In the United Kingdom, declining research and academic activity amongst clinicians has been highlighted by the Walport report in 2005. Since then, several strategies have been implemented at different stages of clinical training and career progression in order to address this. Furthermore, the main regulator for medical training in the United Kingdom, the General Medical Council, has emphasised learning outcomes for the UK medical graduate relating to scientific and academic excellence.
This session will have three main themes.
Firstly, it will present the challenges confronted by curriculum designers at undergraduate level of meeting academic research and scientific outcomes in the United Kingdom. Secondly, it will outline the different pathways available for medical students and junior doctors in the United Kingdom to acquire research skills and aptitude. These pathways include elective modules called student selected components; and integrated academic degrees.
Thirdly, the session will describe how curricula can be successfully developed to incorporate research skills training using Harden’s 10 step approach. This helpful framework deconstructs the main considerations of curricular development including mapping of content to aims and objectives, faculty and student communication and the adoption of appropriate teaching strategies.