The specialty of Neurology is changing rapidly. Traditionally neurology had been thought of as an intellectual pursuit, concerned with diagnosis of rare conditions of the nervous system. The advent of accessible imaging, and the emergence of potential therapies, has led to neurologists concerned with the treatment and on-going care of disorders which are in fact very common such as stroke, epilepsy, multiple sclerosis and Parkinson's disease.
Presently specialty training in Neurology consists of 5 years, one of which may be relevant research. Usually the training is based around regional neurosciences centres with rotation to other units. Exposure to DGH type neurology is mandatory. Entry to Neurology is following completion of core medical training (ST1/ST2) and MRCP Part 1 or equivalent. Full MRCP will be required for entry to the specialty from August 2011. The training curriculum, approval of posts and training rotation is overseen by the Specialist Advisory Committee (SAC) in Neurology answerable to the JRCPTB. Aspects of training, education and assessment are jointly developed with the Training Educational Subcommittee of the Association of British Neurologists. Membership of the SAC is through nomination by the Royal College of Physicians, Association of British Neurologists, an observer from Ireland, officials from the JRCPTB including the Medical Director, and the lead dean for Neurology.
There has recently been a rapid increase in numbers of consultant neurologists and it is likely that new posts will continue to be developed. Most district general hospitals will require at least two neurologists responsible for GP referrals and seeing inpatient referrals from other specialists. Presently many neurologists have sessions as regional neurosciences centres, where they have access to inpatient beds, specialist investigational services (neuroimaging, neurophysiology, pathology) and onward referral to neurosurgical services. Some will develop regional subspecialty services in stroke, epilepsy, neuromuscular disease, dementia, genetics and movement disorders.
In future it is likely that there will be a shift in the emphasis of work towards district general hospitals so that neurologists will contribute more to acute neurological referrals and offer local neurological services for common disorders such as epilepsy, MS and stroke. The completion of specialist training in neurology will ensure competence in all aspects of general neurology so that trainees can take up posts in neurology at district general hospitals and regional centres. There will be opportunities to pursue all aspects of subspecialty training as a specialist registrar, but to practice additionally in a subspecialty it is expected that trainees will have acquired further training, either within their research posts or with intra or post CCT fellowships.
Competence Based Curricula and Assessment - StRs (for trainees who commenced training from 1 August 2007 to present)
There are two versions of curricula for this training period:
StRs who commenced training between 1st August 2007 and 3rd August 2010 will follow the 2007 version of their specialty curriculum and the 2007 Generic curriculum. Please see the 2007 Curriculum section of this webpage.
StRs who commenced training from 4th August 2010 onwards will use the 2010 version of their specialty curriculum. There is no need to follow the previously known ‘Generic curriculum' as this has now been embedded into the specialty curriculum. Please see the 2010 Curriculum section of this webpage.
The Joint Royal Colleges of Physicians Training Board (JRCPTB) is pleased to announce the 2010 Neurology curriculum which has been reviewed and rewritten to:
meet the GMC's 6 new standards as detailed in their Standards for Curricula and Assessment systems
keep up to date with medical advances and changes in the service and training
incorporate the framework documents produced by the Academy of Medical Royal Colleges (AoMRC) detailing Common, Medical Leadership and Health Inequality competencies
include 5 new assessment methods (Acute Care Assessment Tool, Case based Discussion, Patient Survey, Teaching Observation and Audit Assessment).
This new curriculum has improved content, design and usability compared to its predecessors, and reflects a great deal of hard work and time expended by specialty curriculum groups. This curriculum will become the training manual for all trainees entering ST3 from 4th August 2010.
For further information on the 2010 curriculum it is recommended that you read the Quick Start Curriculum Guide.
If you have any queries or problems regarding the 2010 curriculum please email ptb@jrcptb.org.uk.
Core Training Programmes
Entry into Neurology training is possible following successful completion of both a foundation programme and a core training programme.
There is 1 core training programme for Neurology training:
- Core Medical Training (CMT)
Assessment
The following methods are used as part of the integrated assessment system:
The assessment blueprint, which is embedded in the clinical syllabus, shows the possible methods that can be used to assess each of the competencies in the curriculum. Trainees and trainers should refer to the blueprint for guidance on the appropriate assessment methods for each aspect of the curriculum, and so plan the training programme according to the criteria set by the ARCP Decision Aid. It is not expected that all competencies will be assessed by all methods, rather that there will be a sampling of competencies within a variety of settings, both within formal and workplace-based assessment, from which overall competence acquisition has to be determined.
The diagram below describes the training pathway:
Please view the 2010 curriculum for Neurology for full details on the training routes and selection criteria.
Entry into Neurology training is possible following successful completion of both a Foundation Programme and a core training programme.
Please view the 2007 curriculum for Neurology for full details on the training routes and selection criteria.
Assessment
The assessment blueprints show the possible methods that can be used to assess each of the competencies in the curriculum. Trainees and trainers should refer to the blueprints for guidance on the appropriate assessment methods for each aspect of the curriculum, and so plan the training programme according to the criteria set by the ARCP/RITA Decision Aid. It is not expected that all competencies will be assessed by all methods, rather that there will be a sampling of competencies within a variety of settings, both within formal and workplace-based assessment, from which overall competence acquisition has to be determined.
Further information on the various methods of assessment can be viewed in the Assessment section of this website.
The diagram below describes the training pathways in general terms.
Competence Based Curricula - SpR (for trainees who commenced training between 1 Jan 2003 and 31 July 2007)
The JCHMT introduced revised curricula for all the medical specialties together with a generic curriculum that applied to all trainees back in 2003. These are competence-based and set out the knowledge, skills and attitudes to be acquired by trainees before they may be awarded a CCT.
Curricula - SpR (for trainees who commenced training before 1 Jan 2003)
The curricula for trainees enrolling pre 01/01/03 are no longer available on the website but can be obtained by request to ptb@jrcptb.org.uk.