In this short video, Ella, who is a member of our Resident Doctor Panel, shares how she has been preparing to apply for a post on a higher training programme.
The course which Ella refers to in her video is our Teach the Teacher Course for Doctors.
Our Resident Doctor Panel is a small group of doctors working in different roles who share their experiences with us. In return, we support them with their development. Click here to find out more about the Oxford Medical Resident Doctor Panel.
This page has been updated following a check on the CST portfolio guidance on 31st October.
Completing your application for a training post can be a challenging task. You want to ensure that you stand out from the crowd by presenting the full breadth and depth of the experience that you’ve gained to date. At the simplest level, this means scoring as many points as possible on the self-assessment for IMT, or highest grade on your when your are uploading your index page for CST. However, it’s essential that you are honest when claiming your points and follow the guidance correctly.
Every year, large numbers of doctors contact us on this topic. Many are confused about points and indicators they can claim for the various “Teach the Teacher” course formats that we offer. The criteria tyically changes from one year to the next, and this year is no exception. Some doctors, understandably, become quite anxious about making the right choice.
We can assure you that all of our courses are CPD accredited and are accepted as evidence of training for thousands of doctors every year. It’s important to be aware that there are different scoring criteria in play for surgical and medical training programmes. This year, the scoring or recognition criteria has changed significantly once more. For 2024/25 selection processes, updated information for IMT and ACCS was shared well in advance. However, detail of the completely revised CST recruitment process was publicised very late on 27th September – and a check on their webpage on 31st October reveals that there has been a further change.
If you’ve already taken a course, then you will want to ensure you claim the correct number of points or choose the correct indicator. Alternatively, if you are still considering which course to take, then you want to ensure your make the best choice.
Here’s a table to summarise the latest publicised scoring for the most popular Medical Teaching Course options, as of 27th September.
| Oxford Medical Course | CPD points | IMT/ ACCS Application Points | CST index page indicator |
|---|---|---|---|
| Teach the Teacher Course for Doctors (2 days, tutor led in Virtual Classroom or In-Person) | 12 | 1 | D |
| Teach the Teacher Online Course | 3 | 0 | D |
For clarity, the following sections outline the differences between IMT/ACCS and CST programmes to help you with this matter.
The self-assessment scoring for these programmes is quite different this year than for previous years. A document called “Changes to the application scoring matrix from 2025…” was posted on the Physician Higher Specialty Training Recruitment Document Library December 2023. Here is a copy of the summary table in the “Training in Teaching” section of this document and on current IMT Recruitment Application scoring webpages.
| For IMT/ ACCS: Option | Score available | Notes |
|---|---|---|
| I have a higher qualification in teaching e.g. PG Cert or PG Diploma. | 3 | This could be full time over one academic year or part-time over multiple years. |
| I have had training in teaching methods which is below the level of a PG Cert or PG Diploma | 1 | This should be additional to any training received as part of your primary medical qualification. Training should be delivered with a duration of at least six hours (i.e. a one-day course) of synchronous (live) teaching time. |
| I have had no training in teaching methods. | 0 |
The “Summary of changes” table at the start of this document includes the following paragraph:
“The guidance on the one-point option has been amended to specify that the training must have included a minimum of six hours (one day) of synchronously delivered teaching; (i.e. being taught live by a teacher) “
For IMT or ACCS applications at CT1 level, you score 1 point for our tutor-led 2-day Teach the Teacher Course for Doctors , whether you take the course in our Virtual Classroom, or in-person. Both formats fulfil the criteria of “synchronously delivered teaching” and being “taught by a live teacher”.
Our instant-access Teach the Teacher Online Course is designed for you to work through alone and at your own pace. It does not involve a live tutor, and therefore cannot be used this year for IMT or ACCS self-assessment scoring.
These changes also apply to 25 physician higher specialities at ST3/ST4 level.
This year, the new process only went live on the information website on 27th September 2024 and information on Teaching Experience has changed since then. So, here’s a summary of the latest information as it appears on the 2024/25 Core Surgical Training Portfolio Guidance for Candidates webpage for NHS England, Scotland and Wales at time of writing our blog-post.
The updated guidance page includes the following paragraphs:
Candidates will no longer be asked to complete self-assessment on Oriel.
Instead, candidates invited to interview will be requested to upload an index page with the appropriate indicators for each domain.
Candidates will assign a letter from A to E to each domain showing which category of evidence they think their evidence sits in (A being the top, E being the bottom).
The portfolio has moved to this structure as the category acts as a guide for the assessor and is not the final score allocated – this is determined during the interview.
Although the scoring for “Training Qualifications” is described as having been removed from this process, a Teach the Teacher Course is still relevant for CST recruitment withing the Teaching Experience section..
Here’s a screenshot from the “Commitment to specialty (all surgical specialties)” indicator guidance section near the bottom of the NHS webpage.
Expanding the “Training experience” tab describes the indicator to select when uploading your index page. It includes the following information as the last two entries on the table.
| For CST: Teaching Experience Options | Indicator | Notes |
|---|---|---|
| I have undertaken some educational activity focused on learning to teach | D | This would include any form of educational event focused on learning the skills of teaching – such as a training the trainers course online or otherwise |
| I have not provided teaching | E |
Information under the Evidence required” tab states:
“A certificate for the educational event focused on learning how to teach”
So, the certificate which you receive for completing any of our Teach the Teacher courses means you can select indicator D on the scale of A-E. Your final grade for Teaching Experience will be determined by your assessor during interview. So, being able to confidently explain what you learned from your course will be essential for your success.
For CST programme applications, you can select indicator D for any of our Teach the Teacher courses, including, 2-day tutor-led Teach the Teacher Course for Doctors, whether that is taken in our Virtual Classroom or In-person, our Extended Teach the Teacher Course, or our Teach the Teacher Online Course where you gain access to materials which you work through on your own or at your own pace.
Please note: The bottom of the “2024/5 Core Surgical Training Portfolio Guidance for Candidates” webpage states “Page last reviewed: 27th September 2024; Next review due 27th August 2025.”
Completing the application is only the first hurdle in achieving your training post. If you are successful in getting through to interview then you have the challenge of presenting yourself at your best during the intensive interview process. So, you need to gain as much experience in numerous areas between now and then. You will need to demonstrate your patient communication, team communication and leadership skills. Taking courses in these subjects will give you fresh input and help you to clarify your thinking. And it’s always worth considering a dedicated interview preparation course to help you pull everything together.
We’ve got more advice on our CST & IMT Interview Free Advice webpage.
All the best with your application and continue to develop your abilities to maximise your potential.
Stephen McGuire – Managing Director
On 18th October 2024, Oxford Medical became part of the Reducate EdTech Group.
Reducate was founded with one common goal: that the world is a better place with skilled professionals. We share the same vision. Reducate has positioned itself as a frontrunner in the European EdTech market, offering a diverse range of brands and solutions across multiple sectors. By joining the EdTech Group, we have the opportunity to enhance our services, for example by leveraging advanced technology and in-house studios. This ensures that we will be able to continue providing the highest quality professional skills CPD courses for doctors in the market. Read more about Reducate on their corporate website.
Words used to describe doctors and the NHS have come into sharp focus recently. At long last, the powers that be have agreed to replace the misleading title “junior doctor” with resident”. One step forward. Simultaneously, the new UK Government are coming under fire for persistently describing the NHS as being “broken”. They have referred to some aspects of the service as being a “shame on the nation.” They have said that cancer diagnosis is “more likely to be a death sentence for NHS patients than those in other countries.” When healthcare leaders, media commentators and political opponents have challenged this language, the Government have doubled down and refused to apologise.
As children, the adults around us may have told us that, “Sticks and stones will break your bones but names can never hurt you.” However, how many of us actually believe that? Words matter. They can have a major impact on the way we think, feel and act.
“Don’t think about a big red balloon that’s ready to burst!”
During our patient communication skills courses, we regularly introduce phrases like this, then pause for a moment as a springboard for discussion. No pictorial images of the big red balloon are required. Words are powerful in changing what we are paying attention to.
All too often, negative language will encourage a negative response. As a result, participants struggle to effectively interact, pushing each other in opposing directions. If we believe that we are participating in something that is broken, that we are somehow involved in bringing shame, then some of us may become antagonistic. Many are likely to become despondent, demoralised and detached. We’ve discussed before in our blog-posts that we risk the self-fulfilling prophecy of doctors who expect burnout to be part of their lives, rather than developing true resilience.
Our previous experience also shapes what we understand. In the past, there were common tales of patient interactions with major misunderstandings of doctor’s titles: “I insist on seeing the Senior House Officer and not just some Consultant….” “Junior doctor” was always an inappropriate, misleading title, and healthcare systems in other countries already use “resident” instead. But how many UK patients will think the resident actually lives in the hospital? It may well take a bit of explanation and some time to embed the change.
Change can be hard. It’s often easy in the early stages but difficult to sustain. It took many people and organisations a long time to move on from using Senior House Officer. In fact, some never moved on at all, and you may still hear that term hanging around. Change is a topic which is common to a lot of our courses. It’s relevant for teamwork, leadership, management, mentoring, teaching and patient communication.
If we want to get past the negativity, and to get helpful new language embedded, then we have to be part of the solution, rather than part of the problem. Everyone has a part to play. So, what can we do as individuals?
It has to start with our own communication and our belief in the impact of our own words. We have to find ways to reframe what we are saying to help both ourselves and others focus on the right things. We need to find the equivalent of moving on from, “Don’t think about a big red balloon that’s ready to burst” to, “Think about sitting beside calm water on a sunny day.” It helps if we can set ourselves reminders, to maintain awareness, and catch ourselves when we drop into the old outdated or unhelpful language.
If we lead by example, then it’s easier to support and challenge other members of our team – those who look up to us, our peers and our own leaders. This may require learning effective methods and developing abilities of providing constructive feedback and critique.
Change won’t happen by itself. What steps are you taking that will make a difference?
Stephen McGuire – Managing Director
Each year, we expect the seasons to follow a very familiar pattern. However, the career progression calendar for doctors is always far more predictable than the weather. In early August, a new cohort arrives fresh from medical school. At the same time, those in their Foundation Years progress to their new level and their latest rotations. As they do so, plans for next year come into focus.
For many, this includes wanting to secure a place on a training programmes such as IMT, ACCS or CST. Though the exact dates for application windows opening and deadlines may not always be known as far in advance as we’d like, they’re still more predictable than the weather!
We can tell from the volume of doctors who are already taking our Teach the Teacher Courses that competition is higher than ever. Everyone want to secure those points for Training Experience on their self-assessment application. But successfully securing your ideal training post will need more than simply ticking that box on the form.
To help, we’ve created a dedicated webpage which provides you with an overview of the recruitment process. We include explanations of the self-assessment and interview stages. In addition, we also include essential advice on how to best prepare yourself for success.
Please note: offers have now ended
We’re delighted to be celebrating Oxford Medical’s 20th anniversary this weekend!
We were established on 10th August 2004, and now provide professional skills training to thousands of doctors each year, both in the UK and across the globe.
To mark the occasion, we’ve got some short-term special offers for you, meaning you can make big savings as you give your professional skills a major boost.
Offers go live on Friday 9th August and end 23:59 BST on Sunday 11th August 2024. Make sure you don’t miss out!
Develop your abilities – Maximise your potential.
*Sale prices cannot be combined with any other offer or coupon code.
We’re delighted to announce that Oxford Medical have been awarded the Customer Service Excellence hallmark from the UK Government Cabinet Office.
You may, or may not, be familiar with Customer Service Excellence Standard accreditation. When it first came to our attention, we were initially attracted by the authenticity and credibility provided by genuine independent assessment. Then, on further investigation, we realised that the framework and assessment process could also provide us with a structured approach to consider our ways of working. Taking an honest look at ourselves, combined with input from our assessor has acted as a catalyst for new ideas, informing our strategy and actions for improvement. So, it’s more than just a badge.
We chose an approach that was pretty much in line with the classic clinical audit cycle which can be applied to any quality improvement initiative.
It’s tempting to stop there. But the difference between a process and a cycle is that the latter is ongoing. So, once you’ve initiated change, you need to make sure it’s embedded and actually making things better. Taking steps to improve one thing can often have unexpected impacts. There can be surprising knock on benefits, which are always good to recognise. However, “improvement” in one place can easily create a new problem elsewhere. So, it often makes sense to pay attention to a suite of standards, monitoring performance in a variety of ways, capitalising on benefits and addressing new shortfalls.
Even when we follow good audit practices, human nature, familiarity or even lack of awareness of possibilities can mean we often have blind spots to what is really going on around us. This is where external assessment can have a major impact. Being open to the scrutiny of a suitably experienced independent auditor and listening to their feedback can be very revealing. Care Quality Commission inspections, appraisal and ARCP meetings all fall into this category.
There’s no doubt that the auditor’s attitude can have a major impact. In a ideal world, they should provide supportive, constructive critique, rather than taking the “Gotcha!” approach. But the attitude of the team is another factor in determining if there are true benefits from an external assessment. Being overly defensive, or resistant to either hearing facts or comparison to others are major obstacles to accepting reality – an essential step in achieving improvement.
Thankfully, working with Assessment Services was a very positive experience. By engaging with our assessor and listening carefully to his observations, we’ve identified a number of initiatives for making progress. In addition, we’ve also heightened our awareness of our abilities and the things we do well. This is a vital part of any audit process, as the solutions to our challenges often lie within our strengths.
So, now we have to get on with putting our ideas into action, pay attention to the results and make sure we get ourselves ready for another successful assessment process next year.
Stephen McGuire – Managing Director
As Junior Doctor Panel member, Mel, comes toward the end of her Clinical Education Fellow FY3 role, she reflects on her experiences and shares how she is preparing for her new post as a GP Academic Clinical Fellow.
Our Junior Doctor Panel is a small group of medical students and junior doctors working in different roles who share their experiences with us. In return, we support them with their development. Click here to find out more about the Junior Doctor Panel.
The course which Mel refers to in her video is our Essentials of Medical Leadership & Management Course.
We’ve received a number of queries about the impact of junior doctor strike action on our services. We can confirm that our courses are unaffected by the industrial action and that all tutor-led courses will run as normal. In addition, our instant access online courses are designed to put you in full control, meaning you can progress your development as and when you like.
As he approaches the end of his FY1 year, Andrew, from our Junior Doctor Panel, shares his experiences of rotation changes along with the steps he has taken to help overcome the challenges.
Our Junior Doctor Panel is a small group of medical students and junior doctors working in different roles who share their experiences with us. In return, we support them with their development. Click here to find out more about the Junior Doctor Panel.
The course Andrew refers to in this interview is our Advanced Team Communication Skills Course for Doctors.
