Expansion of UK medical student numbers: what are the challenges and opportunities for undergraduate dermatology education?
This correspondence piece addresses the topical issue of the UK government’s plan to expand medical school numbers and its implications for undergraduate medical education, affecting both learners and educators. The article summarizes the results of a survey of undergraduate dermatology educators, highlighting their concerns about the challenges and impact of increasing student numbers. The article highlights the risk of a reduction in the volume and quality of clinical learning opportunities in undergraduate dermatology as a consequence of student numbers exceeding clinical departmental capacity and resources.
Authors
- Mini Singh (ORCID: https://orcid.org/0000-0001-5934-2716)
- Thomas King (ORCID: https://orcid.org/0000-0003-1264-1756)
- Maulina Sharma (ORCID: https://orcid.org/0000-0001-5983-1173)
- Amr Salam (ORCID: https://orcid.org/0000-0002-0907-2372)
- Stuart Cohen (ORCID: https://orcid.org/0000-0001-6333-5260)
- Catriona Chaplin (ORCID: https://orcid.org/0000-0001-8401-719X)
- Hannah Wainman (ORCID: https://orcid.org/0000-0003-4521-2907)
Institutions
- Barking, Havering And Redbridge University Hospitals NHS Trust (GB)
- Guy's Hospital (GB)
- University of Nottingham (GB)
- University of Liverpool (GB)
- Edge Hill University (GB)
- King's College London (GB)
- Guy's and St Thomas' NHS Foundation Trust (GB)
- University Hospitals Bristol NHS Foundation Trust (GB)
- Bristol Royal Infirmary (GB)
- University of Bristol (GB)
- Sheffield Teaching Hospitals NHS Foundation Trust (GB)
- British Association of Dermatologists (GB)
- University Hospitals of Derby and Burton NHS Foundation Trust (GB)
- University Hospitals Bristol and Weston NHS Foundation Trust (GB)
Publication Details
- Journal
- Clinical and Experimental Dermatology
- Published
- 2024-10-12
- DOI
- https://doi.org/10.1093/ced/llae424
- Primary Topic
- Musculoskeletal Disorders and Rehabilitation
- Type
- article
- Field-Weighted Citation Impact
- 0.00