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Development by Clinical Role

This section of the Framework explores competences and skills required by teachers and trainers at different stages of their clinical career. The guidance is based on training curricula and established competency frameworks and is specifically aimed at doctors working within the NHS who will take on different teaching and training roles as they move through their careers. Academic staff and other healthcare professionals are likely to find the resources in the ‘educational roles’ section more helpful.

A standard medical career is broken down into four stages: undergraduate education, foundation training, core and/or specialty training and entry into a career-grade post.  This section assumes you will follow a predictable career pathway with typical role requirements at each stage. We recognise that not every individual will follow a predictable trajectory and the guidance should be adapted to fit your individual circumstances. You may find it helpful to refer to the stage immediately before or after your own if the guidance seems pitched at too high or too low a level. The map below can be used to link directly to specific sections of the framework, or you can use the submenus to navigate.

Regardless of stage of career or specific role, there are a number of generic skills required by every doctor who comes into contact with medical students or medical trainees. Many of these skills are not specific to your teaching role and will be acquired elsewhere in your clinical practice. You should make sure you are up-to-date in all of the following areas:

  • Professional practice
  • Information governance
  • Principles of dignity, equality and diversity
  • Principles of copyright and use of electronic media, including discussion forums within the healthcare context

Map of standard clinical and educational career progression

Clinical career progession

Medical student Foundation doctor Specialty trainee Y1-3 (inc. GP) Specialty trainee Y4+ Consultant
SAS doctor

Educational career progression

Peer tutor Non-GMC recognised roles GMC recognised/ approved trainer roles Educational leadership roles
Presenter (clinical meetings)
  1:1 teacher
Role model
Small group teacher
Clinical assessor (SLEs)
Assessor (WBAs)
Examiner (OSCE / Portfolio)
Personal tutor
  GP tutor
  GP Trainer
Named educational supervisor
Named clinical supervisor
Module / block lead
Subdean / NHS Teaching Lead
Associate Dean
PG Dean
 Year lead (UG)
Teaching Dean

Key to colour-coding used in Table 1

Role incorporates both UG teaching & PG training
PG focussed role
UG focussed role
Role requiring formal GMC recognition