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1
rough
guide
to the Academic
Foundation Programme &
The information contained in the Rough Guide portion of this publication is
intended for medical students who may be considering an academic career.
The information herein is correct at the time of printing, and may be subject
to change.
This is not intended as legal guidance. For policy guidance, please go to the
Operational Framework for Foundation Training, which is available at
www.foundationprogramme.nhs.uk
Compendium
of Academic Competences
For an electronic copy of this book, go to www.foundationprogramme.nhs.uk
1st Edition, March 2009
Produced by:
Editor in chief:
Dr Stuart Carney
‘Rough Guide’ is a registered trade mark of Rough Guides Limited of
80 Strand, London WC2RL 0RL, United Kingdom, and is used herein with
their permission.
Rough Guides Limited is not in any way associated or affiliated with the
UK Foundation Programme Office or this publication.
2
Acknowledgements:
The Rough Guide and Compendium were produced with the help of many people
and we would like to thank them for their contributions, particularly Dr Sarah Bell,
Dr Vishal Bhavsar, Dr Anne Edwards, Professor Derek Gallen, Peter Goddard,
Dr Lorraine Harper, Mr Stephen Kennedy, Professor Judy McKimm,
Dr Ijeoma Nnadi, Dr Aarti Jivanji, John Mitchell, Carrie Moore, Dr Anna Oates,
Dr Stewart Peterson, Dr Gabriele Pollara, Dr David Roberts, Dr Adam Smith,
Dr Jan Welch, Sharon Witts, the UKFPO Academic Sub-Group plus many more.
3
welcome
contents
Welcome to the Rough Guide
to Academic Foundation
Programmes and Compendium of Academic Competences.
Rough Guide to Academic Foundation Programmes
Background
Foreword
This joint publication has two main aims:
1. The Rough Guide offers a broad-based introduction to academic
foundation training and is aimed at
medical students contemplating a
career in academic medicine.
2. The Compendium outlines some of
the additional competences which an
academic trainee may acquire during
the course of their training. This may
be of interest to both the enquiring medical student and the academic foundation doctor.
Although aimed at two separate audiences, we have decided to combine these in
order to produce a single publication covering all aspects of the academic pathway.
Whether you are simply exploring the possibilities of an academic career or have
already embarked on an Academic Foundation Programme, I hope this book will
prove to be an invaluable source of information.
Dr Stuart Carney, Editor in Chief, Deputy National Director UKFPO
4
7
8
9
Chapter 1 – What is an Academic Foundation Programme?
Why choose an AFP?
Foundation competence plus
Is an AFP right for you – 3 questions
What makes an AFP different?
Success in your own hands
Case Study – The future GP manager
11
12
13
13
14
14
15
Chapter 2 – Applying for an Academic Foundation Programme
Who can apply?
Choosing a programme
The application form
Referees
Application scoring
Interviews
17
18
19
22
22
22
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Chapter 3 – Making the most of an Academic Foundation Programme
Planning your development
During your F1 year
Case Study – The psychiatrist
During your F2 year
Your foundation learning portfolio
Case Studies – Learning by example
Case Study – The trainer
25
26
26
27
28
28
29
30
Chapter 4 – After your Academic Foundation Programme
Continuing an academic career
Further academic development – England and Northern Ireland
Further academic development – Scotland
Further academic development – Wales
Further information
31
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Compendium of Academic Competences
Research outcomes
Teaching outcomes
Leadership and management outcomes
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background
2005 – Recommendations made for specialist academic training
In 2005, a report published by the Academic Careers Sub-Committee of
Modernising Medical Careers and the UK Clinical Research Collaboration1 made
a clear recommendation for the development of specialist academic training
programmes. “To guarantee an explicit academic training pathway during the
specialist training period with flexible programmes allowing clinical and academic
competencies to be attained, it is recommended that dedicated academic
training programmes are developed in partnership between universities, local
NHS Trusts and Deaneries’.”
2006 – NHS targeted to create world class research environment
The following year, the Department of Health (England), published ‘Best Research
for Best Health’2. This introduced the concept of developing the NHS as a ‘world
class environment for collaborative research in the public interest’.
2009/10 – Your opportunity to benefit
Since then, a crucial aspect of the work undertaken to create this world class
research environment was the development of practical, effective training options
for medical graduates.
These are the Academic Foundation Programmes described in this guide.
This guide describes AFPs in research but also management/leadership,
pharmaceutical medicine and e-learning.
They provide you with an opportunity to join the quest for excellence and gain the
skills and experience to ensure your career can thrive in the competitive and dynamic
world of UK medicine.
1
2
ww.nccrcd.nhs.uk/intetacatrain/index_html/copy_of_Medically_and_Dentally-qualified_Academic_Staff_Report.pdf
w
www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAnd Guidance/DH_4127127
My Academic Foundation Programme offered a four month, full-time research
attachment to the Psychological Medicine Department at the Institute of
Psychiatry.
“The Institute is an amazing, world-class place to work, and the researchers
who advised me were always generous with their time and knowledge.”
Vishal Bhavsar – Academic FY2 – (Psychiatry/General Psychiatry/A&E)
8
foreword
Do you want to find a cure for
cancer? Do you see yourself in a
leadership or management role?
Does the idea of helping other
medical students develop as
doctors appeal to you?
Answering ‘yes’ to any of these means you
may be able to benefit from choosing an
Academic Foundation Programme.
The modern health service and universities
both need doctors with research,
management and teaching skills.
Doctors, drawing upon their clinical
experience, are well-placed to take
up leadership roles in research and
management and inspire the next generation of medical graduates.
Academic Foundation Programmes have been designed to allow you to develop
additional skills at the same time as exploring academia as a career. They will provide
you with a toolbox of skills that you will be able to apply to a range of career pathways.
However, you will be expected to maintain the same clinical skill level as a
participant on a purely clinical programme. That means you will have to work harder,
or smarter. You will have to organise yourself, be proactive in managing your time
and intelligent in choosing your activities. There will be people available to help you
should you need it, but it will be up to you to seek that help.
To succeed on an Academic Foundation Programme requires determination,
ambition, organisation and maturity. But for those who can demonstrate those
qualities, the rewards are clear.
Professor Derek Gallen, National Director, UK Foundation Programme Office
9
chapter 1
What is an Academic Foundation Programme?
Why choose an AFP?
Foundation competence plus
Is an AFP right for you?
What makes an AFP different?
Success in your own hands
Case Study – The future GP manager
10
11
chapter 1
What is an Academic Foundation Programme?
As the name suggests, Academic Foundation Programmes (AFPs) were originally
designed for foundation trainees considering an academic career in research and/
or teaching.
Since then, additional types of AFP have been developed to impart a range of
valuable skills which will benefit you in a wide range of medical careers.
These include subjects as diverse as e-learning, management and leadership,
and programmes linked to the pharmaceutical industry.
There are currently about 350 AFPs and they are offered by all foundation schools
across the UK.
Why choose an AFP?
Britain offers some of the highest quality environments for academic training to be
found anywhere in the world.
AFP doctors can expect to acquire valuable skills and competences on top of those
offered by the standard Foundation Programme.
These skills will benefit you whether you choose a career in academia or not.
At the end of the programme, you will be in an excellent position to pursue a range
of options such as Senior Lecturer, Consultant or Senior Clinical Fellowship.
On the programme, you will be expected to structure your own time in a
highly effective manner and complete substantial portions of the programme
independently.
But if you make the grade, there are substantial rewards, both in terms of your
personal development and for your future career.
I am the main researcher in a medical education project and a
large pathology audit. We are only permitted to have the same
study leave as other non-academic FY2s; therefore most of my
work is done during my free time.
My advice to would-be trainees is to be proactive and seek out
projects to get involved in, but be prepared to do most of the
work out of hours.
Through this programme I have made myself much more
competitive for academic training.
Dr Sarah Bell – Academic FY2 (O&G/GP/Medicine)
12
Foundation competence plus...
Whichever AFP you choose, you will develop the Foundation Programme
competences you need as well as having the opportunity to gain:
• research skills (necessary for further academic study)
• teaching skills (required by medical educators)
•leadership and management skills (essential for medical directors,
chief executives and other leadership roles).
But be aware, the rewards do not come easily and these programmes are not
suitable for everyone.
Only 5% of medical students in each year earn a place on an academic
Foundation Programme.
Is an AFP right for you?
There are three key questions you must ask yourself in order to decide if an AFP is
right for you:
1. Am I confident in my clinical skills?
An AFP gives you the chance to spend time learning research and other skills,
but this means less time available for clinical experience.
Despite this, you will still be expected to show that you are clinically competent at
the end of F2.
This is why it is essential that if you are considering such a programme you are
confident you have the clinical skills to achieve this.
2.Do I have proven academic potential?
Some research-focused programmes are extremely popular. In order to
succeed in your application to these, it is likely that you will need to provide
evidence of high academic potential, such as a first class degree, peer-reviewed
publications, distinctions or prizes.
3.Can I demonstrate a real interest in the area I have chosen?
There are other Academic Foundation Programmes that are less academically
competitive. Nonetheless, when applying, you will need to show evidence of your
genuine interest in the area you have chosen if you wish to succeed.
13
chapter 1
What is an Academic Foundation Programme?
What makes an AFP different?
In addition to the extra skills available to participants on an AFP, there are structural
differences between these and other types of Foundation Programme.
Dedicated research and education time
AFPs include time dedicated to research, medical education or other areas in the
F2 year, either as a four month block or as a day release programme spread
throughout the year*.
This academic block is usually based in a department of the medical school linked
to your employing healthcare organisation and the local foundation school.
Project work
Another difference, and a popular feature of the AFP, is that you will often have the
opportunity to carry out a project of your own under the supervision of a senior
academic.
Usually, this project will form part of an existing departmental programme and will
give you the opportunity to learn hands-on skills whilst contributing to the research
output of the department.
Success in your own hands
As with any Foundation Programme, the amount you gain from your AFP depends
entirely on you.
These programmes offer the chance to learn skills which will translate into a
successful medical career across a variety of disciplines.
But whether you see your future as a leader in lab-based researcher or as
Chief Medical Officer, it is the degree to which you manage and maintain your own
personal development over these two years that will ultimately make the difference.
My research work on respiratory control in premature infants
taught me new skills and techniques and gave me the opportunity
to produce a first author paper, as well as co-author two others
and a book chapter.
Case Study
The future GP manager
I chose the clinical leadership programme based
in Northampton because it provided a great
opportunity to pursue my growing interest in
management and leadership.
The clinical leadership programme provides
formal training in leadership as part of a
postgraduate certificate as well as clinical experience in
general medicine and general practice during the
F2 year.
Coupled with my core clinical training, I attend seminars and workshops to
learn the skills required to be a successful leader.
I also take part in projects at work to test the acquired skills.
A fundamental advantage of the course is the variety of
seminars and workshops that run alongside my job every week.
The additional qualification will also look attractive on my CV.
The challenges include combining work with study.
I would like to become a GP. The skills and knowledge I acquire in this
job will be invaluable in running a GP practice. I hope to use this job as a
building block towards future qualifications in management and leadership.
So far, the programme has been worthwhile. I strongly
recommend it to anyone interested.
Dr Ijeoma Nnadin – Academic FY2 Doctor
Dr Adam P.R. Smith – ACF (Paediatrics/Neurology)
* Some foundation schools offer opportunities to develop research and teaching skills in F1 as well.
14
15
chapter 2
Applying for an Academic Foundation Programme
Be aware!
Who can apply?
Choosing a programme
Case Study – The Clinical Demonstrator
Finding the right programme: A step-by-step approach
The application form
Referees
Application scoring
Interviews
16
17
chapter 2
Applying for an Academic Foundation Programme
Once you have decided that an AFP is right for you, you need to go through the
application process.
Be aware!
Recruitment to an AFP takes place separately to the main foundation process
with vacancies typically advertised around a year before they are due to start.
Do not leave it too late to apply.
The advantage of this early application process is that you are not penalised
for applying to these highly competitive programmes. If your application is
unsuccessful, you can still participate fully in the national Foundation Programme
recruitment process in the normal way.
Who can apply?
All final year medical students are eligible to apply but you must show the potential
to fulfil a demanding academic role while still achieving clinical competences.
As an absolute minimum requirement, programmes will use the person specification
for recruitment to the national Foundation Programme.
It is highly likely that they will also be looking for you to demonstrate additional
qualities. These may include:
• previous academic experience;
• evidence of achievement such as prizes, publications or presentations; and
• other achievements such as an intercalated degree.
Find the information you need
The full process for applying for academic posts will be advertised on
the UKFPO website (www.foundationprogramme.nhs.uk) as well as on
local foundation school websites where you can view their academic
programmes.
Choosing a programme
Academic Foundation Programmes vary greatly, with some focusing on research,
others examining teaching and a small number looking at management/leadership,
pharmaceutical medicine and e-learning.
There is often flexibility within the academic placement - some research projects are
clinically-based and others lab-based.
Making the right decision on which programme will benefit you the most will be a lot
easier when you have gathered as much information as possible on the programme
from a range of perspectives.
Applicants will also be expected to show evidence of a commitment to academic
medicine such as:
• participation in a research project; or
• an elective report demonstrating your commitment to academic medicine.
Obviously, the exact requirements will vary from programme to programme and you
won’t be expected to include everything mentioned above.
To maximise your chances of a successful application, check the person
specification for the programme of your choice and try to demonstrate how you fulfil
each of their specified requirements.
18
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chapter 2
Applying for an Academic Foundation Programme
Case Study
The Clinical Demonstrator
My main motive in applying for
this post was to inspire medical
students in the same way as previous
demonstrators had inspired me.
This programme offered an F2 year based in
a busy Emergency Medicine Department with blockrelease to develop teaching skills at Leicester University
Medical School.
Training in the emergency department allowed me to develop my time
management, clinical and procedural skills. I was exposed to
a variety of cases ranging from minor to life-threatening,
many of which I may not have encountered in general medicine.
Undoubtedly this is an incredibly busy job, having to juggle an intensive
A&E rota with the preparatory work required for teaching.
However, the opportunities and skills gained are invaluable and if given
the choice of choosing a foundation job again I would pick this one
every time.
Dr Aarti Jivanji - Academic FY 2 (Clinical Demonstrator in A&E)
Finding the right programme: A step-by-step
approach
Step 1 – Decide what interests you
Decide what area you would like to focus on and whether any particular specialty
or specialties interest you. Identify the programmes that are available in this area.
(Visit www.foundationprogramme.nhs.uk for a full list of available programmes).
Step 2 – Make a shortlist
Review all the information about the relevant programmes from the foundation
school websites. Carefully read the job descriptions for each programme.
Draw up a shortlist of the programmes most likely to be suitable for you.
Step 3 – Do your homework
For the programmes on your shortlist, you could contact the programme lead for
more information or ask if you could speak to someone already on the programme.
Further narrow your shortlist.
Step 4 – Decide which programmes to apply for
Contact the academic supervisor for the remaining programmes on your list to
discuss the experience and skills they have to offer.
Decide on the programmes for which you wish to apply.
Step 5 – Apply
Submit your application form.
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chapter 2
Applying for an Academic Foundation Programme
The application form
While the application forms may vary between Academic Foundation Programmes,
they will ask questions around your achievements, interests and career aspirations.
You will also need to demonstrate your interest in exploring an academic career
within your programme of choice.
Before you begin your application, you should thoroughly research the programme
you’re applying for. Make sure you understand what they are offering and what they
want from you before you fill out your application form.
Six top tips for successful form-filling
1 Make your answers complete but also concise. Nobody will thank you for
making them read hundreds of words of padding and waffle.
2 Answer all the questions fully, using relevant personal examples to
demonstrate your skills, interests or abilities.
3 Give yourself plenty of time to complete your application. Don’t try to finish
everything in one session. Try to book three sessions in your diary to work on
it, as it will undoubtedly take longer than you think.
4 Print out a hard copy of your completed application. You may need to refer to it
in your interview.
5 Ask a friend or colleague to proofread your final application. They will almost
certainly find mistakes or typos that you have not spotted.
If you can’t find a friends or colleague to help you, at the very least leave your
application overnight and proofread it yourself the following day.
6 Don’t leave it to the last minute to submit your form.
Referees
You will typically need to provide details of two referees. These are usually
hospital consultants or practising GPs who can give their views on your previous
performance, or a project supervisor from an intercalated/elective research project.
Details of acceptable referees will be available on the website for the foundation
school you are applying to.
Application scoring
Each application will be scored by a local panel.
Most foundation schools use the scores from application forms received to short-list
applicants for interview.
Interviews
If you have been shortlisted for any programmes, you will be called to take part in an
interview.
The interview dates for each foundation school can be found on the UKFPO website
(www.foundationprogramme.nhs.uk) as soon as they become available.
Before the interview
The secret to success in the interview lies in effective preparation. You should:
•Research the programme thoroughly so you are familiar with its detail.
Yes, we know you already did that at the application stage. Do it again.
•Talk to people who have previously undertaken the post for which you are
interviewing as well as academic supervisors.
•Familiarise yourself with the interview process, which should be described in
the invitation to interview letter.
•Practice. Ask your peers or supervisors to take the role of interviewer and carry
out mock interviews. Discuss your performance afterwards and consider how
you could improve for the real thing.
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chapter 2
Applying for an Academic Foundation Programme
On the day of the interview
Give yourself plenty of time to travel to your interview and ensure you are not late.
Dress appropriately for the job for which you are interviewing.
Your choice of clothing can have a significant impact on first impressions.
Try to make sure you have eaten sensibly on the day. Nerves may mean you don’t
feel hungry, but eating at least a piece of fruit could prove beneficial.
It is extremely likely you will be nervous. This is quite normal and don’t forget all the
other interviewees will be feeling the same.
If you have prepared properly there is no reason the interview should pose any
problems for you.
After the interview
If you are successful, you will be offered a place on an Academic Foundation
Programme.
Wherever possible, this will be done by taking into account your declared
preferences on the application form.
If you do receive an offer but it is not on exactly the programme you wanted
(e.g. a particular specialist field) you are free to decline. However, bear in mind
that much of the training will be generic and therefore useful whatever you decide
to do later. And of course, you may find yourself unexpectedly fascinated by a
new specialty.
If you do not wish to accept the post offered, or if your application was
unsuccessful, you are free to make an application through the national Foundation
Programme recruitment process as normal.
If you are offered a place on an AFP, the foundation school will contact you with
details of what you need to do to take up your place.
24
chapter 3
Making the most of an Academic Foundation Programme
Planning your development
During your F1 year
Case Study – The psychiatrist
During your F2 year
Your foundation learning portfolio
Case Studies – learning by example
Case Study – The trainer
25
chapter 3
Making the most of an Academic Foundation Programme
Congratulations. You’ve made it onto an Academic Foundation Programme, you are
probably looking forward to starting it once you qualify.
Whatever your background – limited academic experience or a PhD – you have a
real opportunity to develop your understanding and skills to underpin your future
career.
Now it is up to you to make sure you get the most from this opportunity.
Planning your development
Even while you are still a student, think about your programme and what you would
like to gain from it.
Case Study
The psychiatrist
I applied for a psychiatry Academic Foundation
Programme because I want to be a psychiatrist.
During my pre-clinical course I took advantage
of special study modules to find out more about
research in general and psychiatry.
Will you need any computer software, for example a statistics package, which is
likely to be cheaper while you are still a medical student?
My Academic Foundation Programme offered
a four month, full-time research attachment under the
supervision of Prof. Robin Murray. He advised me on potential projects
that matched my interests, and we decided that I should approach
another academic to help with actually conducting the project.
Every programme will have its own requirements and challenges and it is well worth
considering what they will be as far in advance as possible.
I spent a lot of time during my F1 year trying to prepare the project
and fortunately, that work paid off.
During your F1 year
I found the experience to be tremendously rewarding,
and having the chance to continue my work at the same
place as an ACF would be quite an opportunity.
Do you need to do any preparation? For example, is there some background
reading you could undertake? Or do you have an idea for a future project that you
could discuss with people working in the specialist area?
The AFP activities are likely to be concentrated in the F2 year but there are plenty
of opportunities to start making some progress on these in your first year.
For example, you may be able to make contact with your supervisors and
colleagues and attend relevant meetings whilst you are in F1. This can give you an
understanding of current projects and help to shape your ideas enabling you to
enter F2 with a well defined sense of what you want to, and can, achieve.
Dr Vishal Bhavsar – Academic FY2 (Psychiatry/General Psychiatry/A&E)
In addition, if you are considering a personal project, this will need to fit into the
overall programme of the department.
Developing a study and gaining the required ethical and other approvals for your
project can be a lengthy process, so you would be well advised to start as early as
possible.
Access to university facilities may require you to obtain an honorary contract from
the human resources (personnel) department. This again is something you can
organise in F1.
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chapter 3
Making the most of an Academic Foundation Programme
During your F2 year
Your foundation learning portfolio
There may be teaching sessions already arranged for you, but if not, discuss with
your supervisor what is available and make the necessary arrangements.
This will be an invaluable aid as you prepare for either specialty training,
an Academic Clinical Fellowship in England, Northern Ireland and Wales or
a Clinical Lectureship in Scotland.
Generally F2 is when you will have much more opportunity to engage with your
academic department. Time will be either allocated throughout the year or
condensed into a four-month block.
Be aware that in F2, your time is likely to be quite unstructured and this can prove
a difficult transition for candidates accustomed to ward rounds and other service
work.
Be proactive and devise your own schedule.
Work carried out during your academic programme could result in research
publications or presentations at conferences. At the same time, it will give you an
insight into an academic career.
Five tips for managing your time in F2
During your AFP you should use a foundation learning portfolio to collect evidence
of your experiences, reflections, assessments and other achievements.
Case studies – learning by example
As your experience on the Academic Foundation Programme will differ depending
on the programme you choose, it is difficult to provide general advice that will apply
across the board.
The case studies in this guide will give you some idea of the ways in which AFPs can
guide and propel your career. Obviously everyone’s experience will be different,
so you are strongly advised to seek out people on the specific programmes you are
considering and discuss their experiences.
1 Plan ahead. Prepare your diary well in advance and allocate your time
intelligently. Nobody else will do it for you.
2 If a task seems unmanageably hard, break it up into smaller parts and do them
one by one.
3 You may be working on one or more departmental projects or doing your own.
Try as much as possible to write these up as you go along. It will be difficult to
catch up on this on your return to clinical work.
4 Set aside time for proactive learning. Go to relevant specialist clinics or
surgical or other interventions and make connections with appropriate staff
and mentors.
5 Make sure the time you spend managing your development is reflected in your
foundation learning portfolio.
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chapter 3
Making the most of an Academic Foundation Programme
Case Study
The trainer
Being a MB PhD graduate, I aimed to extend
my academic experience during postgraduate
training. The Academic Foundation Programme’s
flexibility allowed me to shape four months of
work around both my interests and educational
needs.
I spent the majority of my time at the UCL Cancer Institute
working on the molecular biology of Kaposi Sarcoma. This was a lab-based
project that enabled me to build on research skills I developed during my
PhD in viral immunology. However, I also allocated time to improving my
teaching skills, attending UCL-run TIPS courses, as well as being involved
in regular undergraduate teaching of MB PhD students.
With regards to clinical experience, I had no regular service or
on-call commitments. This made re-integrating into the next clinical job
challenging at first, but it also offered me the opportunity to attend
clinics in medical specialties that I may pursue in the future, allowing me
to become more informed about my career choices.
Overall, the programme was extremely useful. I re-established my
research connections, improved my academic skills and achieved a greater
insight into my future medical career.
It highlighted the challenges and rewards associated
with combining a medical and academic career,
inspiring me to seek similar opportunities in the future.
chapter 4
After your Academic Foundation Programme
Continuing an academic career
Further academic development in England
and Northern Ireland
Further academic development in Scotland
Further academic development in Wales
Further information
Dr Gabriele Pollara – Core Medical Training (CT1)
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chapter 4
After your Academic Foundation Programme
There are a wide variety of possible career options available to you on completion of
your AFP.
Depending on the specific programme you have experienced, you may be well
placed to excel in a career as a:
•researcher e.g. as a Pharmaceutical Researcher, Senior Lecturer,
Senior Clinical Fellow, Reader, Professor
•clinician as a Consultant or GP
•educator e.g. as a GP Trainer, Programme Director, Postgraduate Dean,
Professor of Medical Education
•manager e.g. Clinical Director, Medical Director, Chief Executive,
Chief Medical Officer.
Each of these options will have their own course of action you need to follow,
and there are too many to detail here. During your AFP you will have plenty of
opportunities to gather the information you need in order to pursue your chosen
path.
Of course, one popular option for people choosing an Academic Foundation
Programme is further academic study.
Continuing an academic career
Before deciding on your options beyond the Academic Foundation Programme,
you may want to bear in mind that such a career requires both time and funding.
You need to think carefully about your options and ask yourself:
•Am I really interested in an academic career?
•Am I prepared to lose banding during my academic time?
•Have I chosen a possible academic mentor? Do they have an established
track record in research?
•Does s/he have experience in mentoring clinicians?
•Does the unit have adequate financial support for an Academic Clinical Fellow/
Clinical Lecturer regarding such items as consumables, travel expenses, laptop
and course fees?
Further academic development in England
and Northern Ireland
The parent body overseeing academic programmes in England is the
National Institute for Health Research (NIHR).
This organisation aims to put in place the infrastructure to conduct high quality
research in the NHS; train clinical academics and translate research findings into
clinical practice.
They have overseen the creation of Academic Clinical Fellowships and Clinical
Lectureships, providing a clear development options for medical academics. This
structure is also used in Northern Ireland.
Integrated Academic Training Path
Certificate of Completion Training
Foundation Programme
Competition
Medical school
Competition
Two year
integrated AFPs
F1
Academic
F2
Example Post CCT
Appointments
Special Training
Competition
Academic
clinical fellowship
Clinical
leadership
Funding
max. 3 years
Funding
max. 4 years
Senior lecturer
Training fellowship
PhD/MD 3 years
Clinical
leadership
Consultant
Senior clinical
fellowhip
Consultant/honary
senior lecturer
Clinical scientist awards
Overview of career path for medical academics in England and Northern Ireland.
If you have answered all these questions and are certain that an academic career
is right for you, your next steps will depend on the region of the country you are
applying to.
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After your Academic Foundation Programme
What is an Academic Clinical Fellowship?
Academic Clinical Fellowships (ACFs) are targeted at doctors and dentists in the
early years of specialty training. The three year ACF programme allows you to
develop your academic skills at the same time as your specialty clinical skills.
GP Academic Clinical Fellowship
There is a separate programme for GP specialty registrars. If you plan to start
GP training, you can apply for an Academic Clinical Fellowship that combines
GP and academic training.
An academic foundation post is not a pre-requisite for selection to an ACF.
However, it may be helpful as part of the evidence you provide of a commitment to
an academic career.
These posts are funded for up to four years to help you develop your academic
skills, prepare a training fellowship application and complete your GP training.
After successful application, in your three years you will be given the opportunity to
acquire generic research skills in subjects such as statistics, ethics, epidemiology,
lab-based research, clinical trial design and grant writing, as well as more
specialised skills suited to your particular research and career interests. This might
include anything from molecular genetics to bioengineering or structural biology.
This academic training environment is aimed at helping you prepare a competitive
application for a training fellowship for a higher degree or, if applicable,
a postdoctoral fellowship.
ACFs spend 75% of their time in clinical training and 25% in protected academic
activities (basic science, clinical research or medical education). This protected
time will tend to be available either in either three month blocks or as one dedicated
day per week.
Funding for an Academic Clinical Fellowship is available for three years.
Mentoring and appraisal
ACFs are usually mentored by two supervisors - one academic and the other clinical
- with joint ARCP appraisals as recommended by the Gold Guide.
Joint appraisal is specifically recommended to ensure that ACFs manage to acquire
the same clinical competencies as full-time trainees in 75% of the time.
Other academic opportunities
Failure to gain one of the very limited number of ACF posts doesn’t mean the end of
your academic aspirations.
There are other options for the committed academic, including university posts
funded by grants or pharmaceutical companies, both of which can lead to a higher
degree.
Advanced Academic Opportunities – Clinical Lecturer
After completing an ACF appointment or if you have an interest in advanced
study but have not completed such an appointment, you might consider a
Clinical Lectureship.
Clinical Lecturer posts are designed for doctors with a PhD/MD (or equivalent),
who already have specialty training experience.
They provide opportunities for post-higher degree research or educational training
as you work towards completion of your specialty training.
Clinical Lecturers are expected to apply for further research funding (eg. personal
fellowships or research grants), or support for continuing educational training.
Funding for a Clinical Lectureship is available for a maximum of four years.
This can be a challenging time for trainees, particularly in the craft specialties.
If you are considering applying for an ACF, you should check that your chosen
programme is able to deliver the experience necessary to allow you to achieve both
clinical and academic competencies.
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After your Academic Foundation Programme
Further academic development in Scotland
In Scotland, the post foundation academic training pathway is made up of two
inter-related schemes: NES Clinical Lectureships and the CSO/University Clinical
Lectureships/Fellowships.
Scottish Clinical Research Excellence Development Scheme (SCREDS)
Medical school
FY1 / FY2
Academic Foundation Programee
ST1
Clinical Lectureships
ST2
Clinical Lectureships
ST3
Clinical Lectureships
CCT (GP)
Circa:
20% time in research
80% clinical. NES funded.
Total proposed Scottish pool 901:
• 80 medical
• 10 dental
Entry/year to pool across ST1-ST7: ?
ST4
Clinical Lectureships
ST5
Clinical Lectureships
ST6
Clinical Lectureships
ST7
CCT (Hospital)
MD / PHD
During an NES Clinical Lectureship, time is split 80/20 between clinical and research
activity. This split can be applied flexibly over the period of the appointment on the
condition that clinical training time does not fall below 50% at any time.
What is a University or CSO Fellowship?
University or CSO Fellowships are broadly equivalent to Clinical Lectureships in
England and Northern Ireland.
Intercalated degree
NES Clinical Lectureships:
What is an NES Clinical Lectureship?
NES Clinical Lectureships are designed for doctors and dentists who wish to
undertake an academic training programme whilst simultaneously continuing in a
clinical training programme.
CSO / University Clinical Lecturships /
Fellowships:
These provide an opportunity for you to undertake post-doctoral research work at
the same time as continuing with clinical training.
These may lead to Scottish Senior Clinical Fellowships or Clinician Scientist
Fellowship Appointments, which are funded by the Scottish Funding Council,
the NHS or by one of several bodies which include Medical Research Council
(MRC), the Wellcome Trust (WT), British Heart Foundation (BHF) and Cancer
Research UK, (CRUK).
Local variations
Edinburgh University has developed a slightly different model which offers doctors
in specialty training an academic run-through programme.
Circa:
80% time in research
20% clinical
Clinical Research
Training Fellowship
Funding: CSO
Pool: Circa 20
Entry / yr: 6
Clinical Lectrurer /
Fellowship
Funding: Other / University
Pool: Circa 46
Entry / yr: 6
Clinical Lectureships
(Senior)
(Scottish Senior Clinical
Fellowships)
Funding: SFC Strategic
Research Development
Clinician Scientist
Fellowships
Funding: Other
Pool: ? Entry/Yr: ?
Prinicipal Career Paths and Funded Establishment
1
Exclude provision for general practice
Overview of career path for medical academics in Scotland
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chapter 4
After your Academic Foundation Programme
Further academic development in Wales
The postgraduate medical school and major universities in Wales in association with
the Welsh Assembly Government have designed a run-through academic scheme
(similar to the Edinburgh clinical academic training scheme) for the most able and
promising candidates.
The aim of the scheme is to recruit the most aspiring clinical academics of the future
in any specialty as long as any of the centres can provide excellence in the relevant
research area.
The Wales Clinical Academic Track (WCAT) Lectureship Scheme
“Standard” Post MMC NHS Specialist Training Funded NHS etc
Int BSc
UG Studies
Graduation
FY1
Appointment
to Specialist Training
FY2
ST1
The eight-year scheme provides a balance between clinical training and academic
training and includes a three-year PhD programme and a period of clinical training
with dedicated academic time in the latter lecturer years.
PhD Selection
Research exposure, technique
carousel and mini project
ST2
Succesful applicants leave
NHS post to join WCAT
“Graduation” from WCAT
Formal Assesment
with Clinical Academic Training and
CCT or Further Training as required
typically beginning ST2 or ST3
20% Research
90-100% Research
WCAT 1
PHD
(ST2/3)
(3 Years)
20% Research / 80% Clinical Training
WCAT 5
WCAT 6
WCAT 7
Option to apply for externally
funded intermediate Fellowship
WCAT
Fellowship/Lecturship
WCAT 8
Beginning in August 2009, only ten Lecturers will be appointed each year in open
competition from applicants who hold a UK National Training Number (NTN) in any
speciality.
Each Wales Clinical Academic Track Lectureship provides training from entry (at
ST2 or above) through to competency based CCT. It includes a fully funded full time
3-year PhD Training fellowship. Graduates from the WCAT scheme will be ideally
placed to build and lead research from “bench to bedside”.
The scheme is managed by the WCAT Management Committee (WMC) with
representation from the major universities in Wales as well as from the postgraduate
deanery.
Who can apply
If you are in the first year of specialty training you may apply, but consideration will
be given if you are at more advanced stages of training (eg. ST3 or early years of
SpR training) and can demonstrate that you are committed to an academic career.
Applications are welcome from trainees in all specialties including medical
education, providing you are eligible for higher specialist clinical training.
Structure of the WCAT Scheme
The WCAT scheme appoints to a single lectureship which will incorporate the
essential elements of scientific (PhD and postdoctoral research) and clinical
(competency based) training.
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After your Academic Foundation Programme
Further information
UK Foundation Programme Office
www.foundationprogramme.nhs.uk
British Medical Association
www.bma.org.uk/
Modernising Medical Careers
www.mmc.nhs.uk
National Coordinating Centre for Research
www.nccrcd.nhs.uk
Society of Academic Foundation Trainees (SAFT)
http://saftuk.org/portal
The Academy of Medical Sciences
www.acmedsci.ac.uk
UK Clinical Research Collaboration
www.ukcrc.org
The Northern Ireland Medical and Dental Training Agency
www.nimdta.gov.uk
Scotland
www.mmc.nhs.uk
Go to Useful Documents/SCREDS Guidance for the Scheme
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