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Information about training in emergency medicine at Medway NHS Foundation Trust.



Dr Amanda Morrice

Consultant in Emergency Medicine

College Tutor EM

SuppoRTT Champion HEE KSS EM

We emphasise learning from experience, medical evidence, research and reflection, whilst as a learning organisation we ensure responsiveness to clinical incidents. 

Support is available for LTFT postgraduate doctors, postgraduate doctors with additional needs and changes to personal circumstances.

Supported return to training

We are engaged in research, locally and nationally, clinical audit and innovative service improvements.  We employ Clinical Trust Fellows in Simulation and Education. 

The medical rotas comprise a mixture of self-rostering for senior doctors, with fully compliant rotas for junior doctors, all responsive to personal requirements.


In the Emergency Department we hold a two day ED Induction, weekly junior medical training sessions, monthly full day training days for higher postgraduate doctors and SAS doctors, weekly Paediatric Emergency Medicine training and Physician Associate training, as well as ad hoc SIM sessions and examination revision/OSCE sessions.  We have whole day ED Governance Days once per academic term and regular M&M sessions.  We support RCEM Regional Training, ALS, EPLS and TTLS courses.


Four daily handover ‘board rounds’ ensure safe and effective supervision and handover of patients between shifts.   Direct consultant supervision is provided 15 hours per day weekdays and at least 13 hours at weekends.

"As a postgraduate doctor in Emergency Medicine you will be welcomed into a supportive team, which has your personal development and training at its centre."

About EM

About emergency medicine at Medway

  • Faculty
    Faculty ensure that a safe learning environment is maintained for learners and encourages self-reflection on learning Faculty engage in continuing professional development with regular evaluation of performance by both learner and fellow faculty Faculty are competent in the process of debriefing
  • Activity
    Simulation-based education programmes are developed in alignment with formal curriculum Mapping or learning/training needs The patient perspective is considered and demonstrated within educational planning A faculty member with expertise in SBE oversees the simulation programme Design and ensures that it is regularly peer reviewed via feedback, kept up to date and relevant to the clinical needs and mapped curriculum Regular evaluation of programmes and faculty is undertaken to ensure that Content and relevance is maintained.
  • Assessment
    The assessment is based on the intended learning outcomes of the exercise, with clarity regarding the knowledge, skills and attitudes to be evaluated and is appropriately tailored to the professional Curricula to be evaluated. Psychological safety of the learner is considered and appropriately supported Faculty have a responsibility for patient safety and to raise concerns regarding learner Performance within educational settings.
  • In Situ Simulation (ISS)
    Every ISS exercise has clearly defined learning objectives that achieve individual, team, unit level and/or organisational competencies Local processes and procedures are carefully reviewed to deliver ISS activity authentically Faculty delivering the ISS activity are proficient in SBE and have the required expertise on a given Topic.
  • Resources
    A variety of simulation based modalities, including simulated patients, is incorporated into simulation based programmes to create appropriate realism of the learning environment and achieve the objectives of the session being taught The facility has a clear strategic plan which addresses wider organisational and stakeholders’ Needs A designated individual oversees the strategic delivery of SBE programmes and ensures that appropriate maintenance of simulation equipment is undertaken
  • Management, Leadership & Development"
    A designated lead (Dr Manisha Shah) with organisational influence and accountability manages the simulation activity There is a clear vision and mission statement to demonstrate aims and objectives of the facility There is a clear alignment to the wider organisational and stakeholders’ needs, Acting as a quality and risk management resource for organisations to help achieve the goals

Visit the RCEM website

Learning resources from the RCEM

Visit the Health Education England Kent Sussex and Surrey School of Emergency Medicine website

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