Abstract
Fitness to practise processes are in place to safeguard patient safety and maintain professional standards. This article provides context for medical student fitness to practise in the UK and situates the process under the regulator and the university. The Tips examine some dichotomies and pitfalls in an increasingly litigious field and provide operational recommendations. The authors drew on their experiences across several medical schools and highlighted some of the complexities at play. Fairness through diverse panel constituencies, education, and training for panel members are highlighted. The potential impact of mental health diagnoses on outcomes is considered alongside the need for support for practitioners involved in this high-stake process. The Tips outlined are broadly transferable to other regulated programs nationally and internationally and are linked to postgraduate practice. The authors hope to ignite dialogue in an area with limited benchmarking and literature.
Published Version
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