Good practice: examples submitted by medical educators
We asked medical schools to tell us what steps they have taken towards implementing the guidance, any difficulties, and how they had communicated it to their students.
Through the schools’ responses, we identified different approaches to areas we know are common in the management of student fitness to practise, and we asked submitting schools to elaborate on these. We wanted to present the examples developed as a result as an opportunity for shared learning for anyone involved in student fitness to practise.
We want to continue expanding the examples and we are happy to add further submissions. Please email us at email@example.com if you wanted to discuss a submission, or if you are interested in hearing more about any of the approaches described.
We're very grateful to the medical school staff that developed the examples presented here.
Please note: The practices listed are based on responses to the specific questions included in the 2016/17 Medical School Annual Returns. They are not meant to be exhaustive or point to a single solution to issues encountered by schools in the management of student fitness to practise.
University of Buckingham
Revising codes or practice and policies related to student fitness to practise, in response to the 2016 GMC/MSC guidance.
Reviewing the Years 1–3 MBChB student appraisal system, to focus on the student and align more closely to the foundation year programme and future appraisal systems.
The University of Manchester
Establishing a Progression Committee and process for students to request an interruption from their programme.
The University of Nottingham
Establishing a Professionalism and Academic Competency Committee to provide oversight of the professionalism curriculum and concept within the school.
University of St Andrews
Introducing a Professionalism and Welfare Committee to have oversight of the ‘yellow card system’ used to monitor and promote professionalism.