Purpose Although medical leadership and management (MLM) is increasingly being recognised as important to improving healthcare outcomes, little is understood about current training of medical students in MLM skills and behaviours in the UK. The paper aims to discuss these issues. Design/methodology/approach This qualitative study used validated structured interviews with expert faculty members from medical schools across the UK to ascertain MLM framework integration, teaching methods employed, evaluation methods and barriers to improvement. Findings Data were collected from 25 of the 33 UK medical schools (76 per cent response rate), with 23/25 reporting that MLM content is included in their curriculum. More medical schools assessed MLM competencies on admission than at any other time of the curriculum. Only 12 schools had evaluated MLM teaching at the time of data collection. The majority of medical schools reported barriers, including overfilled curricula and reluctance of staff to teach. Whilst 88 per cent of schools planned to increase MLM content over the next two years, there was a lack of consensus on proposed teaching content and methods. Research limitations/implications There is widespread inclusion of MLM in UK medical schools' curricula, despite the existence of barriers. This study identified substantial heterogeneity in MLM teaching and assessment methods which does not meet students' desired modes of delivery. Examples of national undergraduate MLM teaching exist worldwide, and lessons can be taken from these. Originality/value This is the first national evaluation of MLM in undergraduate medical school curricula in the UK, highlighting continuing challenges with executing MLM content despite numerous frameworks and international examples of successful execution.

The study focuses on three areas of initial professional education at degree tevel--pharmacy, nursing and teacher education. All three are associated with professions where individual clients" needs are significant--the so-called caring professions. The project was conducted largely through interviews with teaching staff in both university and public sector institutions. The interviews focused on the interests, activities and values of the academics in relation to the education and training of their students and towards the students" intending profession. Information was also gathered on the overall shape of the students' learning experiences, both within higher education and in the professional training situation. The paper shows that there are different sets of relationships between academics and the corresponding professionals, and that there are contrasting patterns of student development in each of the three areas. The paper concludes by outlining a general model for effective professional preparation.

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Digital technology in the early 21st century has introduced signifi cant changes to everyday life and the ways in which we practise medicine. It is important that the ease and practicality of accessing and disseminating information does not intrude on the high standards expected of doctors, and that the boundaries between professional and public life do not become blurred through the increasing adoption of social media. This said, as with any such profound disruption, the social media age could be responsible for driving a new understanding of what it means to be a medical professional.

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