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• 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

    • 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 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

      • 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

        • What is it like to be a PLAB examiner?
        • The selection process
        • Payment and tenure
        • Who are we looking for?
        • What commitment do we ask for?

      • 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

      • Coronavirus (COVID-19) – update on revalidation for doctors and changes to the notice period

      • 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
        • DC13320 - 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

• Ethical guidance

  • Ethical guidance

    • 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 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

  • Ethical guidance for anaesthesia associates and physician associates

    • Guidance case studies for physician associates and anaesthesia associates

    • Good medical practice: interim standards for physician associates and anaesthesia associates

      • The duties of physician associates and anaesthesia associates registered with the GMC

      • Professionalism in action

      • Domain 1: Knowledge skills and performance

      • Domain 2: Safety and quality

      • Domain 3: Communication partnership and teamwork

      • Domain 4: maintaining trust

    • Advice for doctors who supervise physician associates and anaesthesia associates

  • Archived ethical guidance

  • 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 review

    • How we've approached the review

    • Good medical practice advisory forum

    • Proposed changes to Good medical practice

• 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
        • 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

      • 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

      • 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
            • Assessments
            • Clinical placements
            • Other support
        • 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

    • Projects

      • Credentialing

        • What is a GMC credential?
        • Why are GMC credentials being introduced?
        • Who will be eligible for GMC credentials?
        • How will credentialing affect postgraduate training?
        • Which GMC credentials are currently being developed?
        • What is the process for approving a GMC credential?

      • Differential attainment

        • What is differential attainment?
        • What are we doing to address differential attainment?
        • Practical guides and resources

      • 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

      • Child mental health curriculum

      • Clinical genetics curriculum

      • Clinical neurophysiology curriculum

      • Clinical oncology curriculum

      • Clinical pharmacology and therapeutics curriculum

      • Clinical radiology 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

      • 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
        • Retired examiners

      • 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 Health Education England local teams
        • National training survey case studies
          • 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 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

      • 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

    • Work experience and doctors in training

    • Standards of UK medical education

  • Medical Licensing Assessment

    • UK students' guide to the MLA

    • International medical graduates' guide to 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

  • Welcome to medicine

    • How we support medical students

    • Our guidance for medical students

    • Practical tips

    • Tools and resources

    • Sources of support

  • 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

        • How will the doctor be assessed?
        • Where does it take place?
        • What is a performance assessment?
        • What does an assessment involve?

    • 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

  • 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

        • Workforce report 2022
        • 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

        • 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

      • Business plans

      • Our strategy 2021–25

      • Improving understanding of healthcare environments

      • Our impact

        • Our responses to reviews and inquiries
        • Reducing stress for doctors going through investigations
        • Sharing data with others to support workforce planning

      • Annual reports

        • Annual and impact report archive

    • 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
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        • Salaries and expenses
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      • A guide to our Council

        • Council Chair
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      • Council paper archive

      • Our governance framework and governing document

      • Advisory forums

        • Northern Ireland UK Advisory Forum
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        • Wales UK Advisory Forum
        • Advisory Forum on GMC procedures and doctors' health
        • Education Advisory Forum
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        • Strategic Equality, Diversity and Inclusion Forum
        • Black and Minority Ethnic Doctors' 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

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  • Fraudulent activity

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• Accessing information

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  • 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

    • 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

    • Charlie Massey GMC Conference keynote speech 2 December 2020

    • We can help unlock workforce potential says GMC chief

    • 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 says disabled doctors need support to fulfil their potential

    • GMC launches Council member recruitment

    • 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

    • Regulation of medical associates will bolster workforce, says GMC

    • Regulation of medical associates will bolster workforce

    • Registration fees for doctors cut

    • 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

    • GP Specialist Register proposals

    • New confidentiality guidance for doctors

    • Enhanced Monitoring - April 2019

    • Responding to the case of Dr Bawa-Garba

      • The advice that informed our appeal

    • GMC praises Scottish medical schools for reaching out to disadvantaged students

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  • Bringing physician associates and anaesthesia associates into regulation

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