools on how to provide the best possible help to students.

Differential attainment is what we call the gap between attainment levels of different groups of doctors. It's an indicator that training and medical education may not be fair. Find out more about the work we are doing about this.

Here you’ll find our guidance for educators and medical student guide. The guidance is for medical schools and placement providers. It will support them to plan and deliver undergraduate clinical placements that meet our standards. The student guide highlights what student should expect from their placements, what is expected of them, and how to raise concerns.

Written for medical schools and postgraduate educators, our successor to Gateways to the professions advises how to support disabled learners, and those with long term health conditions.