Guidance

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

Gateways to the professions provides suggestions to medical schools on ways to make courses more accessible to students with disabilities. The guidance does not lay down new requirements, quality assurance standards or ‘policies’ from us or any of the other organisations involved.

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.

This area provides information on securing approval for new programmes and sites, along with necessary application forms and lists of currently approved locations.

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 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.

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

Welcome to medicine gives first year students guidance on what is expected of them as doctors of the future, and offers practical advice to help them get the most out of their time at medical school.