Barriers and facilitators for implementation of a national recommended specialty core-curriculum across UK medical schools: a cross-sectional study using an online questionnaire

Sharma, Maulina; Murphy, Ruth; Doody, Gillian A.

Abstract

Objectives The National Health Service (NHS) Long-Term plan published in 2019 set out healthcare reforms to meet the healthcare demands of UK. Undergraduate specialty core-curricula like dermatology aligns well to the training needs of the future workforce but lacks representation, consistency and implementation. This study explores the barriers and facilitators influencing the implementation of a specialty-specific (dermatology) national core-curriculum across UK medical schools.

Design A constructivist approach was used to develop an online questionnaire and data collected using mixed methodology.
Participants Undergraduate dermatology teaching leads across all UK medical schools.

Results 30 out of 42 UK medical schools responded to the survey (71%). 16 out of 30 (53%) responders were unaware of the planned Medical Licensing Assessments (MLA) for all UK graduates in 2024–2025; 43% were unaware if dermatology was mapped to national standards; 50% were unsure if the dermatology was blueprinted on school curricula. Barriers to implementation included competing NHS service commitments, the specialty not seen as a priority and difficulty influencing curricula changes at school level. Facilitators included workforce planning and transparency in funding to support leadership in undergraduate education. Domains identified for curriculum implementation were: (1) awareness of the role of General Medical Council and the MLA, (2) medical education training for teaching leads, (3) lack of recognition and resources for leadership, (4) skills development to map, blueprint and assess specialty core-components, (5) medical school and specialty engagement.

Conclusions This study identifies the potential barriers and facilitators to specialty specific core-curricular implementation across UK medical schools. Lack of standardised training in medical education, time and resources undermine the role of specialty teaching leads as medical educators. Medical school engagement with specialties with mutual support would aid the forthcoming educational reforms.

Citation

Sharma, M., Murphy, R., & Doody, G. A. (2022). Barriers and facilitators for implementation of a national recommended specialty core-curriculum across UK medical schools: a cross-sectional study using an online questionnaire. BMJ Open, 12(3), Article e053565

• Journal Article Type: Article
• Acceptance Date: Jan 20, 2022
• Online Publication Date: Mar 29, 2022
• Publication Date: Mar 29, 2022
• Deposit Date: Jan 24, 2022
• Publicly Available Date: Mar 30, 2022
• Journal: BMJ Open
• Electronic ISSN: 2044-6055
• Publisher: BMJ Publishing Group
• Peer Reviewed: Peer Reviewed
• Volume: 12
• Issue: 3
• Article Number: e053565
• Keywords: curriculum implementation; medical undergraduates; dermatology; UK
• Public URL: https://nottingham-repository.worktribe.com/output/7337326
• Publisher URL: https://bmjopen.bmj.com/content/12/3/e053565