Article Text
Statistics from Altmetric.com
The General Medical Council’s (GMC) Outcome for Graduates, published in 2018,1 is the latest guidance for medical schools on the GMC’s expectations of the undergraduate medical curriculum. One of its three top level outcomes—Professional Values and Behaviours—refers to medical ethics and law, professionalism and patient safety competencies. Furthermore, the recent proliferation of patient safety inquiries in the UK2–4 has elevated the emphasis on ethical medical practice5 and critical medical ethics and law competencies for future doctors.
In response to these developments and to ensure an up to date offering, the Institute of Medical Ethics Education Committee has updated the consensus statement on the core curriculum for medical ethics and law for doctors of tomorrow.6
This refined curriculum is the result of a national consultation process. We asked for the views of all lead teachers of medical ethics and law in all UK medical schools, the UK’s chief medical officers, the GMC, and delegates at our annual education conference in 2017 who …
Footnotes
Contributors The note was written by the first author and commented on and revised by the coauthor. Both authors approve this short note for publication.
Funding The authors have not declared a specific grant for this research from any funding agency in the public, commercial or not-for-profit sectors.
Competing interests Both authors contributed to the revised curriculum the brief report discusses.
Patient consent for publication Not required.
Provenance and peer review Not commissioned; internally peer reviewed.
Supplemental material This content has been supplied by the author(s). It has not been vetted by BMJ Publishing Group Limited (BMJ) and may not have been peer-reviewed. Any opinions or recommendations discussed are solely those of the author(s) and are not endorsed by BMJ. BMJ disclaims all liability and responsibility arising from any reliance placed on the content. Where the content includes any translated material, BMJ does not warrant the accuracy and reliability of the translations (including but not limited to local regulations, clinical guidelines, terminology, drug names and drug dosages), and is not responsible for any error and/or omissions arising from translation and adaptation or otherwise.
Read the full text or download the PDF:
Other content recommended for you
- Medical ethics and law for doctors of tomorrow: the 1998 Consensus Statement updated
- FY1 doctors’ ethicolegal challenges in their first year of clinical practice: an interview study
- How medical students learn ethics: an online log of their learning experiences
- Reflections on learning and teaching medical ethics in UK medical schools
- Prepared for practice? Law teaching and assessment in UK medical schools
- Harnessing the LMG legacy: the IME's vision for the future
- Do we need a core curriculum for medical students? A scoping review
- The formative years: medical ethics comes of age
- Teaching and assessing medical ethics: where are we now?
- Prepared for practice? UK Foundation doctors’ confidence in dealing with ethical issues in the workplace