Welcomed and valued consultation survey

Area of Consultation: Education & training

  • Start:Jun 28, 2018
  • End:Sep 20, 2018
  • Results planned
    for publication:
    Dec 31, 2018
  • Reference number:58
  • Status:ClosedClosed

Consultation Summary:

Welcomed and valued – share your views

We are consulting on our revised version of Gateways to the professions, our guidance for medical educators on how to support disabled students and doctors. Let us know what you think of the revised guidance, Welcomed and valued. We want to make sure it meets your needs.

The consultation closes on 20 September 2018. You can complete the full consultation or shorter versions depending on your area of interest. And you can take part online or via pdf (If you are not able to complete the consultation online you can download and complete the consultation offline in Adobe reader, and send to hdreview@gmc-uk.org):

Patient survey - Patient / carer, relative or advocate / member of the public / lay GMC or MPTS associate

Non-patient survey - Doctor / medical student or involved in medical education

How do I take part in the consultation?

There are 9 questions in the concise consultation version, and 31 questions in the extended consultation version. You can skip questions if you prefer to focus on specific issues.

The consultation is open until 20 September 2018

You can answer the questions online on our consultation website or you can answer the questions using text boxes in the consultation document and either email your completed response to us at hdreview@gmc-uk.org or post it to us at:

Education Policy team
General Medical Council
Regent’s Place
350 Euston Road
London
NW1 3JN

Background:

Why are we consulting?

Like the general population, some doctors are disabled or have long term health conditions. Disabled doctors have a lot to offer and their contribution to the medical profession should be celebrated. We think it is important for doctors to reflect the diversity of people in the UK. We want to address the added challenges and barriers disabled medical students and doctors face throughout medical education and training so they’re able to fulfil their potential.

We oversee all stages of medical education and require organisations to support disabled medical students and doctors through their training. Gateways to the professions is the guidance we provide to help them do this. We have developed a new version of this guidance, now titled Welcomed and valued.

Welcomed and valued retains the principles of the current version. But it has been largely re-written and re-organised to reflect a balance between the role and considerations of the GMC, the medical schools and postgraduate bodies. The guidance contains the following chapters:

  • Chapter 1 – Our considerations as the professional regulator
  • Chapter 2 – What do we expect of medical education organisations and employers?
  • Chapter 3a – How can medical schools apply their duties?
  • Chapter 3b – How can postgraduate educators and employers apply their duties?
Further Information

Purpose:

What is this consultation about?

We are consulting on the revised version of the guidance to understand how people who use or will be affected by the guidance view the changes, and whether they think the new guidance meets their needs.

We really want to get this right to best support disabled medical students and doctors. Please take your time and read through the document to give us your general comments as well as your thoughts on some targeted questions. We realise the guide is a long document – this is because we are covering a complex area and based on feedback from educators, wanted to give detailed advice across all stages of medical education.

You can still give us feedback even if you don't have much time. You can do this by:

  • Selecting the ‘concise survey’ option at Question 2 – this means you will see a small number of focused questions about the guide
  • Only reading the chapters that are most relevant to you:
    • Medical student: See Chapter 1 for our considerations as a professional regulator; Chapter 2 for what is expected of your medical school; and Chapter 3a for advice on how your school can meet these duties.
    • Doctor: See Chapter 1 for our considerations as a professional regulator; Chapter 2 for what is expected of organisations responsible for your training, and Chapter 3b for advice on how organisations can meet their duties.
    • Medical school: See Chapter 2 for what is expected of medical schools, and Chapter 3a for advice on meeting these duties.
    • Postgraduate educator: See Chapter 2 for what is expected of organisations, and Chapter 3b for advice on meeting these duties.
    • Employer organisations: See Chapter 2 for what is expected of employers and organisations responsible for doctors’ training; and Chapter 3b on how organisations you collaborate with can meet their duties.
  • Focusing on the summaries available at the beginning of each chapter in the guide. We would recommend reading either the whole document or specific chapters, but if you can’t do that because of time constraints, we would still appreciate your feedback on the summaries.

As you are reading through the draft guide, please bear in mind that:

  • The examples of good practice within the guide are illustrative and not meant to be prescriptive for similar cases, as each case needs to be looked at on its own merits
  • We cannot give a prescriptive list of reasonable adjustments or support that is accepted or not, because equality legislation says that what is reasonable can only be decided on a case by case basis. But the guide gives a framework to help you make those decisions, including what factors to consider.

How have we developed this guide?

We formed an external steering group of experts, chaired by Prof Bill Reid (Postgraduate Dean, South East Scotland), to oversee the drafting process. The guide was also informed by external research we commissioned and nine roundtables hosted across the four countries of the UK with students, doctors, educators, employers and members of the public. We’ve also created a wider reference community of over 250 individuals and organisations with an interest in this area.

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