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Uh good afternoon everyone. Um And really warm welcome to the next in our series of getting started webinars. Uh My name's Hugh Alberti. I'm a GP and professor of General Practice Education at Newcastle University. Um we uh due to the set up a medal, we won't go around the whole group to introduce uh each person. But if you don't mind, we'll use the chat box just to pop up your name, who you are where you work. Um Cos maybe it's just me being nosy, but it's always quite interesting to find out um who's, who's involved and you might find someone who's the room, the room next door to you who's, who's uh logged into this webinar. So, yeah, very warm welcome. We're looking at playing a career in medical education and medical education research, just a little bit of background. Um The incubator for clinical education research was set up by the N A HR which is the main funder of clinical and education research in the country. The incubator was there because they're aware there were lots of particularly um clinicians and other healthcare practitioners who wanted to get involved in research, but not really any ideas of, of how to or where to um and the funding opportunities were not the same as in um clinical research. So it was set up and we run a variety of things. This series is very much called. Well, the clue is in the name, it's called Getting Started. So it's very much for beginners um for novices. You're very welcome. If you know more than us. That's great. You can ple please input your experience. Um But very much for novices. Um But there are other things going on in the chat box. Um Later on, I'll put up some links for some of the other things that are going on in the incubator, some of the mastering the basics and even webinars they do for supervisors for different stages. Um So this is actually the last of this academic years series. Um Fortunately though you can go back and listen to the, to the last 1011 sessions that we've done. So we've gone through from coming up with a research question, talked about ethics, talked about um methodologies, how to do various qualitative quantitative analysis, how to write it up. So they're all up on the website. Um And then if you'd rather get to live stuff, then the plan is that we will be running them again um due to popular demand uh in the next academic year. Um I think that's all a blurb. Basically the, the normal format is that we have a, a visited speaker as we do today with Matt. So thank you very much indeed for your time. Um And then I know that many of you may be in practice and that's why we do it at lunchtime. If you need to disappear after, after that's fine. But otherwise people, if you can stay on will get into a small group or do some Q and A sessions. So if you've got particular questions that you've got from Matt or myself or from anyone else who's involved on the call, um then please do stay on it and we'll have a chat at the end. So without further ado, I'll pass you over to Matt to Matt. Are you ok to introduce yourself and then tell us about how to plan a career? Yeah. Hi, thanks. Thank you. And thanks for inviting me to speak today. My name is Matt Byrne. I'm a urology registrar and ad field student um at Oxford. So, and today I'm going to be talking to you about um getting started in career planning. Um I know there's quite a variety of people on this call primarily. I'm going to be focusing on clinical academic training, but a lot of the um for, for, for medicine primarily, but a lot of the points can be quite easily transferred across. And there are similar sorts of training programs in other specialties or at least pathways you can go down in other specialties. Too. Um So for the clinical academic training pathway objectives, we'll be discussing um the integrated academic pathway, some of the downsides and positives of doing a clinical academic route, some key milestones you might want to think about and then breaking those down into considerations that you can have for different stages of your career. And then we'll be thinking more generally about career preparation opportunities, outputs, failure, thinking a bit broader than just academia. Um And why it's really important to be hyper organized. It's a little bit about me first. So I did my medical degree at Newcastle and I started getting into research when we, when we did an audit in the fourth year of our, our medical degree. And the reason I liked it was because it was one of the few times that I felt as though I was actually thinking for myself, I think a lot of medicine can be rote learning and following protocols. And so I liked the fact that you had come up with a question, um think about it and then come up with a solution as well that inspired me to do an indicated masters. I then did an academic foundation program in surgery in Cambridge. I doing a foundation year three because I wasn't sure whether I wanted to do transplant surgery or urology. And I was getting interested in medical education at that time as well. So I managed to do a an anatomy demonstrator kind of part time role alongside my, my clinical training, um then did APG cert medical education um and then got an academic clinical fellowship um and now doing a DFI at Oxford onto the clinical academic training pathway. So this is the integrated academic pathway and essentially it's a route for transforming um foundation student or foundation doctors um into academic clinicians. And there are very diff various different ways it can support that. So for foundation doctors, there's the academic foundation program, which is a two year program, most programs have four months of academic time dedicated to, to research um or other things like education um leadership. So it's now the specialized foundation program to kind of represent that it's a little bit broader than just pure academics. Um And it, that can either be a four month block or it can be spread throughout the two years. So some places do one day, day release, um others do two months and two months. So there are various different ways that that time can be split. That's essentially just to prepare people and to give people a taste of academia cos at this stage. It's very, very rare that people are 100% set on doing academia. Um The that then follows on to a an academic Clinical Fellowship. So this is this is when people are actually getting a bit more serious about doing research. And the the purpose of the academic Clinical Fellowship is to prepare for a phd application. So that then you'll get a clinical research training fellowship, which is essentially funding so that you can do a phd. After that, you then have the academic clinical lectureship, which um is 5050 so 50% academic time, 50% clinical time. And that is tends to be in the last few years of your registrar training. And then the purpose of that is to give you the skills so that you're becoming a more independent scientist. So then when you complete your training, you can then apply for major grants and then become a AAA lecturer, a senior lecturer. And then again, that can, that can be split in various different ways. It can be 5050 academic time, sometimes it's 80% academic time. Um So the purpose of the integrated academic pathways so that you have dedicated time for academia, for education, for research, for all of these other things. Um and it's primary purpose is to make clinical scientists. And there are some other positives about being on the academic or on the integrated academic pathway. And that when you're doing the um academic clinical fellowship, you might have a small Bursary to uh do some academic training. So you can get postgraduate certificates during this time, there can also be bursaries that you can apply for, for research training and things like that. So there are some some additional positives of being involved too, other than just the time, it's also an alternative to the normal training pathway. So it, it gives you an opportunity to play to your strengths and it might be that. Um so this has, this has changed slightly now in the, the uh specialized foundation pathway is now, um I don't know if they've, they've finalized what it's going to be, but with the change to um uh I don't want to say randomized selection cos I can't remember the proper name of it when you were going into foundation program training. Um It gives you an opportunity to avoid that potentially. And when I was, when I was in medical school, you essentially could avoid the situation of judgment test and decile ranking. Um and it could give you a second chance at very competitive deaneries. So, although that probably shouldn't be the only reason you're considering it, it's one of the perks of it. Um There are later positives as well. So um there's been a shift away from run through training programs ie you have an interview at core training and then you're automatically um uh you automatically pass through on to registrar training and you don't have to do the ST three interviews. Um Academic training is still an in uh is still run through training. So you have an academic interview and your core training, clinical interview at um the core training level. So just after foundation