Clinical Teaching Fellows

Medical ACT Funding of Clinical Teaching Fellow (and equivalent) Posts  

Medical ACT is an established funding route for posts used to support undergraduate teaching within Boards, usually held by doctors who are between training programmes or who are in-training but opt to take time “out of programme” to develop teaching skills. Such posts are typically referred to as ‘Clinical Teaching Fellows’ (CTF) - although a variety of titles are used, including Medical Education Fellow (MEF) and there are analogous roles with different focus such as Clinical Simulation Fellow (CSF) posts. 

The significant contribution of teaching fellows towards medical education in primary medical qualification (PMQ) programmes and in clinical service roles is recognised. Such posts are also a stepping-stone in the development of the future trainer workforce. The intention is to preserve this valuable role, to maximise potential for its future development and to ensure that doctors entering such posts receive a quality experience. 

The following guidance refers to new posts being approved for recurring Medical ACT funding from April 2023 onwards.  

A. ACT Funded Clinical Teaching (Medical Education) Fellow Posts in Boards 

1. Within a 10 session post, 70-100% of time should be devoted to undergraduate medical education with 20% for personal development; posts may include up to 10% (or 1 session) clinical activity in order to maintain relevant clinical skills where applicable
2. ACT funded Clinical Teaching (Medical Education) Fellows should be supported to complete a relevant qualification e.g. PgCert in Medical Education; this may be fully funded via Medical ACT providing the job description is configured as outlined in
3. When applying for a new post, ideally the costs of the associated PgCert should be included in the request.
4. Candidates must be post-foundation doctors. Applications from trainees in training programmes who wish to go OOPE will need approval from the relevant Postgraduate Dean to do so
5. Line management should be via the Board’s Director of Medical Education or a nominated Associate DME
6. CTF posts that were established prior to 2023 which are funded recurrently through Medical ACT should be identified and should transition to the above job description where possible. 

B. ACT Funded Clinical Teaching Fellow Posts in Boards (<70% Teaching Delivery in job plan)

1. NES recognises that historically funded Clinical Teaching Fellow Posts have a variety of job descriptions which have been configured to accommodate the needs of the employing Board
2. Applications for new posts, where it is expected that <70% of time will be spent in delivery of medical education, will be eligible for funding via Medical ACT on a pro-rated basis, depending on the level of teaching commitment involved e.g. 

• Posts delivering 50% undergraduate medical education (with 50% for clinical service) can receive 50% funding via Medical ACT. 
• Posts delivering 20% undergraduate medical education (with up to 80% for clinical service) can receive 20% funding via Medical ACT  

3. For posts configured as in 2, funding for PgCerts can also be provided via Medical ACT on a pro-rated basis, e.g.

• If there is 50% undergraduate medical education commitment in the job description, 1 Pg Cert can be funded via Medical ACT for every 2 such posts
• If there is 20% undergraduate medical education commitment in the job description, 1 Pg Cert can be funded via Medical ACT for every 5 such posts

 C. ACT funded “Medical ACT Funded Education Lecturer” Posts (title to be agreed) based in Academic Institutions

1. A small number of such posts exist in Scotland, mainly in North region
2. Within a 10-session post, at least 70% of time will be devoted to undergraduate teaching activities and/or teaching development and 10% for personal development. A clinical service component if present will account for no more than 20% of the post
3. Fellows should be supported to complete a relevant qualification e.g. PgCert in Medical Education or a higher qualification; specific details and expected qualifications will be defined following consultation with academic programme leads via LUMES and will be based on the Academy of Medical Educators (AoME) framework.

This page was last updated on: 20.08.2024 at 11.10