British Association of Dermatologists, London, UK
Medical Education, School of Medicine, University of Nottingham, Nottingham, UK.
BMJ Open. 2022 Mar 29;12(3):e053565. doi: 10.1136/bmjopen-2021-053565.
The National Health Service (NHS) Long-Term plan published in 2019 set out healthcare reforms to meet the healthcare demands of UK. Undergraduate specialty core-curricula like dermatology aligns well to the training needs of the future workforce but lacks representation, consistency and implementation. This study explores the barriers and facilitators influencing the implementation of a specialty-specific (dermatology) national core-curriculum across UK medical schools.
A constructivist approach was used to develop an online questionnaire and data collected using mixed methodology.
Undergraduate dermatology teaching leads across all UK medical schools.
30 out of 42 UK medical schools responded to the survey (71%). 16 out of 30 (53%) responders were unaware of the planned Medical Licensing Assessments (MLA) for all UK graduates in 2024-2025; 43% were unaware if dermatology was mapped to national standards; 50% were unsure if the dermatology was blueprinted on school curricula. Barriers to implementation included competing NHS service commitments, the specialty not seen as a priority and difficulty influencing curricula changes at school level. Facilitators included workforce planning and transparency in funding to support leadership in undergraduate education. Domains identified for curriculum implementation were: (1) awareness of the role of General Medical Council and the MLA, (2) medical education training for teaching leads, (3) lack of recognition and resources for leadership, (4) skills development to map, blueprint and assess specialty core-components, (5) medical school and specialty engagement.
This study identifies the potential barriers and facilitators to specialty specific core-curricular implementation across UK medical schools. Lack of standardised training in medical education, time and resources undermine the role of specialty teaching leads as medical educators. Medical school engagement with specialties with mutual support would aid the forthcoming educational reforms.
2019 年发布的《国民保健制度（NHS）长期计划》提出了医疗改革措施，以满足英国的医疗保健需求。像皮肤科这样的本科专业核心课程与未来劳动力的培训需求非常契合，但在代表性、一致性和实施方面仍存在不足。本研究探讨了影响英国各医学院实施特定专业（皮肤科）国家核心课程的障碍和促进因素。
采用建构主义方法开发在线问卷，并采用混合方法收集数据。
英国所有医学院的皮肤科本科教学负责人。
42 所英国医学院中有 30 所（71%）对调查做出了回应。在做出回应的 30 所医学院中，16 所（53%）不知道 2024-2025 年所有英国毕业生计划进行的医学执照评估（MLA）；43%不知道皮肤科是否与国家标准相匹配；50%不确定皮肤科是否在学校课程中进行了规划。实施的障碍包括对国民保健服务承诺的竞争、该专业不被视为优先事项以及难以影响学校层面的课程改革。促进因素包括劳动力规划以及对支持本科教育领导力的资金透明度。课程实施的领域包括：（1）了解医学委员会和 MLA 的作用，（2）为教学负责人提供医学教育培训，（3）缺乏领导力的认可和资源，（4）发展映射、规划和评估专业核心内容的技能，（5）医学院和专业的参与。
本研究确定了英国各医学院特定专业核心课程实施的潜在障碍和促进因素。医学教育标准化培训的缺乏、时间和资源的限制，削弱了专业教学负责人作为医学教育者的作用。医学院与专业之间的相互支持将有助于即将到来的教育改革。
