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This programme is designed to allow overseas doctors to take part in training analogous to the Internal Medicine (Stage 1) Medical Training (formerly Core Medical Training) offered by the Joint Royal College of Physicians Training Board. This forms the first stage of speciality training for most doctors training in medical specialties. The first stage of the Pathways to Medicine is the Masters in Medicine (MMed) which is benchmarked to the level of training required for Membership of the Royal College of Physicians (MRCP). Successful completion of the MMed and attainment of MRCP will allow progression to the Professional Doctorate (Prof Doc) in a chosen speciality which is benchmarked to the first three years of speciality training and will include clinical audit.
Some doctors holding a primary medical degree from a recognised medical school may not have GMC registration. Such candidates may enter the pathways programme after attaining the Professional Language Assessment Board (PLAB) examination or undergoing a 3 month observership to the satisfaction of the mini´«Ã½ and may then achieve registration through the GMC sponsorship programme.
There are two possible entry points: with GMC registration into MMed, with MRCP into the Professional Doctorate (See Figure 1).

1) GMC Registration
GMC registration can be obtained through the attainment of the PLAB examination (Parts 1 and 2) or through the GMC Sponsorship scheme for MMed.


2) Masters in Medicine (MMed)
The training pathway for achievement of MMed is generally three years. The programme is designed to deliver core training for specialty training by acquisition of knowledge and skills as assessed by the work place based assessments and the MRCP. The programme will be broad based consisting of six to eight placements in medical specialties. These placements must include direct involvement in the acute medical take. Students completing the MMed and MRCP will have a solid platform from which to continue into Specialty Training via the Prof Doc. Attainment of MRCP will normally be required before entry into specialty training.

The key features of the MMed are:
Student led – we will use an ePortfolio to encourage a learner centred approach with the support of Educational Supervisors. The ePortfolio contains tools to identify educational needs, enables the setting of learning goals, reflective learning and personal development.
Competency based – the curricula outline competencies that trainees must reach by the end of the programme. The curriculum is directly linked to the ePortfolio as it defines standards required for good medical practice and formal assessments including the MRCP exams.
Continuation of Good Medical Practice – building on existing training the curriculum contains important emphasis on generic competencies necessary for practice as a physician
Supervision – each student has a series of people with clearly defined roles and responsibilities overseeing their training including Clinical Supervisor, Educational Supervisor, University Tutor, Pathways to Postgraduate Training in Medicine Director, and Dean of Postgraduate Medicine
Appraisal meetings with Supervisor – regular appraisal meetings and review of competence progression are set out in the ePortfolio.
Dissertation – Literature review 4,000 words.
Workplace-based assessments – regular workplace-based assessments are conducted throughout
training. These include the Acute Care Assessment Tool (ACAT), Audit Assessment (AA),Case
Based Discussion (CbD), Direct Observation of Procedural Skills (DOPS), mini-Clinical Evaluation
Exercise (mini-CEX), Multiple Consultant Report (MCR), Multisource Feedback (MSF), Patient
Survey (PS), Quality Improvement Project Assessment Tool (QIPAT) and Teaching Observation
(TO).
MRCP examination – the various parts of our curriculum have been mapped to the MRCP (UK)
curriculum and this provides a knowledge base assessment.
FY2


3) Professional Doctorate
The Professional Doctorate has a greater emphasis on specialties. They will be able to undertake careers in the specialty chosen at point of entry and must acquire all the relevant competences for the component specialties.

The key features of the Professional Doctorate are:
• Emphasis on key competencies - Students will achieve the competencies described in the curriculum through a variety of learning methods. There will be a balance of different modes of learning from formal teaching programmes to experiential learning ‘on the job’.
• Learning with Peers - There are many opportunities for students to learn with their peers in a hospital setting. Local postgraduate teaching opportunities should allow students and NHS trainees of varied levels of experience to come together for small group sessions.
• Work-based Experiential Learning - The content of work-based experiential learning is decided by the local faculty for education but includes active participation in: Medical clinics including specialty clinics, Specialty-specific takes, Post-take consultant ward-rounds, Personal ward rounds and provision of ongoing clinical care on specialist medical ward attachments, Consultant-led ward rounds, Multi-disciplinary team meetings.
• Formal Postgraduate Teaching
• Independent Self-Directed Learning
• Dissertation – In depth 8000 word literature review based on original investigation, e.g. audit.

• Framework for Higher Education Qualifications ();
• Relevant Subject Benchmark Statement(s) ();
General Medical Council PLAB overview ()
• Joint Royal College of Physicians Training Board Core Medical Training and General Internal Medicine
()

Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each course unit/module can be found in the departmental or programme handbook. The accuracy of the information contained in this document is reviewed annually by the mini´«Ã½ and may be checked by the Quality Assurance Agency.