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Home Accessibility Registration and licensing

• Guide for doctors granted temporary registration
  • If you want to restore your routine registration and licence to practise
  • Frequently asked questions

• The medical register
  • Download the register
    • Medical register download enquiry form
    • How to use the medical register download service
  • The medical register
    • What’s on the medical register?
    • Types of registration
    • Checks for employers
    • Unregistered medical practice
    • Update the register
    • Find a doctor’s record on the medical register
    • Full registration
    • The Specialist Register
    • The GP Register
      • Working as a GP in the UK
    • The licence to practise
    • Approved practice settings
    • Specialist and GP application types
  • Information for sports events
  • Licence to practise resources
    • Licence to practise top tips
    • Licence case studies
    • Employers and healthcare provider/doctor discussion points

• Join the register
  • Applying for specialist or GP registration
    • Changes to how doctors demonstrate the standard required for specialist and GP registration
      • My recent application was unsuccessful. What are my options?
  • List of specialist application guides
  • Before you apply
    • Working as a doctor in the UK
    • Types of registration
    • How to register
    • Evidence to support your application
    • Being honest in your application
    • Before you start practising
    • Evidence of your knowledge of English
      • Using your IELTS certificate
      • Using your OET certificate
      • Using your primary medical qualification
      • Providing a reference from your employer
      • Using your UK job offer
      • Using other types of evidence
    • Acceptable overseas qualifications
      • When we consider the acceptability of overseas Primary Medical Qualifications
      • Our criteria for acceptable overseas qualifications
      • Overseas medical qualifications we do not accept
      • Overseas medical qualifications we may accept
      • Qualifications not listed in the World Directory of Medical Schools
      • Glossary of terms for acceptable overseas medical qualifications
    • Primary source verification for international medical graduates
      • What do I need to do?
      • Why do we require this?
      • What happens during the verification process?
      • How much does it cost to verify my qualification?
      • Which qualifications need to be verified?
    • Applying for registration using sponsorship
    • Acceptable postgraduate qualifications
    • Check if your practical training (internship) is acceptable
    • Evidence of your fitness to practise
    • Help for refugee doctors
  • What to tell us when you apply - guide
    • How to use this guide for your application
    • Health question 1: Managing conditions
    • Health question 2: Conditions affecting study or practice
    • Health question 3: Serious communicable diseases
    • FtP question 1: Cautions and convictions
    • FtP question 2: Other police actions and fixed penalties
    • FtP question 3: Medical school concerns
    • FtP question 4: Employer concerns
    • FtP question 5: Investigations and refusals by organisations
    • FtP question 6: Malpractice and negligence claims
    • FtP question 7: Performance, professionalism and other concerns
    • Guide for registered doctors
    • What happens next
    • List of penalty notices for disorder
    • Annex: The questions we will ask you on your application
  • Registration application finder
    • Apply for registration
    • What to tell us when you apply - declaration tool
    • How to verify evidence for specialist and GP applications
    • Guidance on choosing referees
    • Specialty specific guidance for CESR and CEGPR
      • Specialty specific guidance for CESR in Forensic Histopathology
      • Specialty specific guidance for CESR in Acute Internal Medicine
      • Specialty specific guidance for CESR in Allergy
      • Specialty specific guidance for CESR in Anaesthetics
      • Specialty specific guidance for CESR in Audio Vestibular Medicine
      • Specialty specific changes for CESR in Cardiology
      • Specialty specific guidance for CESR in Cardiothoracic Surgery
      • Specialty specific guidance for CESR in Chemical Pathology
      • Specialty specific guidance for CESR in Paediatric Cardiology
      • Specialty specific guidance for CESR in Child and Adolescent Psychiatry
      • Specialty specific guidance for CESR in Clinical Genetics
      • Specialty specific guidance for CESR in Clinical Neurophysiology
      • Specialty specific guidance for CESR in Clinical Oncology
      • Specialty specific guidance for CESR in Clinical Pharmacology and Therapeutics
      • Specialty specific guidance for CESR in Dermatology
      • Specialty specific guidance for CESR in Diagnostic Neuropathology
      • Specialty specific guidance for CESR in Emergency Medicine
      • Specialty specific guidance for CESR in Endocrinology and Diabetes Mellitus
      • Specialty specific guidance for CESR in Forensic Psychiatry
      • Specialty specific changes for CESR in General Internal Medicine (GIM)
      • Specialty specific guidance for CESR in General Psychiatry
      • Specialty specific guidance for CESR in General Surgery
      • Specialty specific changes for CESR in Genitourinary Medicine
      • Specialty specific changes for CESR in Geriatric Medicine
      • Specialty specific guidance for CESR in Histopathology
      • Specialty specific guidance for CESR in Immunology
      • Specialty specific guidance for CESR in Infectious Diseases
      • Specialty specific guidance for CESR in Medical Microbiology
      • Specialty specific guidance for CESR in Medical Oncology
      • Specialty specific guidance for CESR in Medical Ophthalmology
      • Specialty specific guidance for CESR in Medical Psychotherapy
      • Specialty specific guidance for CESR in Medical Virology
      • Specialty specific changes for CESR in Neurology
      • Specialty specific guidance for CESR in Neurosurgery
      • Specialty specific guidance for CESR in Nuclear Medicine
      • Specialty specific guidance for CESR in Occupational Medicine
      • Specialty specific guidance for CESR in Old Age Psychiatry
      • Specialty specific guidance for CESR in Oral and Maxillofacial Surgery
      • Specialty specific guidance for CESR in Otolaryngology
      • Specialty specific guidance for CESR in Paediatric and Perinatal Pathology
      • Specialty specific guidance for CESR in Paediatric Surgery
      • Specialty specific guidance for CESR in Palliative Medicine
      • Specialty specific guidance for CESR in Plastic Surgery
      • Specialty specific changes for CESR in Psychiatry of Learning Disability
      • Specialty specific guidance for CESR in Public Health Medicine
      • Specialty specific guidance for CESR in Rehabilitation Medicine
      • Specialty specific changes for CESR in Renal Medicine
      • Specialty specific changes for CESR in Respiratory Medicine
      • Specialty specific changes for CESR in Rheumatology
      • Specialty specific guidance for CESR in Sports and Exercise Medicine
      • Specialty specific guidance for CESR in Trauma and Orthopaedic Surgery
      • Specialty specific guidance for CESR in Tropical Medicine
      • Specialty specific guidance for CESR in Urology
      • Specialty specific guidance for CESR in Vascular Surgery
    • CESR CEGPR application process
      • How do I organise my evidence?
      • How do I verify my evidence?
      • How do I anonymise my evidence?
      • How do I translate my evidence? 
      • Changes we are making to CESR and CEGPR applications
    • Structuring your CV for a specialist or GP registration application
    • Translation of evidence for specialist and GP registration
    • Sending your evidence to us
    • Guidance on identity checks
      • How do I complete my identity check using the app?
      • What happens after I’ve completed my check?
      • Frequently asked questions
    • Private UK-based medical colleges
  • Breaks In Practice
    • Guidance
    • Criteria
  • PLAB (Professional and Linguistic Assessments Board)
    • A guide to the PLAB test
    • PLAB reports
    • Recent pass rates for PLAB 1 and PLAB 2
    • Become a PLAB examiner
      • Who are we looking for?
      • What is it like to be a PLAB examiner?
      • What commitment do we ask for?
      • The selection process
      • Payment and tenure
    • PLAB 1 guide
      • What is the PLAB 1 exam?
      • When and where can I take PLAB 1?
      • Get ready to book a PLAB 1 place
      • Our plans for releasing PLAB 1 places
      • Cancel a PLAB 1 place
      • What resources should you use to prepare?
      • Sample questions
      • What reasonable adjustments can we make?
      • What can you expect on the day?
      • Your results
      • What do you do after the exam?
      • Are you eligible for an additional PLAB 1 attempt?
      • How do you appeal your PLAB 1 result?
      • Misconduct procedures
      • Case study of a candidate misconduct at the PLAB exam
      • Anti-bribery policy PLAB1
      • Medical Licensing Assessment (MLA)
    • PLAB 2 guide
      • What is the PLAB 2 exam?
      • How will you be tested?
      • When and where can you take PLAB 2?
      • How do you book or cancel a PLAB 2 place?
      • What resources should you use?
      • A sample OSCE station
      • What reasonable adjustments can we make?
      • What can you expect on the day?
      • How do you get your PLAB 2 results?
      • Understanding your results
      • What do you do after the exam?
      • Are you eligible for an additional PLAB 2 attempt?
      • How do you appeal your PLAB 2 result?
      • Misconduct procedure
      • Case study of candidate misconduct at the PLAB exam
      • Anti-bribery policy
      • Medical Licensing Assessment (MLA)
    • PLAB test blueprint
      • Using the blueprint
      • The blueprint for candidates
      • The blueprint for employers
      • Download the PLAB blueprint
  • European Economic Area country qualifications
    • Evidence of qualifications from Austria
    • Evidence of qualifications from Belgium
    • Evidence of qualifications from Bulgaria
    • Evidence of qualifications from Croatia
    • Evidence of qualifications from Cyprus
    • Evidence of qualifications from the Czech Republic
    • Evidence of qualifications from Denmark
    • Evidence of qualifications from Estonia
    • Evidence of qualifications from Finland
    • Evidence of qualifications from France
    • Evidence of qualifications from Germany
    • Evidence of qualifications from Greece
    • Evidence of qualifications from Hungary
    • Evidence of qualifications from Iceland
    • Evidence of qualifications from Ireland
    • Evidence of qualifications from Italy
    • Evidence of qualifications from Latvia
    • Evidence of qualifications from Lithuania
    • Evidence of qualifications from Luxembourg
    • Evidence of qualifications from Malta
    • Evidence of qualifications from Norway
    • Evidence of qualifications from Poland
    • Evidence of qualifications from Portugal
    • Evidence of qualifications from Romania
    • Evidence of qualifications from Slovakia
    • Evidence of qualifications from Slovenia
    • Evidence of qualifications from Spain
    • Evidence of qualifications from Sweden
    • Evidence of qualifications from Switzerland
    • Evidence of qualifications from the Netherlands
    • Local competent authorities in Germany
    • Local competent authorities in Greece
    • Local competent authorities in Poland
  • Provisional registration

• Manage your registration
  • Revalidation
    • A framework for tracking revalidation
    • Switching to paperless revalidation notices
    • How do we check doctors are giving good care?
      • Sut ydym yn archwilio bod meddygon yn darparu gofal da?
    • What is revalidation?
    • Find your connection for revalidation
    • Have an annual whole practice appraisal
    • Guidance on supporting information for appraisal and revalidation
      • About this guidance on appraisal and revalidation
      • Supporting information for appraisal and revalidation
      • Meeting our revalidation requirements: overarching principles
      • Essential information to help you meet our revalidation requirements
      • Additional information required for your appraisal
      • Your supporting information – continuing professional development
      • Your supporting information – quality improvement activity
      • Your supporting information – significant events and serious incidents
      • Your supporting information – feedback from patients or those you provide medical services to
      • Your supporting information - colleague feedback
      • Your supporting information – compliments and complaints
    • The revalidation process
      • The timing of recommendations
      • Making the recommendation to the GMC
      • The recommendations
      • The GMC decision-making process
      • The decisions we can make
    • Connecting to a suitable person
      • How do I connect to a suitable person?
      • Who can become a suitable person?
      • What is a suitable person?
    • Appraisals and annual returns for doctors without a responsible officer or suitable person
      • Finding an appraiser
      • Having an annual whole practice appraisal
      • Completing and submitting your annual return
    • The revalidation assessment and GMC decision-making process for doctors without a responsible officer or approved suitable person
      • Why you need to take the revalidation assessment
      • What the assessment involves
      • How we assess your performance
      • Booking, changing or cancelling your revalidation assessment
      • What happens on your assessment day
      • When you will revalidate
      • How we decide whether to revalidate you
      • The revalidation decisions
    • Connection information for doctors in training
    • Revalidation requirements for doctors in training
    • Your revalidation
    • Revalidation for responsible officers and suitable persons
    • Making a recommendation about a doctor’s revalidation
      • The recommendation process
      • The range of information you should consider
      • GMC fitness to practise proceedings
      • Recommendations where a doctor has raised public interest concerns
      • Incorrect recommendations, changing submission dates and the reliability of recommendations
      • Recommendations for doctors in training
      • Recommendations to revalidate
      • Recommendations to defer
      • Recommendations of non-engagement
      • Annexes
    • Becoming and acting as a suitable person
      • Who can become a suitable person?
      • How do I become a suitable person?
      • Once you’re approved as a suitable person
      • Information sharing principles
      • What information to share and when
      • Responsibilities for sharing information
    • Revalidation resources
      • Drug monitoring in secondary care
      • Prescribing valproate in primary care: how to demonstrate quality improvement
      • Case study Making a deferral recommendation where the doctor has raised public interest concerns
      • Making recommendations: non-engagement where the doctor has raised public interest concerns
      • Making recommendations: appraisal activity and sufficient supporting information
      • Making recommendations: interruption to practice and considering local versus GMC requirements
      • How can I demonstrate quality improvement when undertaking a new or rare procedure in my independent sector practice?
      • How can I demonstrate quality improvement in my practice including my use of complex, new or unusual procedures?
      • What supporting information should I present at appraisal in relation to quality improvement across my whole practice?
      • Making it easy for patients to give feedback on their care using an online platform
      • Making patient feedback work for doctors and patients
      • Making the feedback process work for patients living with dementia and mental health illness
      • Getting regular feedback using surveys: Taurus Healthcare
      • Making recommendations: colleague feedback
      • Making recommendations: deferrals
      • Making recommendations: non-engagement
      • Making recommendations: barriers to engagement
      • How can I collect feedback when my patients are too unwell to respond?
      • How can I meet appraisal requirements if I don't have patient contact?
      • How can I get enough patient feedback when I work in short term posts?
      • Can I collect feedback from clients instead of patients?
      • How can I collect feedback when my patients are too young to respond?
      • I see patients briefly in challenging circumstances. How can I collect feedback?
      • How can I collect patient feedback when I work in a managerial role and don’t see patients?
      • Do I need to get patient feedback from all the different roles I hold?
      • When is the best time to ask my patients for feedback?
      • How can I collect patient feedback when I don’t work for any GP service on a regular basis?
      • Quality assurance from a lay perspective: Milton Keynes University Hospital Revalidation Committee
      • Designing revalidation processes using lay expertise: Nottingham University Hospitals MARAG
      • Revalidation tips for doctors leaving UK training or new to UK practice
      • Revalidation and the later stages of your career
      • Revalidation and fitness to practise
      • Revalidation and breaks in practice
      • Revalidation tips for doctors working in multiple settings
      • Guidance for revalidation decision makers
      • Monitoring and evaluating revalidation
        • Final report on revalidation published
      • Involving patients in revalidation
      • Collecting colleague and patient feedback for revalidation
      • Guidance on developing and implementing formal patient feedback tools
      • Guidance on colleague feedback questionnaires
    • Managing and responding to information about revalidation
  • Certificates
    • CGS directory
    • Certificates of proof of entry on the register
    • Confirmation of UK training and acquired rights
    • Registration certificates
    • Request a certificate to show your good standing with us
    • Requesting a duplicate certificate
    • Specialist and general practice certificates
    • Verifying specialist and general practice certificates
  • Changing your status on the register
    • Giving up and restoring your licence or registration
    • Giving up your licence to practise
    • I want to give up my registration
    • Restore your registration
    • I want to apply for or restore my licence to practise
  • Welcome to the specialist and GP register
  • Appeals
  • Fees and funding
    • Fees regulations
    • How we use your fee
    • Lower fees in 2018
    • Our specialist fees
    • Our fees to remain on the register
    • Application fee refunds and fees we keep
    • Discounts
    • Help with fees for refugees
    • How to pay fees
    • How our fees have changed
  • Information for doctors on the register
    • Using your registered name and number
    • Maintain your registration
    • Licence to practise
    • Revalidation
    • Insurance, indemnity and medico-legal support
    • Meeting the approved practice settings requirements
    • Giving up your licence to practise or registration
  • A doctor’s guide to GMC Online
    • What can I do in GMC Online?
    • How do I log into GMC Online?
    • How do I update my GMC Online account?
    • How do I set up a GMC Online account?
    • I need to update my details on the register
    • Adding diversity details to my GMC Online account

• Employers medical schools and colleges
  • GMC Connect
  • Information for employers and other organisations
  • Employing a doctor
    • Registration and licensing requirements
    • Pre-employment checks
    • What to check
    • GMC reference numbers
    • A doctor’s identity
    • Doctors with restrictions on their practice
    • Doctors working overseas
  • Information for UK medical schools
  • Information for royal colleges and faculties
  • Supporting doctors through a specialist application (CESR/CEGPR)
    • How can I support an applicant?
    • I’ve been asked to verify evidence. What do I need to do?
    • I’ve been asked to be a referee. What do I need to do?
    • Further information on CESR and CEGPR applications
  • Effective clinical governance for the medical profession
    • About this handbook
    • Roles and responsibilities in clinical governance
    • Clinical governance for doctors
    • About the principles
    • Principle 1 – Organisations create an environment which delivers effective clinical governance for doctors
    • Principle 2 – Clinical governance processes for doctors are managed and monitored with a view to continuous improvement
    • Principle 3 – Safeguards are in place to make sure clinical governance processes for doctors are fair and free from discrimination and bias
    • Principle 4 – Organisations deliver processes required to support medical revalidation and the evaluation of doctors’ fitness to practise
    • Additional resources
  • The PLAB test

Professional standards

• Professional standards
  • Good medical practice
    • The duties of a doctor registered with the General Medical Council
    • Professionalism in action
    • Domain 1: Knowledge skills and performance
    • Domain 2: Safety and quality
    • Domain 3: Communication partnership and teamwork
    • Domain 4: Maintaining trust
  • 0–18 years: guidance for all doctors
    • 0-18 years - guidance for all doctors
    • Assessing best interests
    • Communication
    • Making decisions
    • Principles of confidentiality
    • Accessing medical records by children/young people/parents
    • Child protection
    • Sexual activity
    • Contraception, abortion and sexually transmitted infections (STIs)
    • Suitability to work with children and young people
    • Complaints
    • Prescribing medicines
    • Legislation and case law
  • Acting as a witness in legal proceedings
    • Acting as a witness in legal proceedings
  • Openness and honesty when things go wrong: The professional duty of candour
    • The professional duty of candour
    • About our Candour guidance
    • Being open and honest with patients in your care, and those close to them, when things go wrong
    • Encouraging a learning culture by reporting errors
  • Confidentiality: good practice in handling patient information
    • About our Confidentiality guidance
    • Ethical and legal duties of confidentiality
    • The main principles of this guidance
    • Disclosing patients' personal information: a framework
    • Using and disclosing patient information for direct care
    • Disclosures for the protection of patients and others
    • Using and disclosing patient information for secondary purposes
    • Managing and protecting personal information
    • Legal annex
  • Confidentiality: disclosing information for education and training purposes
    • Disclosing for education and training purposes
  • Confidentiality: disclosing information about serious communicable diseases
    • Disclosing information about serious communicable diseases
  • Confidentiality: disclosing information for employment, insurance and similar purposes
    • Disclosing information for employment, insurance and similar purposes
  • Confidentiality: patients' fitness to drive and reporting concerns to the DVLA or DVA
    • Patients' fitness to drive and reporting concerns to the DVLA or DVA
  • Confidentiality: reporting gunshot and knife wounds
    • Reporting gunshot and knife wounds
  • Confidentiality: responding to criticism in the media
    • Responding to criticism in the media
  • Consent to research (summary)
    • Consent to research
  • Guidance for doctors who offer cosmetic interventions
    • About our Cosmetic interventions guidance 
    • Key points
    • Knowledge, skills and performance
    • Safety and quality
    • Communication, partnership and teamwork
    • Maintaining trust
  • Decision making and consent
    • About our Decision making and consent guidance
    • How to use this guidance
    • The seven principles of decision making and consent
    • The scope of this guidance
    • Taking a proportionate approach
    • The dialogue leading to a decision
    • The dialogue leading to a decision continued
    • The dialogue leading to a decision continued
    • The dialogue leading to a decision continued
    • Recording decisions
    • Reviewing decisions
    • Circumstances that affect the decision-making process
    • Circumstances that affect the decision-making process continued
    • Circumstances that affect the decision-making process continued
    • Circumstances that affect the decision-making process continued
  • Delegation and referral (summary)
    • Delegation and referral
  • Doctors' use of social media (summary)
    • Doctors' use of social media
  • Ending your professional relationship with a patient (summary)
    • Ending your professional relationship with a patient
  • Financial and commercial arrangements and conflicts of interest (summary)
    • Financial and commercial arrangements and conflicts of interest
  • Good practice in prescribing and managing medicines and devices
    • About this guidance
    • Keeping up to date and prescribing safely
    • Deciding if it is safe to prescribe
    • Controlled drugs and other medicines where additional safeguards are needed
    • Shared care
    • Raising concerns
    • Reporting adverse drug reactions medical device incidents and other patient safety incidents
    • Reviewing medicines
    • Repeat prescribing and prescribing with repeats
    • Prescribing unlicensed medicines
    • Sports medicine
  • Good practice in research (summary)
    • Good practice in research
  • Intimate examinations and chaperones (summary)
    • Intimate examinations and chaperones
  • Leadership and management for all doctors
    • About our Leadership and management guidance
    • Duties of a doctor in the workplace
    • Working with colleagues
    • Maintaining and improving standards of care
    • Employment
    • Planning, using and managing resources
  • Maintaining a professional boundary between you and your patient (summary)
    • Maintaining a professional boundary between you and your patient
  • Making and using visual and audio recordings of patients (summary)
    • Making and using visual and audio recordings of patients
    • About our Making and using recordings guidance
    • Principles
    • Recordings made as part of a patients care, including investigation or treatment of a condition
    • Recordings made for research teaching training and other healthcare related purposes
    • Recordings for use in widely accessible public media – television radio internet print
    • Deceased patients
    • Making recordings covertly
    • Recording telephone calls
    • Storing and disposing of recordings
  • Personal beliefs and medical practice
    • Personal beliefs and medical practice
  • Protecting children and young people: The responsibilities of all doctors
    • About our Protecting children and young people guidance
    • Principles for protecting children and young people
    • Identifying those at risk of, or suffering, abuse or neglect
    • Communication and support
    • Working in partnership
    • Confidentiality and sharing information
    • Keeping records
    • Child protection examinations
    • Training and development
    • Doctors giving evidence in court
    • Appendix 2 - Assessing best interests
    • Definitions of children, young people and parents
  • Raising and acting on concerns about patient safety
    • About our Raising and acting on concerns guidance
    • Part 1: Raising a concern
    • Part 2: Acting on a concern
  • Reporting criminal and regulatory proceedings within and outside the UK
    • Reporting criminal and regulatory proceedings within and outside the UK
  • Sexual behaviour and your duty to report colleagues
    • Sexual behaviour and your duty to report colleagues
  • Treatment and care towards the end of life: good practice in decision making
    • About our Treatment and care towards the end of life guidance
    • Guidance: Treatment and care towards the end of life
    • Principles
    • Decision-making models
    • Working with the principles and decision-making models 
    • Working with the principles and decision-making models  - cont.
    • Working with the principles and decision-making models  - cont.
    • Neonates, children and young people
    • Meeting patients' nutrition and hydration needs
    • Clinically assisted nutrition and hydration
    • Cardiopulmonary resuscitation (CPR)
    • Legal annex
    • Glossary of terms
  • When a patient seeks advice or information about assistance to die
    • When a patient seeks advice or information about assistance to die
  • Writing references
    • Writing references

• Archived professional standards

• Ethical hub
  • Racism in the workplace
  • Industrial action
  • Identifying and tackling sexual misconduct
  • Trans healthcare
  • Working under pressure questions and answers
    • Medical defence organisations
  • Adult safeguarding
  • Learning disabilities
  • Mental capacity
  • Older adults
  • Remote consultations
  • Speaking up
    • Respect protects - tools to help you tackle unprofessional behaviour

• Learning materials
  • Case study on responding to racism from a patient's carer
  • Discussing the risks of sodium valproate
  • Confidentiality decision tool
  • Case study on freedom to speak up
  • Consensual relationship impacting team opportunities
  • Discrimination and misconduct by clinical supervisor
  • Power imbalance in clinical placement
  • Prescribing for patients overseas
  • Prescribing without access to patient records
  • Five key points on providing inclusive care to transgender and gender diverse patients
  • Relationship with former patient
  • Suitability of mode of consultation
  • Good medical practice in action
  • Child protection decision tool
  • Disagreement with an occupational health report
  • Disclosing medical records after death
  • Sharing information with family members
  • Remote prescribing high level principles
  • Information for doctors on Cannabis-based products for medicinal use (CBPMs)
  • A colleague’s behaviour
  • Five things to know about our Confidentiality guidance and the GDPR
  • Talking about end of life care: clinically assisted nutrition and hydration
  • Explaining risks and seeking informed consent 
  • Sharing information about a patient’s HIV status 
  • Raising a concern about a colleague’s possible drug addiction 
  • CANH for doctors and healthcare colleagues including senior hospital management
  • CANH for patients and families
  • Raising and acting on concerns flowchart
  • What is mental capacity?
  • Questions about our cosmetic interventions guidance
  • Whistleblowing
  • Trans health
  • Remote consultations flowchart
  • Capacity to manage care - part 1
  • Older adults
  • Making decisions together: the implications of the Montgomery judgment
  • A colleague’s underperformance
  • Reasonable adjustments
  • Disclosure to the police
  • Discussing the risks of further cosmetic surgery
  • Communication in end of life care
  • End of life care and clinically assisted nutrition and hydration in an older person
  • Involving other professionals
  • Attitudes and assumptions
  • Competing interests and incentives
  • Talking mats
  • Declaring a conflict of interest
  • Laser eye surgery and time-limited offers
  • Payment of fees
  • Making referrals to a colleague
  • Patient safety and putting matters right 
  • NHS referral to private treatment
  • Identifying and acting on patient safety concerns 
  • Working with carers
  • Capacity to consent to treatment and care in an older person
  • Local incident reporting arrangements
  • Prescription direction
  • Confidentiality and potential abuse of an older adult
  • What do patients think?
  • A parent’s lifestyle choice – part one
  • Reporting near misses
  • Supporting patients to make decisions about their care at the end of life
  • Supporting patients to make decisions about their care
  • Raising concerns with the right person
  • Missed diagnosis
  • Radiologist error
  • Raising concerns about the ratio of trainees
  • Culture and religion
  • Escalating concerns
  • Escalating concerns to a higher level
  • Disclosure when a patient has a serious communicable disease
  • Making decisions when a patient lacks capacity
  • Escalating patient safety concerns
  • Reporting a crime
  • Concerns about a sex offender
  • Raising a concern with a regulator
  • The legal protections
  • Parent refuses consent – part one
  • Parent refuses consent – part two
  • Parent refuses consent – part three
  • Disclosing information for financial audit purposes
  • Disclosing information for tax purposes
  • Disclosure for local clinical audit
  • Parental responsibility and the child’s best interest
  • Using patient information for research purposes
  • Protecting children from neglect or abuse
  • Sharing information when a patient has a stab wound
  • Escalating concerns within your organisation
  • Disclosure when there is suspected domestic abuse
  • Listening to concerns from the patients’ family
  • A colleague's fitness to practise
  • Sharing information with non-clinical staff involved in the direct care of a patient
  • Should a doctor disclose evidence of abuse without the patient’s consent?
  • 'Challenging' behaviour is a form of communication
  • Caring for a patient who has made an advance decision to refuse treatment
  • Assessing capacity in a patient with a learning disability
  • Reporting incidents and raising concerns
  • Routine local incident reporting arrangements
  • Disclosure when there is known domestic abuse
  • Assessing the capacity of a young person when they are facing a terminal illness

• Patients document archive
  • Reasonable adjustments for disabled patients
  • Talking to your doctor about your care
  • Trafod eich gofal gyda'ch meddyg
  • LGBTQ patient guide

• WtUKP – did you get it right?

• Good medical practice 2024
  • How we reviewed Good medical practice
  • Get to know Good medical practice 2024
  • Inclusive and accessible standards
  • Good medical practice advisory forum
  • Dewch i adnabod Arfer meddygol da 2024

Education

• Education standards, guidance and curricula
  • Standards and outcomes
    • Excellence by design
    • Generic professional capabilities framework
    • Outcomes for graduates
      • Outcomes for graduates
      • Outcomes for graduates – Practical skills and procedures
    • PA and AA pre-qualification education framework
      • Engagement report for PA and AA pre-qualification education framework
      • AA registration assessment content map
      • PA and AA generic and shared learning outcomes
      • PA registration assessment content map
    • Promoting excellence
    • Outcomes for provisionally registered doctors
  • Guidance
    • Continuing professional development
      • Examples of reflection
    • Designing and maintaining postgraduate assessment programmes
    • Equality and diversity guidance for curricula and assessment systems
    • Generic professional capabilities: guidance on implementation
    • Guide to evaluating interventions (differential attainment)
    • National professional examinations
      • Expectations
    • Programme and site approvals
      • Colleges and faculties
      • Educational supervisors and training programme directors
      • Local office or deanery administrators
      • Postgraduate deans
      • Training pathway pilots
      • Frequently asked questions about programme and site approval
    • Promoting excellence: equality and diversity considerations
    • Reflective practice learning materials
      • The reflective practitioner - guidance for doctors and medical students
      • The reflective practitioner - workshop
      • The reflective practitioner - a guide for medical students
        • Key points on being a reflective practitioner
        • Anonymising reflective notes
        • Things to remember about reflection
        • Becoming a reflective practitioner
        • How can you reflect?
        • Disclosure of reflective notes
        • Demonstrating reflection
      • Self-learning: The reflective practitioner 
      • Reflective discussion with appraiser
      • Supporting reflection
      • Being a doctor and staying a person
      • Reflecting on an experience: breaking bad news
      • Reflecting on an experience: CPR conversation
      • Reflecting on an experience: recording of mental capacity audit
      • Schwartz Rounds
      • Benefits of becoming a reflective practitioner
        • Our common expectations for reflective practitioners
    • Religious and personal beliefs
    • Religious and personal beliefs
    • Shape of training review
      • Supporting statements
    • Student professionalism and fitness to practise
      • Achieving good medical practice: guidance for medical students
      • Achieving good medical practice: interim guidance for PA and AA students
      • Good practice: examples submitted by medical educators
      • Private life and social media
      • Professional behaviour and fitness to practise
      • Professional behaviours and fitness to practise: interim guidance for PA course providers and students
      • Professionalism in teaching
      • Guidance for medical students on protected cautions, convictions and fixed penalty notices
      • Medical student professionalism competition
      • Student scenarios
      • Working with others
      • Thought pieces
        • Confidentiality
        • Views of Healthcare Professionals and Medical students on Professionalism
      • Myths and questions about professionalism and fitness to practise
    • Supporting students with mental health conditions
    • Tackling differential attainment
      • What is differential attainment?
      • What are we doing to address differential attainment?
      • Practical guides and resources
    • Undergraduate clinical placements
      • Guidance on undergraduate clinical placements
        • Introduction
        • Patient safety
        • Quality of placements
        • Medical students should feel prepared supported and safe
        • Medical students should feel part of the team
        • Student assistantships
        • Annex
      • Clinical placements - What to expect as a medical student
      • Community and Rural Education Route (CARER) placement at Cardiff University School of Medicine
      • Palliative care clinical placement at School of Medicine, University of Liverpool
      • General Practice clinical placements at Warwick Medical School
      • Population Health clinical placement at the University of Manchester
      • Ophthalmology clinical placement at Queen Mary University of London, Faculty of Medicine and Dentistry
      • General Practice clinical placements at Bristol Medical School
      • Interprofessional clinical placement at St Andrews School of Medicine
    • Welcomed and valued
      • Health and disability in medicine 
        • Does this guidance only deal with disability?
        • The importance of inclusion in medicine
        • Who is a disabled person
        • Reasonable adjustments
      • Our involvement as a professional regulator 
        • An overview of our considerations as a professional regulator
        • Overall considerations
        • Admission to medical school
        • Studying medicine and graduating with a primary medical qualification
        • Registering with us for a licence to practise
      • What is expected of medical education organisations and employers?
        • Diagram:  What is expected of medical education organisations?
        • Overriding expectations
        • Meeting Promoting excellence standards for medical education and training
        • Responsibilities of employers
      • How can medical schools apply their duties?
        • Diagram: How can medical schools apply their duties?
        • Overall support structures: What does good look like?
        • On ongoing or regular basis
        • Once student is accepted on the course
        • Once support needs raised
        • Once support is in place
      • Transition from medical school to Foundation training
        • Towards graduation
        • Entering foundation training
      • How can postgraduate training organisations apply their duties?
        • Overall systems and structures: what does good look like?
        • Understanding the needs of doctors in training
        • Starting a new post - in the Foundation Programme and after
        • Continuity of support through training and working
        • Progressing through training
        • Career advice
        • Return to work
      • Disabled doctors exist: celebrating their contribution to medicine
      • How disability is viewed by patients, colleagues and educators
      • Supporting the individual: reasonable adjustments and flexibility
      • Moving through education - support at transition points
      • A culture of support - what general initiatives are needed
      • Welcomed and valued resources
        • Able medics podcast
        • Adapting practice, individualised support and sharing information
        • Being disabled goes against the doctor stereotype
        • Being proactive and planning for reasonable adjustments
        • Different support is needed in different training settings
        • Dyslexia support in medical training
        • Lack of continuity in support after graduation
        • Making the case for support in a complex system
        • Misunderstandings around disability and reasonable adjustments
        • Moving through training with a long term health condition
        • Moving through training with a mental health condition
        • Recognising the benefits that disabled doctors bring to a team
        • Securing reasonable adjustments when always moving on
        • Supporting doctors with fluctuating chronic conditions
        • The benefits of an open and respectful team
        • The importance of flexible and anticipated adjustments
        • The importance of good occupational health support
        • Using my experience as a vulnerable patient to become a better doctor
        • Examples of reasonable adjustments
          • Physical environment
          • Application process
          • Teaching and learning
          • Clinical placements
          • Other support
          • Assessments
      • Appendix - useful resources
    • Out of programme (OOP)
      • Information for colleges and faculties
      • Information for deanery or LETB administrators
      • Information for educational supervisors and training programme directors
      • Information for postgraduate deans
      • Out of programme guidance for doctors in training
  • Position statements
    • Statement on continued derogations in medical education and training
    • Absences from training in the Foundation Programme
    • Approval of foundation programme training and new programmes for provisionally registered doctors outside the UK
    • Normalising research – Promoting research for all doctors
    • First do no harm: enhancing patient safety teaching in undergraduate medical education
    • UK medical education delivered outside the UK
    • Improving the national consistency and approval of sub-specialty training programmes
    • Less than full time training
    • Transition of learners to a new curriculum
    • National training numbers appendix
    • Oral and maxilofacial surgery
    • Recognising and approving trainers: the implementation plan
    • Time out of training
    • Retired examiners
  • Projects
    • Credentialing
      • What is a GMC credential?
      • Credentialing and postgraduate training
      • The early adopters
      • Awarding credentials to doctors
    • Promoting flexibility in postgraduate training
      • Working with partners
      • Reviewing flexibility
      • Plan for improvement
    • Survey of specialty and associate specialist (SAS) and locally employed (LE) doctors
      • Using the online reporting tool
  • GMC approved postgraduate curricula
    • Derogations from approved curricula
      • List of derogations from approved curricula
    • Acute care common stem
    • Acute internal medicine curriculum
    • Allergy curriculum
    • Anaesthetics curriculum
    • Audio vestibular medicine curriculum
    • Aviation and space medicine curriculum
    • Broad based training (BBT)
    • Cardiology curriculum
    • Cardio-thoracic surgery curriculum
    • Chemical pathology curriculum
    • Child and adolescent psychiatry curriculum
    • Clinical oncology curriculum
    • Child mental health curriculum
    • Clinical radiology curriculum
    • Clinical genetics curriculum
    • Clinical neurophysiology curriculum
    • Clinical pharmacology and therapeutics curriculum
    • Community child health curriculum
    • Community sexual and reproductive health curriculum
    • Congenital cardiac surgery curriculum
    • Core medical training (CMT)
    • Core psychiatry
    • Core surgery
    • Cytopathology curriculum
    • Dermatology curriculum
    • Diagnostic neuropathology curriculum
    • Emergency medicine curriculum
    • Endocrinology and diabetes mellitus curriculum
    • Forensic histopathology curriculum
    • Forensic psychiatry curriculum
    • Foundation Programme curriculum
    • Gastro-enterology curriculum
    • General (internal) medicine curriculum
    • General practice curriculum
    • General psychiatry curriculum
    • General surgery curriculum
    • Genito-urinary medicine curriculum
    • Geriatric medicine curriculum
    • Gynaecological oncology curriculum
    • Haematology curriculum
    • Hepatology curriculum
    • Histopathology curriculum
    • Immunology curriculum
    • Infectious diseases curriculum
    • Intensive care medicine curriculum
    • Internal medicine - stage one
    • Interventional radiology curriculum
    • Liaison psychiatry curriculum
    • Maternal and fetal medicine curriculum
    • Medical microbiology curriculum
    • Medical oncology curriculum
    • Medical ophthalmology curriculum
    • Medical psychotherapy curriculum
    • Medical virology curriculum
    • Metabolic medicine curriculum
    • Neonatal medicine curriculum
    • Neurology curriculum
    • Neurosurgery curriculum
    • Nuclear medicine curriculum
    • Obstetrics and gynaecology curriculum
    • Occupational medicine curriculum
    • Old age psychiatry curriculum
    • Ophthalmology curriculum
    • Oral and maxillo-facial surgery curriculum
    • Otolaryngology curriculum
    • Paediatric allergy, immunology and infectious diseases curriculum
    • Paediatric and perinatal pathology curriculum
    • Paediatric cardiology curriculum
    • Paediatric clinical pharmacology and therapeutics curriculum
    • Paediatric diabetes and endocrinology curriculum
    • Paediatric emergency medicine curriculum
    • Paediatric gastroenterology, hepatology and nutrition curriculum
    • Paediatric inherited metabolic medicine curriculum
    • Paediatric intensive care medicine curriculum
    • Paediatric nephrology curriculum
    • Paediatric neurodisability curriculum
    • Paediatric neurology curriculum
    • Paediatric oncology curriculum
    • Paediatric palliative medicine curriculum
    • Paediatric respiratory medicine curriculum
    • Paediatric rheumatology curriculum
    • Paediatric surgery curriculum    
    • Paediatrics curriculum
    • Palliative medicine curriculum
    • Pharmaceutical medicine curriculum
    • Plastic surgery curriculum
    • Pre-hospital emergency medicine curriculum
    • Psychiatry of learning disability curriculum
    • Public health medicine curriculum
    • Rehabilitation medicine curriculum
    • Rehabilitation psychiatry curriculum
    • Renal medicine curriculum
    • Reproductive medicine curriculum
    • Respiratory medicine curriculum
    • Rheumatology curriculum
    • Sport and exercise medicine curriculum
    • Stroke medicine curriculum
    • Addiction psychiatry curriculum
    • Trauma and orthopaedic surgery curriculum
    • Tropical medicine curriculum
    • Urogynaecology curriculum
    • Urology curriculum
    • Vascular surgery curriculum

• How we quality assure medical education and training
  • Approving medical education and training
    • How we approve postgraduate curricula
      • Curricula approval and making changes
      • Dual CCTs
      • Sub-specialties
    • Approval of trainers
      • Information we publish
      • Criteria for trainer recognition
      • How we update the register
    • Postgraduate programme and site approval
    • Institutions awarding UK medical degrees and the new programmes process
    • New schools and programmes process
  • Proactive quality assurance
    • Introduction to proactive quality assurance
    • Declaration of meeting our standards
    • Self-assessment questionnaire
    • Quality activities
    • Annual quality assurance summary
    • Forms and guidance
  • Reactive quality assurance
    • Quality reporting systems and monitoring
    • Raising a concern about medical education and training
    • Enhanced monitoring of medical education and training
  • Evidence, data and intelligence
    • National training surveys
      • National training survey (NTS) – Doctors in training
      • National training survey – Trainers
      • National training survey – Deaneries and NHS England local teams
      • National training survey case studies
        • The development of facilities questions in the national training survey
        • How the national training survey helped to increase support for trainees during the coronavirus (COVID-19) pandemic
        • How the national training survey improved clinical oncology trainees’ satisfaction at Belfast City Hospital
        • How the national training survey improved support and training at Aberdeen Maternity Hospital
        • How the national training survey improved cultures and training experiences at Milton Keynes University Hospital
        • How Health Education North East England uses the national training survey to support trainers
        • How the national training survey supported the Welldoctor project and improved wellbeing at Great Western Hospitals NHS Foundation Trust, Swindon
        • How the national training survey helped to improve foundation psychiatry trainees’ experience at Rotherham, Doncaster and South Humber NHS Foundation Trust
        • How Oxford University Hospitals cardiology department use the national training survey results to support continuous improvement
        • How the national training survey helped to improve cultures at Glangwili Hospital
        • How the obstetrics and gynaecology department at the Royal Bolton Hospital used the national training results to improve training
        • How the national training survey improved training at Guy’s and St Thomas’ NHS Foundation Trust
    • Proactive quality assurance published documents
      • Medical schools – A to L
      • Medical schools – M to Z
      • Postgraduate training organisations
    • Enhanced monitoring
    • New schools reports
    • Awarding bodies and new schools
  • Physician associate and anaesthesia associate course providers

• Becoming a doctor in the UK
  • Getting into medical school
  • Standards of UK medical education
  • Work experience and doctors in training

• Medical Licensing Assessment
  • UK students' guide to the MLA
  • PLAB and the MLA
  • UK medical schools guide to the MLA
    • Assuring readiness for practice: a framework for the MLA
    • Clinical and professional skills assessment (CPSA)
  • MLA content map

• Medical students

• We've improved our systems

Concerns

• Information for doctors under investigation
  • How we investigate concerns
    • Deciding to investigate a concern
    • Opening an investigation
    • Our investigation process
    • Making our decision
    • How we monitor sanctions
  • Support for doctors
    • Your health matters
      • When a referral or self-referral does and doesn’t need to be made
      • What we'll do when a referral or self-referral is made
      • What happens if we decide to open a full investigation
      • Advice for doctors who are not currently working
      • Support organisations
    • Doctor Support Service
  • How we make decisions
  • Performance assessments
    • Performance assessments as part of an investigation or hearing
      • What is a performance assessment?
      • When will you be assessed?
      • Who will assess your performance and what information will they be given?
      • What will your assessment consist of?
      • What happens after the assessment?
      • Do you need to prepare?
      • What support is available
      • What if you can’t attend the assessment or refuse to cooperate?
    • Assurance assessments
      • What is an assurance assessment?
      • When will and where you be assessed?
      • Who will assess your performance?
      • What information will your assessors have?
      • How will you be assessed in an assurance assessment?
      • What will your assessment consist of?
      • What happens after the assessment?
      • Do you need to prepare for an assurance assessment?
      • What support is available?
      • What if you can’t attend the assessment or refuse to cooperate?
    • Guidance for interviewees and those completing a colleague questionnaire
      • Taking part in an assessment
      • Colleague questionnaires
      • Attending an interview
      • Declining to take part
      • Contact the Performance Assessment team
    • Guidance for supporters
    • Information for a performance assessor
      • Role of a performance assessor
      • Guidance for performance assessors
      • Are you interested in becoming an assessor?
    • I am assisting with an assessment
      • Where does it take place?
      • What is a performance assessment?
      • What does an assessment involve?
      • How will the doctor be assessed?
  • Health assessments
    • A doctor’s story
    • What happens after the assessment
    • Health undertakings
    • What does the assessment involve
  • English language assessments
  • Our sanctions
    • Interim sanctions
    • Warnings
    • The Investigation Committee
    • Undertakings
    • Referral for a hearing at the MPTS
  • Fitness to practise explained

• Supporting you with your concern
  • Can we help with your concern?
  • What to expect when you raise a concern with us
  • How to raise a concern with us
  • What happens when you contact us with a concern?
  • What happens if we investigate your concern
  • Local help services
    • Help services in England
    • Help services in Northern Ireland
      • Raise a concern about an individual healthcare professional
    • Help services in Scotland
      • Raise a concern about an individual healthcare professional
      • Resolve an issue with a prescription
    • Help services in Wales
      • Raise a concern about an individual healthcare professional
      • Resolve an issue with a prescription
    • Help services in Jersey and Guernsey
      • Help services in Guernsey
  • Patient Liaison Service

• Hearings and decisions landing
  • Recent appeal decisions
  • Recent GMC decisions
  • Fitness to practise decisions by the Investigation Committee
  • Help for witnesses

• Raise a concern
  • Retrieve a concern

About us

• Who we are
  • Our history
  • GMC associates
  • Council members
  • Our Chief Executive and Senior Management team

• What we do and why
  • Data and research
    • The state of medical education and practice in the UK
      • Previous years' reports: The state of medical education and practice in the UK
    • Medical practice statistics and reports
      • Fitness to practise statistics and reports
      • Specialist applications and certificates statistics
      • Revalidation
      • Access to the register
    • GMC Data Explorer
    • National training surveys reports
    • A guide to our research
      • Themes and topics of our research
      • Our research publication policy
      • Quality assurance and research ethics
      • How you can get involved in our research
    • Research and insight hub
      • Exploring patient and public views to inform the Good medical practice review
      • Barometer survey: Trainer Interviews
      • The state of medical education and practice in the UK Barometer survey 2022
      • The Post-Foundation Training Break (‘F3’): evaluating its impact on postgraduate medical training
      • Corporate Strategy and Perceptions Tracking Survey 2022
      • Our data supporting the Medical Workforce Race Equality Standard in England 2022
      • Understanding doctors’ decisions to migrate from the UK
      • Understanding the experiences of and attitudes towards Medical Appraisal 2020
      • Changes to doctors’ working practices emerging from the pandemic
      • Developing a taxonomy of UK Medical Practice
      • Preparedness of recent graduates to meet anticipated healthcare needs
      • Parliamentarians and legislators' perceptions survey 2022
      • Understanding the experiences of Locum Agency Locums
      • The state of medical education and practice barometer survey 2021
      • Drivers of international migration of doctors to and from the United Kingdom
      • Our data about doctors with a European primary medical qualification in 2021
      • How lifelong learning for doctors is valued, managed and supported in the UK
      • Understanding how external users perceive access and apply GMC professional standards
      • Completing the picture report
      • Audit of the fairness of decisions in our fitness to practise procedures
      • Our data supporting the Medical Workforce Race Equality Standard in England
      • Understanding the role of resident medical officers in the independent healthcare sector
      • The impact of service change on doctors' training
      • 2020 Medical Graduates: The work and wellbeing of interim Foundation Year 1 (FiY1) doctors' during COVID-19
      • Good conversations, fairer feedback
      • Parliamentarians and legislators' perceptions survey 2021
      • Encouraging engagement from practitioners during a fitness to practise investigation
      • Regulatory approaches to standards
      • Corporate Strategy and Perceptions Tracking 2020
      • The state of medical education and practice barometer survey 2020
      • Our data about doctors with a European primary medical qualification in 2020
      • Understanding patients’ experiences of referrals
      • Everyday leadership
      • Understanding the nature and scale of the issues associated with doctors’ induction
      • What supported your success in training?
      • Evaluating the trainer recognition framework
      • Evaluating the impact of the Duties of a doctor programme
      • Understanding communication failures involving doctors
      • Our data about doctors with a European primary medical qualification in 2019
      • Fairness of decisions to refer doctors to the MPTS interim orders tribunal
      • What it means to be a doctor
      • How doctors in senior leadership roles establish and maintain a positive patient-centred culture
      • Why do many public concerns that would be better directed to another organisation come to the GMC?
      • Evaluation of Welcome to UK practice
      • Fair to refer?
      • Corporate strategy and stakeholder perceptions baseline survey
      • Patient and public attitudes towards consent and decision making
      • The relationship between primary medical qualification and nationality, 2017 and 2018
      • Evaluating the impact of differential attainment interventions
      • Medical training quality assurance review
      • Our data about doctors with a European primary medical qualification in 2018
      • Best Practice in the Assessment of Competence: A Literature Review
      • NHS GPs in England and Scotland face growing workplace pressures
      • Evaluating the regulatory impact of medical revalidation
      • Number of doctors choosing to undertake locum work rises
      • Regulatory approaches to telemedicine
      • Identifying unmet needs from the Gateways to the Professions guidance
      • The relationship between primary medical qualification and nationality 2016 and 2017
      • Our data about doctors with a European primary medical qualification
      • Preventable patient harm across healthcare services
      • Doctors' attitudes to consent and shared decision making
      • How organisations ensure fair decision making
      • The future operating environment for professional medical regulation
      • Fair training pathways for all: understanding experiences of progression part 2
      • The relationship between primary medical qualification region and nationality at registration
      • Understanding employers' referrals of doctors to the General Medical Council
      • Our data about doctors with a European primary medical qualification
      • Understanding experiences of progression
      • Exploring patient and public attitudes towards medical confidentiality
      • Shaping the future of medical revalidation interim report
      • Understanding differential attainment across medical training pathways: A rapid review of the literature
      • Analysis of doctors erased or suspended 
      • Relationship between general practice selection scores and MRCGP examination performance
      • The effects of having restrictions on practice or warnings
      • Foundation doctors, transitions and emotions
      • The suitability of English language tests for giving evidence of doctors English proficiency
      • Identifying the work activities performed by doctors in the Foundation Programme
      • Public and professional views to confidentiality of healthcare data
      • A review on the impact of licensing examinations for doctors in countries comparable to the UK
      • A review of the List of Registered Medical Practitioners
      • Review of decision making in our fitness to practise procedures
      • Skills fade literature review
      • Evaluation of our learning disabilities website
      • The experience of public and patient complainants through our fitness to practise procedures
      • The experience of doctors who have been through our complaints procedures
      • Assessing the equivalence of PLAB graduates to UK graduates
      • Developing an evidence base for the Professional and Linguistic Assessments Board test
      • The validity of the Professional and Linguistic Assessments Board exam
      • Understanding the rise in fitness to practise complaints from members of the public
      • Fairness and the GMC: doctors views
      • Evaluating the strategic impact of medical revalidation: Building an evaluation framework
      • Identifying the appropriate IELTS score levels for international medical graduate applicants
      • Factors that impact on medical student wellbeing
      • Good practice among medical schools with students with mental health concerns
      • Patient and public attitudes to standards expected of doctors
      • The impact of continuing professional development on doctors performance and patient outcomes
      • Follow up qualitative research to the 2010 guidance survey
      • The impact of the Working Time Regulations on medical education and training
      • Identifying best practice in the selection of medical students
      • Barriers and enablers of good practice
      • Developing an evidence base for effective quality assurance of education and training
      • Investigating the prevalence and causes of prescribing errors in general practice
      • GMC multi-source feedback study
      • Research into perceptions of CESR and CEGPR routes to registration
      • Research into fitness to practise referrals from persons acting in a public capacity
      • The impact of the implementation of the European Working Time Directive
      • Specialities sub-specialities and progression through training
      • CPD - the international perspective
      • Risk factors at medical school for subsequent professional misconduct
      • Causes of prescribing errors by foundation trainees in relation to their medical education
      • International comparison of ten medical regulatory systems
      • The experience of working within a different professional framework
  • Learning and support
    • Learning and training
      • A day in the life of a GP
      • Duties of a doctor workshops
      • GMC guidance workshops
      • Welcome to UK practice
        • Welcome to UK practice: information for doctors
          • Doctors on Welcome to UK Practice
        • Welcome to UK practice: information for trainers or supervisors
        • Welcome to UK Practice: case studies
          • Discussing risk with patients - case study
          • Communicating with a patient with minimal English - case study
          • A 15 year old's capacity to consent - case study
          • Possible abused patient - case study
          • Disclosing information to the police and others - case study
          • Clinical audit - case study
          • Disclosing patient information - case study
          • Serious communicable disease - case study
          • Patient with complex needs - case study
          • Patient choice and the wider healthcare team - case study
          • Human rights guidance and other legislation - case study
          • Responding to risks to patient safety - case study
          • Taking up a new post - case study
          • Treating colleagues fairly and reporting - case study
          • Raising concerns in a GP surgery - case study
          • System pressures and competence - case study
          • Best interest decisions - case study
          • Working with others - case study
    • Engaging with students
    • E-learning resources
      • Patient journey to GP practice – virtual reality app
  • GMCSI
    • GMCSI case study – Armed Forces College of Medicine
  • Our role and the Medical Act 1983
  • Setting the standards for doctors
  • Overseeing doctors’ education and training
  • Managing the UK medical register
  • Investigating and acting on concerns about doctors
  • Helping to raise standards through revalidation
  • Charter for patients, relatives and carers
    • Performance against our patient charter

• How we work
  • Regulatory reform
  • Working together to address inequalities
  • Corporate strategy, plans and impact
    • Our strategy 2021–25
    • Business plans
    • Annual reports
      • Annual reports archive
    • Our national reports
    • Our responses to reviews and inquiries
    • Reducing stress for doctors going through investigations
    • Improving understanding of healthcare environments
  • Who we work with
    • Alliance of UK Health Regulators on Europe
    • Supporting medical professionalism
    • Our partners in Wales
    • Our partners in Scotland
    • Our partners in Northern Ireland
    • Our memoranda of understanding
    • Our partners in England
    • Our responses to consultations
  • Governance
    • Executive Board
      • What is the Executive Board?
      • Who sits on our Executive Board?
      • Executive Board papers
      • Executive Board meeting dates
      • Executive Board register of interests
      • Salaries and expenses
      • Previous governance boards
    • A guide to our Council
      • Council Chair
      • Council and Co-opted members
      • Council papers and agendas
      • Meetings
      • Committee membership
      • GMC and MPTS Liaison Group
      • Code of conduct for Council members
      • Council member register of interests
      • Expenses
      • Legislative framework
    • Council paper archive
    • Our governance framework and governance handbook
    • Advisory forums
      • Northern Ireland UK Advisory Forum
      • Scotland UK Advisory Forum
      • Wales UK Advisory Forum
      • Advisory Forum on GMC procedures and doctors' health
      • Education Advisory Forum
      • Strategic Equality, Diversity and Inclusion Forum
  • Our values
    • Corporate social responsibility (CSR)
  • Equality, diversity and inclusion
    • Our targets to address areas of inequality
    • Making sure our processes are fair
    • How we support equality diversity and inclusion in medicine
    • Reasonable adjustments
  • How we use doctors’ fees
  • Outreach
  • Easy read publications

• Get involved
  • Take part in our written and practical assessment pilots
  • GMC news
  • Consultations
    • Review of our Consent guidance
  • Complaints and feedback about our service
    • How do I raise my comment or complaint?
    • What information do I need to give you?
    • How will you handle my complaint?
    • When we will redirect your complaint
    • What can you expect from us?
    • What do we expect from you?
    • Our confidentiality and complaints policies
  • Procurement
  • Visit us
  • Our events
    • Speaker request form

• Fraudulent activity

• Modern slavery and human trafficking statement

• Our safeguarding policy

Accessing information

• How to access information about what we do 

• What is our publication scheme?

• How much will it cost to access information

• What to do if you’re not satisfied with our response to your request

Contact us

• Where you can find us

Disclaimer News

• Media centre

• News archive
  • Sexual harassment in healthcare must stop – new GMC standards for doctors make clear
  • Joint statement on meeting regulatory standards during periods of global or national shortage of medicines
  • Workplace discrimination affects 'worrying' number of trainee doctors, GMC survey reveals
  • Important notice - fraudulent calls
  • GMC response to the NHS Long Term Workforce Plan
  • 'Vicious cycle' must be broken to tackle NHS workforce crisis, GMC warns
  • Every doctor is a leader: six traits of effective everyday leadership
  • Outcome of the Employment Appeal Tribunal in the case of Mr Omer Karim
  • Training breaks viewed positively by educators as well as doctors, new research shows
  • Healthcare leaders must embrace equality, diversity and inclusion
  • GMC welcomes plans to reform restrictive legislation
  • GMC welcomes two new Council members
  • GMC gives full approval to two new medical schools
  • Good culture, good care: why more female leaders means better outcomes for doctors and patients alike
  • A message to the profession from GMC Chair Professor Dame Carrie MacEwen
  • GMC changes prompt fall in medical student fitness to practise declarations
  • Expecting GPs to plug workforce gaps risks 'killing primary care model', warns GMC Chief Executive
  • The role of the regulator in building a sustainable workforce
  • GMC training survey shines fresh spotlight on discrimination
  • Unlocking the potential of the SAS workforce
  • New thinking needed to tackle NHS workforce crisis, says GMC Chief
  • Enhanced ED&I data on the progression of UK doctors in training
  • GMC welcomes important step towards bringing anaesthesia associates and physician associates into regulation
  • GMC to act on fairness review recommendations
  • A message to the profession from GMC Chair Professor Dame Carrie MacEwen
  • GMC to roll out personalised contact when starting investigations
  • A message to the profession by GMC Chair Professor Dame Carrie MacEwen
  • PSA review concludes the GMC continues to maintain high Standards of Good Regulation 
  • Leicester medical students win national competition on social media safety
  • Watch our PA and AA student webinar
  • Tributes paid to Dame Clare Marx, former Chair of the General Medical Council
  • Have your say on the AA registration assessment content map
  • Action needed to stop senseless waste of NHS talent - GMC chief warns
  • Migration and the medical workforce
  • New hub on challenging racism and discrimination in healthcare
  • Recruitment for new GMC Council members underway
  • Winter pressures - letter to the profession
  • Co-chairs of Dr Arora case review publish findings
  • Remove barriers to help tackle NHS crisis, GMC urges
  • Next step on road to regulation as new education standards for future PAs and AAs published
  • Annual report on whistleblowing from healthcare regulators published
  • Our condolences to the Royal Family on the death of Queen Elizabeth II
  • Wellbeing resources for doctors
  • Welcome to the profession - a message for new graduates from Professor Dame Carrie MacEwen
  • An update on the UK government’s timetable for regulation of PAs and AAs
  • NHS backlogs threaten doctors as well as patients, GMC warns
  • Co-chairs announced for Dr Arora case review
  • Common questions: regulating physician associates and anaesthesia associates
  • GMC responds to findings of Independent Neurology Inquiry
  • GMC Chief Executive welcomes BMA report
  • Making it better for trainees
  • Update: statement on tribunal of Dr Manjula Arora
  • New Chair for the General Medical Council
  • People places and culture –meeting the healthcare challenges ahead
  • Culture and care in a system under pressure
  • Clinical fellows scheme to be renamed in honour of Clare Marx
  • What’s next for the NHS? Support, compassion and a sustainable workforce
  • Response to the Ockenden review into maternity failings
  • PLAB 1 update
  • PA and AA education: what have we been doing?
  • High standards maintained in all areas of PSA’s Standards of Good Regulation review
  • GMC urges doctors to share their experience of workplace learning
  • A statement from the GMC on the situation in Ukraine
  • GMC publishes update on tackling inequality
  • GMC publishes report on deaths during investigations
  • A message from our Acting Chair Professor Dame Carrie MacEwen
  • No place for sexual misconduct in UK healthcare
  • Joint statement from the GMC and Academy of Medical Royal Colleges on doctors’ vaccination
  • Supporting doctors during the pandemic
  • Coronavirus information for trainees
  • Our response to the coronavirus (COVID-19) pandemic
  • GMC acting chair Professor Dame Carrie MacEwen shares The state of medical education and practice in the UK 2021 findings
  • Fresh approach vital to maintain healthcare workforce after Covid, says regulator
  • Joint statement from chief executives of statutory regulators of health and social care professionals
  • Tackling teamwork problems earns medical students top prize
  • Dates are changing but our commitment to PAs and AAs remains
  • Recruitment begins for new GMC Chair
  • A message from our acting Chair, Professor Dame Carrie MacEwen
  • The role of the regulator in ending inequality in medicine
  • GMC publishes future professional standards for PAs and AAs
  • Wellbeing conversation is vital in the wake of Covid, acting GMC Chair warns
  • ‘What is the role of the regulator in wellbeing?’
  • GMC survey reveals reasons doctors quit UK working and what stops them returning
  • Health Secretary formally opens GMC assessment centre
  • Annual report on whistleblowing from healthcare regulators published
  • GMC responds to the Independent Medicines and Medical Devices Safety Review
  • GMC announces advisory forum ahead of key guidance overhaul
  • GMC pays tribute to Council Member Lara Fielden
  • Spotlight on professional standards
  • Doctors’ burnout worsens as GMC report reveals pandemic impact
  • Remembering Professor Peter Kopelman
  • UK government responds to the IMMDS Review - GMC statement
  • A message from Dame Clare Marx – Stepping down as Chair of the GMC
  • Dame Clare Marx to step down from General Medical Council
  • COVID response helped graduates prepare for careers in medicine, report finds
  • Statement on race discrimination Employment Tribunal ruling
  • GMC publishes response to the Department of Health and Social Care’s consultation on regulatory reform
  • MLA update: approval for a university-led applied knowledge test
  • Working together: what lessons from maternity care can teach us about doing things differently
  • New Covid-secure assessment centre opens in Manchester for overseas doctors
  • Widening access to clinical research
  • New guide for LGBT patients on what to expect from their doctor
  • A message from Dame Clare Marx – New targets to tackle inequality and discrimination
  • GMC targets elimination of disproportionate complaints and training inequalities
  • Spotlight on... education
  • Reform needed to tackle ‘shameful’ disadvantage, says GMC Chief Executive
  • Charlie Massey Westminster Health Forum speech - Regulatory reform
  • Training during the pandemic – GMC urges doctors to make their voices count
  • GMC urges patients to stay safe when going online for treatment
  • Coronavirus information for medical students
  • GMC welcomes Department of Health and Social Care public consultation
  • High standards upheld during pandemic year
  • Clinical leadership skills crucial as health services emerge from Covid GMC Chair
  • Dame Clare Marx ASiT speech – ‘Emerging from Covid: why leadership matters’
  • Updated guidance to help doctors keep pace with increase in remote prescribing
  • Joint Statement: Supporting final year medical students in 2021
  • Cardiff students win UK prize for second year running
  • Joint statement from chief executives of statutory regulators of health and social care professionals
  • Making decisions around care - a message from Dame Clare Marx
  • Update: Supporting doctors throughout the COVID-19 pandemic
  • Brexit – Guide to registration for doctors
    • If you have an EEA or Swiss primary medical qualification and want to apply for registration in the UK
    • If you have a primary medical qualification from outside the UK, EEA or Switzerland and want to apply for registration in the UK
    • If you want to apply for GP or specialist registration in the UK
    • If you've already submitted your application and are waiting for the outcome from us
    • If you're an EEA national with provisional registration in the UK and want to apply for full registration
    • If you're an EEA national already working in the UK
    • If you're a UK qualified doctor and you want to work in the EEA
    • Further information about how Brexit may affect your registration status
  • Coronavirus information for patients
  • GMC sets out annual registration fees
  • Developing professional standards for PAs and AAs
  • GMC pays tribute to long serving council member
  • GMC welcomes five new female council members
  • Statement about GMC participation in UK-REACH study into COVID-19 and BME healthcare workers
  • European doctor numbers grow steadily amid Brexit transition
  • We can help unlock workforce potential says GMC chief
  • Charlie Massey GMC Conference keynote speech 2 December 2020
  • Medical training evolution required to meet patient needs
  • Dame Clare Marx GMC Conference keynote speech 30 November 2020
  • Changes to support trainees continue into 2021
  • Pandemic should be a catalyst for change in UK healthcare, says GMC Chair
  • Dame Clare Marx: Leaders in Healthcare speech
  • Quality not quantity is key to supporting information GMC tells doctors
  • Joint statement: Supporting doctors throughout the second COVID-19 wave
  • GMC to create temporary test centre to assess thousands of doctors
  • PLAB tests continue with safety rules during lockdown
  • GMC reschedules further revalidation dates
  • COVID disruption hits training for eight in ten doctors GMC surveys shows
  • Shared decision making is key to good patient care - GMC guidance
  • COVID-19 specific guidance published for doctor complaints
  • Shaun Gallagher appointed as new Director of Strategy and Policy
  • GMC welcomes decision to lift cap on medical school places
  • GMC clarifies no role in medical education places
  • A welcome to new doctors from Prof Colin Melville
  • GMC and MSC welcome agreement on Medical Licensing Assessment delivery model
  • Doctors urged to have their say on workplace training during coronavirus
  • Doctors' workshops go online as the GMC responds to pandemic restrictions
  • GMC response to the Independent Medicines and Medical Devices Safety Review
  • General Medical Council sets out plans for restart of medical tests and fitness to practise work
  • GMC launches Council member recruitment
  • GMC statement on ethnically diverse medical school teaching materials
  • Dame Clare Marx’s message to the profession
  • COVID 19 – GMC confirms revalidation date changes
  • Joint statement on death certification during the COVID-19 pandemic
  • GMC Chair pays tribute to doctors who have died fighting COVID-19
  • Changes to the abortion law in Northern Ireland - information for doctors
  • Statement on advance care planning during the COVID-19 pandemic, including do not attempt cardiopulmonary resuscitation (DNACPR)
  • Joint statement: Community-based prescribing for COVID-19 symptoms
  • Welcome to the profession – a message to final year medical students from Dame Clare Marx
  • GMC asked to register further groups of doctors
  • COVID-19 – GMC grants temporary registration to 11,800 doctors
  • Joint statement: early provisional registration for final year medical students
  • Doctors will stop at nothing to provide care in this crisis – our job is to support them
  • Exams for doctors in training – Academy of Medical Royal Colleges, COPMeD and GMC statement
  • Coronavirus – GMC writes to doctors who may be asked to help
  • Supporting the COVID-19 response: Plans for management of medical training rotations
  • PSA report highlights good regulation in 2018/19
  • Overseas doctors sit UK exam in Belfast for first time
  • Joint statement: Supporting doctors in the event of a COVID-19 epidemic in the UK
  • Supporting the COVID-19 response: Guidance regarding medical education and training 
  • How we will continue to regulate in light of novel coronavirus (COVID-19)
  • Regulation overhaul urgently needed, says GMC Chief Executive
  • Charlie Massey at Westminster Health Forum
  • NHS 2019 Staff Survey
  • GMC responds to DHSC flexible medical education announcement
  • Two new Council members appointed by GMC
  • GMC responds to Paterson Inquiry findings
  • Registration status of European doctors won't change after Brexit
  • New-look online register improves accessibility
  • Updating patients on neurology concerns in Northern Ireland
  • Unfair treatment affecting many SAS and LE doctors, GMC survey
  • Doctors’ career choices a ‘new reality’ which health services cannot ignore
  • Doctors’ registration fees to rise by maximum of £7
  • Doctors' engagement in MPTS hearing process most closely linked to decisions, study shows
  • GMC responds to concerns in maternity services at Shrewsbury and Telford Hospital NHS Trust
  • Our commitment to patients who raise a concern about a doctor
  • Acting on wellbeing solutions could make UK health services a model for the world
  • Principles for good practice issued to protect patients online
  • Attracting supporting and retaining doctors a must to meet healthcare challenges
  • GMC responds to BMA sexism report
  • How our guidance applies to doctors taking part in protests
  • Plans agreed to retain trainee doctors in Weston emergency department
  • GMC supports calls to recognise GPs as specialists
  • Healthcare leaders need support to ensure good patient care report says
  • First overseas doctors set to use new Manchester test centre
  • GMC to regulate two new associates roles  
  • Government responds to consultation on reforming regulation
  • Doctors do not know where to turn for advice on their wellbeing, GMC survey shows
  • Valuable prize up for grabs for medical students
  • GMC meets PSA standards for good regulation 
  • Regulators unite to support reflective practitioners across healthcare
  • GMC confirms 3,000 Commonwealth route doctors have genuine degrees
  • GMC statement following the publication of the independent review of gross negligence manslaughter and culpable homicide in medical practice
  • Virtual reality helps new recruits prepare for move to England
  • GMC welcomes Interim People Plan for England
  • North East hospitals praised in GMC report
  • Disabled doctors to get increased support thanks to new GMC guidance
  • GMC statement regarding Dame Denise Coia and the review of mental health and wellbeing in the medical profession
  • Medical register reaches 300,000 for the first time
  • First GMC survey of SAS doctors opens
  • GMC asks doctors for views on getting effective feedback from patients
  • Fewer full GMC investigations after pilot scheme success
  • GMC clarifies expectations of newly qualified doctors
  • GMC supports anti-bullying  guide for health leaders
  • Relevant European qualifications to be recognised post-Brexit
  • Check insurance and indemnity cover, GMC tells doctors
  • Doctors to receive training support to call out unprofessionalism
  • The GMC asks doctors for diversity data to help ensure fair regulation
  • GMC to ask SAS doctors about workplace experiences for the first time
  • Measuring the impact of our corporate strategy
  • Medical student wins UK competition with 'Trip Advisor' approach
  • General Medical Council appoints medical education expert to new post
  • Right to appeal
  • Doctors’ registration fees to rise by maximum of £9
  • UK-wide workforce planning needed to avert NHS staffing crisis, says GMC
  • Workplace warning signs must be heeded to protect training, GMC says
  • Update on the case of Zholia Alemi
    • Were any complaints made about Zholia Alemi during the time she was practising?
    • How robust are our current processes?
    • What should patients do if they are concerned that they were treated by Zholia Alemi?
  • Remembering Sir Donald Irvine
  • Zholia Alemi – information for patients
  • Statement on Zholia Alemi
  • Two new Council members appointed by GMC
  • Updated handbook on effective clinical governance for doctors
  • Team reflection key to a learning culture says GMC Chair
  • Under-pressure doctors need time for patients, says GMC
  • GMC publishes Wessex region review
  • Clarity needed for European doctors post-Brexit, GMC warns
  • GMC welcomes regulation of new roles
  • Human Factors training to be rolled out for investigators
  • GMC welcomes High Court clarity on Avastin use
  • Consultation on support for disabled doctors closing
  • New guidance to help you with reflection
  • Enhanced monitoring update - August 2018
  • Statement on Court of Appeal’s judgment on the Bawa-Garba case
  • Health regulators launch new protocol to address emerging concerns
  • New Chair of the General Medical Council
  • GMC publishes its strategy on equality and fairness
  • Burnt out doctors feel exhausted before they start a shift - GMC survey shows
  • GMC launches Council member recruitment
  • GMC says disabled doctors need support to fulfil their potential
  • GMC response to the Gosport Independent Panel report
  • GMC signs up to joint approach to addressing concerns raised by doctors
  • Failure to protect doctors reflections a missed opportunity
  • Marx medical manslaughter review invites written evidence
  • Reviewing medical manslaughter laws
  • The new data protection law is in effect
  • GMC announces working group to lead medical manslaughter review
  • Organisations to collaborate on new reflective practice guidance for doctors
  • GMC response to recommendations made by the Inquiry into Hyponatraemia-related deaths
  • GMC announces chairs of wellbeing review
  • Fitness to practise improvements made
  • GMC says government must address visa issue
  • GMC updates guidance to help doctors with appraisals and revalidation
  • GMC statement on the publication of evaluating the regulatory impact of medical revalidation by UMbRELLA
  • Doctors discuss reflective practice with GMC
  • GMC statement on the Alfie Evans case
  • GMC commissions new research into fitness to practise referrals
  • GMC recruiting for new Chair
  • GMC gears up to support extra international doctors wanting to work in the UK
  • Your new GMC website is here
  • Our response to the case of Dr Bawa-Garba - March 2018
  • We've told the Williams Review that Doctors’ reflections should be legally protected
  • Doctors reflections should be protected
  • Brexit impact must be central to workforce planning
  • We’ve urged workforce planners to consider the impact of Brexit on new strategy for the NHS
  • GMC announces terms of reference for gross negligence manslaughter review
  • Dame Clare Marx to lead medical manslaughter review
  • Enhanced monitoring update - February 2018
  • GMC event ensures doctors wellbeing is high on the agenda
  • GMC to accept new English language qualification for non-UK doctors
  • Sponsor to support workshop for doctors new to the UK
  • GMC to look at the wider issues around manslaughter
  • High Court judgment handed down
  • Outdated and inflexible legislation stops us supporting doctors and protecting patients
  • Outdated cumbersome and inflexible legislation prevents us from supporting doctors, says GMC Chief Executive
  • GMC responds to new NICE guidance
  • Data-sharing agreement could threaten patient confidentiality
  • Guidance to doctors working under system pressure
  • Professor Terence Stephenson awarded a Knighthood
  • Medical profession at ‘crunch point’, GMC report finds
  • GMC begins work to deliver Medical Licensing Assessment
  • GMC to slash registration fees for doctors
  • Registration fees for doctors cut
  • Regulation of medical associates will bolster workforce
  • Regulation of medical associates will bolster workforce, says GMC
  • Dr Bawa-Garba hearing - GMC statement
  • Medical training too reliant on doctors' goodwill, says GMC
  • Planning for the future workforce
  • GMC statement on less than full time training
  • Doctors training experience in Northern Ireland is positive, says GMC
  • GMC seeks views on skills needed by newly-qualified doctors
  • Joining other regulators to give advice on conflicts of interest
  • Comment on the decision to strike off Dr Ian Paterson
  • New action plan to improve revalidation published
  • Heavy workloads still an issue for many doctors in training
  • GMC statement on removal of trainee doctors from Canterbury Urgent Care Centre
  • Former Chief Executive Niall Dickson awarded CBE
  • Warning not to take risks to get ‘beach body ready’
  • Ian Paterson sentencing
  • First High Court judgment handed down
  • GMC unveils new standards to boost flexibility of doctors training
  • New standards to boost flexibility of doctors’ training
  • GMC extends contract for Doctor Support Service
  • Revised confidentiality ethical guidance comes into effect
  • Locum tax issue
  • New blueprint for better medical training revealed
  • Reporting concerns to the DVLA
  • Response to concerns about our guidance for doctors on attempting CPR and DNACPR orders
  • Enhanced monitoring at Kent and Canterbury Hospital
  • Doctors in training must share their experiences of rota gaps
  • GMC encourages doctors in training to use exception reports
  • Oral evidence to Health Committee Brexit inquiry
  • Working with AoMRC on ways to develop the medical register
  • GMC consults on plans for Medical Licensing Assessment
  • New confidentiality guidance for doctors
  • GP Specialist Register proposals
  • Responding to the case of Dr Bawa-Garba
    • The advice that informed our appeal
  • Enhanced Monitoring - April 2019
  • GMC praises Scottish medical schools for reaching out to disadvantaged students

• Actions we’re taking to tackle the risks of bias

PA and AA regulation

• Guide to registration for PAs or AAs
  • I am a UK-qualified PA or AA but I am not on the FPA or RCoA voluntary register

• Bringing physician associates and anaesthesia associates into regulation
  • Introducing the roles and regulation
  • Education for physician and anaesthesia associates
  • Assessing physician and anaesthesia associates
  • Revalidation for physician associates and anaesthesia associates
  • Ethical and professional standards
  • Prescribing
  • Fitness to practise for physician and anaesthesia associates

• Guidance case studies for physician associates and anaesthesia associates

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Responsible officer hub

• News for responsible officers
  • New fairness checks on our referral form
  • Improving how we support witnesses
  • Updates to our guidance for concerns involving low level violence and dishonesty
  • Coronavirus: Our approach to fitness to practise
  • Helping you get the most out of our data
  • Increasing support for overseas doctors
  • Changing how you receive our decisions circular
  • Supporting doctors from overseas
  • Keeping you connected
  • Recognising workforce and system pressures in investigations
  • New guidance to help you with reflection
  • Taking revalidation forward
  • Five things to know about GDPR

• A responsible officer’s introduction to registration and licensing

• If you've referred a doctor to the GMC
  • Gathering evidence
  • Assessing a doctor’s performance
  • What happens at the end of an investigation
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  • Referral to a medical practitioners tribunal
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Tudalen hafan Gymraeg

• Cynllun Iaith Gymraeg – Welsh language scheme

• Welsh healthcare