Core Medical Training (CMT)
Core Medical Training forms the first stage of specialty training for most doctors training in physicianly specialties and will prepare trainees for participating in the acute medical take at a senior level and managing patients with acute and chronic medical problems in outpatient and inpatient settings. The approved curriculum for CMT is a sub-set of the curricula for General Internal Medicine (GIM) and Acute Internal Medicine (AIM) and is a spiral curriculum as topics are revisited with increasing levels of difficulty, new learning is related to previous learning and the competence of the trainee increases.Trainees must complete CMT and acquire the full MRCP(UK) Diploma in order to enter specialty training at ST3.
Acute Care Common Stem (ACCS) - Acute Medicine
The training pathway of acute care common stem - Acute Medicine (ACCS-AM) offers an alternative route into physicianly training for trainees who are interested in careers in the acute aspects of medical care. The three-year programme provides experience of acute medicine, critical care, anaesthetics and emergency medicine. Information on ACCS training, including how to apply, can be found on the ACCS website and CT1 recruitment website.
16 May 2016
Accreditation of transferrable competencies from ACCS
The Academy of Medical Royal Colleges Accreditation of Transferable Competences Framework (ATCF) assists trainees in transferring competences achieved in one training programme, where appropriate and valid, to another. This could save time for trainee doctors who decide to change career path after completing a part of one training programme and transfer to a place in another training programme.
ATCF will be available to doctors who have successfully completed at least one year of an ACCS Anaesthetics [Anae], ACCS Emergency Medicine [EM] or ACCS Intensive Care Medicine [ICM] programme. The maximum amount of time that can be credited towards training in CMT is 12 months (comprising 6 months AIM, 3 months EM and 3 months ICM). Approval for the previous experience must be agreed by the relevant CMT training programme director and must be reviewed and confirmed at the first CMT ARCP. The decision as to whether competencies achieved will transfer to the CMT programme will be made on an individual trainee basis. ATCF will apply prospectively for doctors who enter CMT from August 2016 onwards. Further guidance is available in the revised CMT curriculum and on the Academy's website (framework via this link and FAQs via this link).
16 February 2016
Summative DOPS requirement for pleural aspiration
The CMT ARCP decision aid was revised in September 2015. In the procedures section, pleural aspiration for fluid and pneumothorax were combined and categorised as potentially life threatening requiring DOPS summative sign off by two assessors on two separate occasions. It was agreed at the recent meeting of the CMT Advisory Committee that as this change occurred mid-way through the training programme for trainees in their CT2 year, educational supervisors and ARCP panels can accept a formative DOPS as equivalent to a satisfactory summative DOPS if the trainee’s level of independent practice has been rated as competent to perform the procedure unsupervised and deal with complications. Please note this arrangement is for 2016 only.
12 August 2015
New tool for reflective practice
A new reflective practice form is available in the Reflection section of the ePortfolio and ‘R-cards’ are also available to help trainees to make an instant reflective record. The R-card and guidance on the use of the tools are available to download via the ePortfolio performance and updates page.
If you have any feedback after using the new tool please let us know at firstname.lastname@example.org.
Summary of clinical activity and teaching attendance
Trainees are expected to produce a summary of clinical activities and teaching attendance and a form is now available on ePortfolio in the Assessment/Audit and Teaching section.
10 December 2014
Learning to Make a Difference, an initiative set up by the Royal College of Physicians, London and JRCPTB aimed at CMT trainees, has set up a series of consultant led sessions in Quality Improvement.
Information on Learning to Make a Difference is available on the RCP London website.
The purpose of this curriculum is to define the process of training and the competencies needed for the successful completion of Core Medical Training. The ACCS curriculum can be found on the ACCS website.
Further to discussion at the CMT Advisory Committee, the ARCP decision aid has been revised and the version below replaces all previous versions from August 2017.
Guidance for ACCS-AM CT3 trainees
The guidance below has been produced by the SAC for Acute Internal Medicine for trainees in the third year of ACCS Acute Medicine programmes. The document has been updated to note the revised ARCP decision aid for CMT and to provide guidance on clinic numbers.
Clarification regarding DOPS assessment of procedures
The CMT and GIM advisory committees have produced the following guidance on interpretation of DOPS sign off.
Logbook for recording procedures and clinics - revised August 2017
The logbook template has been updated to reflect the revised clinical activity defintion in the ARCP decision aid and the requirement to attend 40 clinics for CMT trainees who started training in August 2017. The logbook is in the form of an Excel spread sheet which can be used to record procedures and attendance at clinics and then uploaded to the personal library in the ePortfolio.
If you have any feedback after using the logbook please let us know at email@example.com.
Guidance on Core Medical Trainees acting up as Medical Registrar
JRCPTB has produced this guidance on acting up for Core Medical Trainees. Schools of Medicine may choose to adapt them for local use.
Specialty placement checklists
The following checklists can be used to record which of the top and other important presentations are explored during a specialty placement. The checklists can be helpful when reviewing trainee’s progress and adding ratings for top and other important competencies at group level. The checklists are available in MS Word format so they can be edited and uploaded to the ePortfolio. The overall mapping document is available here: Mapping of presentations in CMT and AIM to specialties.pdf.
Checklists for CMT and AIM specialty placements