academic rough guide

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The information contained in the Rough Guide portion of this publication isintended 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 atwww.foundationprogramme.nhs.uk

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

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.

Rough Guide is a registered trade mark of Rough Guides Limited of

80 Strand, London WC2RL 0RL, United Kingdom, and is used herein withtheir permission.

Rough Guides Limited is not in any way associated or affiliated with theUK Foundation Programme Office or this publication.

rough guideto the Academic

Foundation Programme &

Compendiumof Academic Competences


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Rough Guide to Academic Foundation Programmes 7

Background 8Foreword 9

Chapter 1 What is an Academic Foundation Programme? 11Why choose an AFP? 12

Foundation competence plus 13

Is an AFP right for you 3 questions 13What makes an AFP different? 14

Success in your own hands 14

Case Study The future GP manager 15

Chapter 2 Applying for an Academic Foundation Programme 17Who can apply? 18

Choosing a programme 19

The application form 22

Referees 22

Application scoring 22

Interviews 23

Chapter 3 Making the most of an Academic Foundation Programme 25Planning your development 26

During your F1 year 26

Case Study The psychiatrist 27

During your F2 year 28

Your foundation learning portfolio 28

Case Studies Learning by example 29

Case Study The trainer 30

Chapter 4 After your Academic Foundation Programme 31Continuing an academic career 32

Further academic development England and Northern Ireland 33

Further academic development Scotland 36

Further academic development Wales 37

Further information 39

Compendium of Academic Competences 41

Research outcomes 44

Teaching outcomes 57

Leadership and management outcomes 61

welcome contents

WelcometotheRoughGuidetoAcademicFoundationProgrammesandCompendiumofAcademicCompetences.

This joint publication has two main aims:

1. TheRoughGuideoffersa

broad-basedintroductiontoacademic

foundationtrainingandisaimedat

medicalstudentscontemplatinga

careerinacademicmedicine.

2. TheCompendiumoutlinessomeof

theadditionalcompetenceswhichan

academictraineemayacquireduring

thecourseoftheirtraining.Thismay

beofinteresttoboththeenquiringmedical

studentandtheacademicfoundationdoctor.

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 willprove to be an invaluable source of information.

DrStuartCarney,EditorinChief,DeputyNationalDirectorUKFPO


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Doyouwanttofindacureforcancer?Doyouseeyourselfinaleadershipormanagementrole?Doestheideaofhelpingothermedicalstudentsdevelopas

doctorsappealtoyou?

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.

ProfessorDerekGallen,NationalDirector,UKFoundationProgrammeOffice

forewordbackground

My Academic Foundation Programme offered a four month, full-time researchattachment to the Psychological Medicine Department at the Institute ofPsychiatry.

The Institute is an amazing, world-class place to work, and the researcherswho advised me were always generous with their time and knowledge.

VishalBhavsarAcademicFY2(Psychiatry/GeneralPsychiatry/A&E)

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 Health2. 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 www.nccrcd.nhs.uk/intetacatrain/index_html/copy_of_Medically_and_Dentally-qualified_Academic_Staff_Report.pdf2 www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAnd Guidance/DH_4127127


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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

chapter 1What is an Academic Foundation Programme?


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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 alarge pathology audit. We are only permitted to have the samestudy leave as other non-academic FY2s; therefore most of mywork is done during my free time.

My advice to would-be trainees is to be proactive and seek outprojects to get involved in, but be prepared to do most of thework out of hours.

Through this programme I have made myself much morecompetitive for academic training.

Dr Sarah Bell Academic FY2 (O&G/GP/Medicine)

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 academicFoundation 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 areconfident 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.


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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 spreadthroughout 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 infantstaught me new skills and techniques and gave me the opportunityto produce a first author paper, as well as co-author two othersand a book chapter.

Dr Adam P.R. Smith ACF (Paediatrics/Neurology)

* Some foundation schools offer opportunities to develop research and teaching skills in F1 as well.

Case Study

The future GP manager

I chose the clinical leadership programme based

in Northampton because it provided a greatopportunity to pursue my growing interest inmanagement and leadership.

The clinical leadership programme providesformal training in leadership as part of apostgraduate certificate as well as clinical experience ingeneral medicine and general practice during theF2 year.

Coupled with my core clinical training, I attend seminars and workshops tolearn 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 ofseminars 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 thisjob will be invaluable in running a GP practice. I hope to use this job as abuilding block towards future qualifications in management and leadership.

So far, the programme has been worthwhile. I stronglyrecommend it to anyone interested.

Dr Ijeoma Nnadin Academic FY2 Doctor


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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

chapter 2Applying for an Academic Foundation Programme


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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.

Applicants will also be expected to show evidence of a commitment to academicmedicine 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

wont 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.

Choosing a programmeAcademic 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.

Find the information you need

The full process for applying for academic posts will be advertised onthe UKFPO website (www.foundationprogramme.nhs.uk) as well as onlocal foundation school websites where you can view their academicprogrammes.


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Finding the right programme: A step-by-stepapproach

Step 1 Decide what interests you

Decide what area you would like to focus on and whether any particular specialtyor 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 todiscuss 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.

Case Study

The Clinical Demonstrator

My main motive in applying for

this post was to inspire medicalstudents in the same way as previousdemonstrators had inspired me.This programme offered an F2 year based ina busy Emergency Medicine Department with block-release to develop teaching skills at Leicester UniversityMedical School.

Training in the emergency department allowed me to develop my timemanagement, clinical and procedural skills. I was exposed toa 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 intensiveA&E rota with the preparatory work required for teaching.However, the opportunities and skills gained are invaluable and if giventhe choice of choosing a foundation job again I would pick this oneevery time.

Dr Aarti Jivanji - Academic FY 2 (Clinical Demonstrator in A&E)


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RefereesYou 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 scoringEach application will be scored by a local panel.

Most foundation schools use the scores from application forms received to short-list

applicants for interview.

InterviewsIf 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.

The application formWhile 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 programmeyoure 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 formaking them read hundreds of words of padding and waffle.

2 Answer all the questions fully, using relevant personal examples todemonstrate your skills, interests or abilities.

3 Give yourself plenty of time to complete your application. Dont try to finisheverything 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 itin your interview.

5 Ask a friend or colleague to proofread your final application. They will almostcertainly find mistakes or typos that you have not spotted.

If you cant find a friends or colleague to help you, at the very least leave your

application overnight and proofread it yourself the following day.

6 Dont leave it to the last minute to submit your form.

Before the interviewThe 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 inthe 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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Planning your developmentDuring your F1 year

Case Study The psychiatrist

During your F2 year

Your foundation learning portfolio

Case Studies learning by example

Case Study The trainer

chapter 3Making the most of 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 dont

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 dont forget all the

other interviewees will be feeling the same.

If you have prepared properly there is no reason the interview should pose anyproblems 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.



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Congratulations. Youve 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 developmentEven while you are still a student, think about your programme and what you would

like to gain from it.

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?

Will you need any computer software, for example a statistics package, which is

likely to be cheaper while you are still a medical student?

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.

During your F1 yearThe 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 anunderstanding of current projects and help to shape your ideas enabling you toenter F2 with a well defined sense of what you want to, and can, achieve.

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.

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 advantageof special study modules to find out more aboutresearch in general and psychiatry.

My Academic Foundation Programme offereda four month, full-time research attachment under thesupervision of Prof. Robin Murray. He advised me on potential projectsthat matched my interests, and we decided that I should approachanother academic to help with actually conducting the project.

I spent a lot of time during my F1 year trying to prepare the projectand fortunately, that work paid off.

I found the experience to be tremendously rewarding,and having the chance to continue my work at the sameplace as an ACF would be quite an opportunity.

Dr Vishal Bhavsar Academic FY2 (Psychiatry/General Psychiatry/A&E)


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During your F2 yearGenerally 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.

There may be teaching sessions already arranged for you, but if not, discuss with

your supervisor what is available and make the necessary arrangements.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.

Your foundation learning portfolioDuring your AFP you should use a foundation learning portfolio to collect evidence

of your experiences, reflections, assessments and other achievements.

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.

Case studies learning by exampleAs 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 canguide and propel your career. Obviously everyones experience will be different,

so you are strongly advised to seek out people on the specific programmes you are

considering and discuss their experiences.Five tips for managing your time in F2

1 Plan ahead. Prepare your diary well in advance and allocate your timeintelligently. Nobody else will do it for you.

2 If a task seems unmanageably hard, break it up into smaller parts and do themone 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 tocatch up on this on your return to clinical work.

4 Set aside time for proactive learning. Go to relevant specialist clinics orsurgical or other interventions and make connections with appropriate staff

and mentors.

5 Make sure the time you spend managing your development is reflected in yourfoundation learning portfolio.



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Case Study

The trainer

Being a MB PhD graduate, I aimed to extend

my academic experience during postgraduatetraining. The Academic Foundation Programmesflexibility allowed me to shape four months ofwork around both my interests and educationalneeds.

I spent the majority of my time at the UCL Cancer Instituteworking on the molecular biology of Kaposi Sarcoma. This was a lab-basedproject that enabled me to build on research skills I developed during myPhD in viral immunology. However, I also allocated time to improving myteaching skills, attending UCL-run TIPS courses, as well as being involvedin regular undergraduate teaching of MB PhD students.

With regards to clinical experience, I had no regular service oron-call commitments. This made re-integrating into the next clinical jobchallenging at first, but it also offered me the opportunity to attendclinics in medical specialties that I may pursue in the future, allowing meto become more informed about my career choices.

Overall, the programme was extremely useful. I re-established myresearch connections, improved my academic skills and achieved a greaterinsight into my future medical career.

It highlighted the challenges and rewards associatedwith combining a medical and academic career,inspiring me to seek similar opportunities in the future.

Dr Gabriele Pollara Core Medical Training (CT1)

Continuing an academic careerFurther academic development in Englandand Northern Ireland

Further academic development in Scotland

Further academic development in Wales

Further information

chapter 4After your Academic Foundation Programme



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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 FoundationProgramme is further academic study.

Continuing an academic careerBefore 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?

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 areapplying to.

Further academic development in Englandand Northern IrelandThe 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 intoclinical 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.

Overview of career path for medical academics in England and Northern Ireland.

Competition CompetitionCompetition

Academicclinical fellowship

Clinicalleadership

Medical schoolTwo year

integrated AFPs

Training fellowshipPhD/MD 3 years

Clinicalleadership

Clinical scientist awards

F1Academic

F2

Fundingmax. 3 years

Fundingmax. 4 years

Senior lecturer

Consultant

Senior clinicalfellowhip

Consultant/honarysenior lecturer

Integrated Academic Training Path Certificate of Completion Training

Foundation Programme Special Training Example Post CCTAppointments


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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.

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.

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.

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.

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.

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.

Other academic opportunities

Failure to gain one of the very limited number of ACF posts doesnt 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 aClinical 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.



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Further academic development in ScotlandIn 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.

Overview of career path for medical academics in Scotland


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.

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.

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.

NES Clinical Lectureships:CSO / University Clinical Lecturships /Fellowships:

Circa:20% time in research80% clinical. NES funded.

Total proposed Scottish pool 901: 80 medical

10 dental

Entry/year to pool across ST1-ST7: ?

Intercalated degree

Academic Foundation Programee

Circa:80% time in research20% clinical

Prinicipal Career Paths and Funded Establishment1 Exclude provision for general practice

Scottish Clinical Research Excellence Development Scheme (SCREDS)

Medical school

FY1 / FY2

ST1

ST2

ST3

Clinical Lectureships

CCT (GP)

ST4

ST5

ST6

CCT (Hospital)ST7






Clinical ResearchTraining Fellowship

Funding: CSOPool: Circa 20

Entry / yr: 6

Clinical Lectrurer /Fellowship

Funding: Other / UniversityPool: Circa 46

Entry / yr: 6

Clinical Lectureships(Senior)(Scottish Senior ClinicalFellowships)

Funding: SFC StrategicResearch Development

Clinician ScientistFellowships

Funding: OtherPool: ? Entry/Yr: ?

MD / PHD


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38 39


Further academic development in Wales The postgraduate medical school and major universities in Wales in association withthe Welsh Assembly Government have designed a run-through academic scheme

(similar to the Edinburgh clinical academic training scheme) for the most able andpromising 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 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.

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.

90 -100 % Re se arc h 2 0% Re se arc h / 80 % Cl in ic al Tr ai ni ng20% Research

Option to apply for externallyfunded intermediate Fellowship

The Wales Clinical Academic Track (WCAT) Lectureship Scheme

Standard Post MMC NHS Specialist Training Funded NHS etc

WCATFellowship/Lecturship

WCAT 1(ST2/3)

WCAT 5 WCAT 6 WCAT 7 WCAT 8PHD(3 Years)

Formal Assesment

Int BSc

Graduation from WCATwith Clinical Academic Training andCCT or Further Training as required

FY1UG Studies FY2 ST2ST1

Succesful applicants leaveNHS post to join WCATtypicallybeginning ST2 or ST3

GraduationAppointment

to Specialist Training

PhD SelectionResearch exposure, technique

carousel and mini project


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Further informationUK Foundation Programme Officewww.foundationprogramme.nhs.uk

British Medical Associationwww.bma.org.uk/

Modernising Medical Careerswww.mmc.nhs.uk

National Coordinating Centre for Researchwww.nccrcd.nhs.uk

Society of Academic Foundation Trainees (SAFT)http://saftuk.org/portal

The Academy of Medical Scienceswww.acmedsci.ac.uk

UK Clinical Research Collaborationwww.ukcrc.org

The Northern Ireland Medical and Dental Training Agencywww.nimdta.gov.uk

Scotland

www.mmc.nhs.ukGo to Useful Documents/SCREDS Guidance for the Scheme
