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 if you want 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.

Adapting processes

University of Buckingham

Revising codes or practice and policies related to student fitness to practise, in response to the 2016 GMC/MSC guidance.

Lancaster University

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.

Adapting processes examples (pdf)

Low level concerns

University of Liverpool

Introducing a ‘Learning Contract’ to discuss, agree and record specific actions which a medical student must adhere to for management of professionalism.

University of Liverpool

Introducing a ‘measuring professionalism’ form to gather evidence about low level professionalism concerns.

The University of Sheffield

Piloting a progression database as a formal mechanism, to record and collate low-level professionalism concerns.

Low level concerns examples (pdf)

Promoting professionalism

University of East Anglia

Introducing a new distinction classification for students in the fitness to practise module.

The University of Edinburgh

Introducing the Thomas Percival award, for students who demonstrate attributes of professional excellence.

St George's, University of London

Improving student accessibility to procedural information by reviewing webpages to ensure they are user-friendly, informative and visually appealing.

Newcastle University

Introducing a summative assessment process for gathering and acting upon data to support a student’s compliance, with key requirements of the MBBS programme and the professional values expected of a medical student.

The University of Nottingham

Changing the information available on the external facing website, to enhance information and transparency of professionalism for students and staff.

Plymouth University Peninsula

Addressing poor student attendance in plenary and workshop sessions.

Promoting professionalism examples (pdf)


Barts and The London School of Medicine and Dentistry

Developing a staff training resource on fitness to practise for colleagues serving on panels dealing with low level professionalism concerns.

University of Glasgow

Organising a multi professional training day on student fitness to practise as a national event for Scottish universities.

Keele University

Establishing an enhancement of the student support service for students with a chronic health condition.

Collaboration examples (pdf)