Late Recurrence of Breast Carcinoma Involving the Uterine Cervix Presenting as Obstructive Nephropathy

Disclaimer: Opinions expressed in the journal are the views of contributors and not those of the Editor or the Editorial Board. Every effort is made to ensure accuracy of published material but the Editor or the Editorial team cannot accept any liability for inaccuracies, errors or statements. Can be obtained from the editorial secretary or the HJM website. In the world of medical education six months is a long time. Since the last edition of HJM there have been several developments which have direct bearing on medical education. The Health and Social Care Bill has become an Act and new legislations are expected which will further shape education and training systems. The GMC on the other hand is formalising accreditation for named educational and clinical supervisors as proposed by the Academy of Medical Educators. This serves as a catalyst for local education providers to formalise structures ensuring their staff have the necessary skills to conduct effective supervision of their trainees. The London Deanery 2012 version of the Professional Development Document further elaborates the proposed changes and is a must read for anyone remotely associated with supervising trainees. It outlines a structure for the professional development of clinical teachers and recommends a process of portfolio-based accreditation for supervisors with a rolling three-yearly cycle of review. The document sets minimum standards required for delivering education and provides a framework for excellence. It is hoped that trainers will aspire for excellence in delivering medical education. The GMC Education Strategy 2011 – 13 provides a future framework for regulating medical education. At the heart of this document are standards, outcomes and quality assurance. The annual national trainee survey is vital regulatory evidence for monitoring quality. It is essential for every trainer to review the results of these surveys in relation to their practice and save it as part of their teaching portfolio, essential for the three yearly cycle of accreditation. The month of August is fast approaching and many of us are preparing to welcome the new trainees and facilitate the changeover for other junior colleagues. This period is stressful for the trainees and places unbearable strain on the system. Increased mortality and length of stay are just some of the challenges surrounding the changeover period and raises pertinent questions regarding our preparations to accommodate new trainees and improve patient safety. The UK Medical Education Strategy Group comprising of the CMOs and Education Leads …