Supplementary guidance for medical schools
This supplementary guidance to Outcomes for graduates gives medical schools extra advice on how to put the requirements of Promoting excellence and Outcomes for graduates into practice.
These documents give you more advice about how to help prepare medical students for clinical practice and the foundation programme. We’ve included examples of what medical schools are already doing to give you some ideas.
What can medical students expect from their placements? What about their student assistantships in their final year, where they assist a junior doctor?
How should medical schools assess their students? How should they set standards and mark exams?
Involving patients and the public
Why should schools involve patients and others in educating their students? What benefits might this bring? How can schools make sure that when they do involve patients, they are doing so in the best way?
Developing teachers and trainers
What makes for a competent teacher? How are teachers and trainers selected, and how can schools make sure that they are prepared for their roles?
Supporting medical students with mental health conditions
This guidance gives advice to medical schools on all aspects of supporting medical students with mental health conditions.
We worked with the Medical Schools Council to develop this guidance.
It includes practical suggestions about a range of issues.
- What can medical schools do to help to reduce mental health problems in their students?
- How can medical schools work with occupational health services?
- How can medical schools deal with mental health conditions that relate to fitness to practise concerns?
- Myth busters: Students can be worried about what might happen if they tell anyone or ask for help about a mental health condition. We have included some ‘myth busters’ in the guidance to reassure students about this. We will use these myth busters to talk about mental health with students.
Gateways to the professions
Please note: The guidance has been revised to take account of developments since the first edition.
We have updated the guidance in 2014 to reflect outcomes from our health and disability review. This review looked at where there may be scope to promote greater clarity and consistency in support available for disabled students and doctors in training.
Gateways to the professions is aimed primarily at medical schools. It will also interest organisations involved in postgraduate medical training and many individuals, including disabled doctors, students and potential students.
Gateways to the professions provides practical suggestions to medical schools to make their courses more accessible to students with disabilities.
We originally led the development of the advisory guidance as a partnership financially supported by 11 medical schools. Matched funding was provided through Gateways to the Professions, set up by the Department for Education and Skills (England), as it then was.
The guidance does not lay down new requirements, quality assurance standards or ‘policies’ from us or any of the other organisations involved.