These documents outline how our standards and outcomes can be met and maintained, looking at certain areas in more detail.

Our ethical guidance
The guidance listed on this page is our guidance for medical students and doctors in training. You can find our ethical guidance for practising doctors in the ethical guidance section.

Our medical education guidance

Students discussing their work in a group

Achieving good medical practice

This guidance outlines the standards expected of medical students – both inside and outside medical school. It references our ethical guidance Good medical practice.
A doctor reviewing paperwork

Continuing professional development (CPD)

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.
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Designing and maintaining postgraduate assessment programmes

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.
Three female doctors reviewing notes

Equality and diversity guidance for curricula and assessment systems

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.
Two doctors consulting with a patient in a hospital bed

Generic professional capabilities guidance on implementation

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.
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Guide to evaluating interventions

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

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.
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Out of programme doctors in training

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.
Medical professionals in a meeting

Professional behaviour & fitness to practise

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.

Programme and site approvals

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.
Students learning resuscitation techniques

Promoting excellence equality and diversity considerations

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.
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Supporting medical students with mental health conditions

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.
Reflective practice

Reflective practice

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

The Shape of training review looked at potential reforms to the structure of postgraduate medical education and training across the UK.
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Welcome to medicine

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.
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Welcomed and valued

This guidance provides advice for medical schools and postgraduate educators on how to support disabled learners, and those with long term health conditions. It replaces our previous guidance, Gateways to the professions.

Position statements

Our collection of position statements look at specific areas where we have been asked to provide further clarity or information.

Our projects

Medicine never stops improving, meaning education and training must keep pace. Our projects cover anything which may impact on now or in the future.