Sanjiv Ahluwalia, Tony Fenton, Carrie Roder, Lauren Felicity Spurling, Simon C Cork, Georgia Winnett, Enamul Ahsan, Jo-Anne Johnson, Peter Bishop
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In this article we explore the United Kingdom context of apprenticeships and the history of development of the use of the term apprentice in medicine. We describe the development of the Medical Doctor Degree Apprenticeship (MDDA) in England and how Anglia Ruskin University (ARU) has approached the development of the MDDA. We explore the rationale for developing the MDDA in Essex, the structure of the apprenticeship at ARU (which comprises 20% of employed time in NHS work and 80% in education undertaking the medical degree), the challenges and issues we encountered and mitigations we put in place. We describe the importance of stakeholder engagement (especially with direct entry medical students, medical professionals, and members of the university staff). The role of the employer is critical to the development and delivery of MDDA. The important role of regulators in developing and monitoring MDDA is the complexity of funding arrangements. Finally, we offer reflections on the development journey thus far.
期刊介绍：
Medical Teacher provides accounts of new teaching methods, guidance on structuring courses and assessing achievement, and serves as a forum for communication between medical teachers and those involved in general education. In particular, the journal recognizes the problems teachers have in keeping up-to-date with the developments in educational methods that lead to more effective teaching and learning at a time when the content of the curriculum—from medical procedures to policy changes in health care provision—is also changing. The journal features reports of innovation and research in medical education, case studies, survey articles, practical guidelines, reviews of current literature and book reviews. All articles are peer reviewed.
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