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Chapter 8.2 - Formal Roles in Medical Education

from Section 8 - Developing as a medical educator

Published online by Cambridge University Press:  12 October 2022

By
Dr Wai Lan Imrie
Edited by
Patrick Hughes  and
Julie Langan Martin
Patrick Hughes
Affiliation:
NHS Forth Valley
Julie Langan Martin
Affiliation:
University of Glasgow
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Summary

This chapter explores some of the formal opportunities available for clinicians who are interested in medical education. Formal roles at universities as well as roles within the deanery are discussed. Some of the potential advantages of these roles are considered and ways in which to get involved are highlighted.

Type
Chapter
Information
Teaching Psychiatry to Undergraduates , pp. 195 - 199
Publisher: Cambridge University Press
Print publication year: 2022

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References

General Medical Council (2012). Recognising and Approving Trainers: The implementation plan. Available at: www.gmc-uk.org/-/media/documents/approving-trainers-implementation-plan-aug-12-v2_pdf-66144n.d3 (accessed 16 October 2020).Google Scholar
General Medical Council (2013). Good Medical Practice Domain 3: Communication partnership and teamwork. Available at: www.gmc-uk.org/ethical-guidance/ethical-guidance-for-doctors/good-medical-practice/domain-3---communication-partnership-and-teamwork (accessed 4 April 2022).Google Scholar
Royal College of Psychiatrists (2020). A Competency Based Curriculum for Specialist Core Training in Psychiatry. Available at: www.rcpsych.ac.uk/training/curricula-and-guidance/curricula-implementation/draft-core-psychiatry-curriculum (accessed 4 April 2022).Google Scholar

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