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Background and purpose of the study: Although traditionally a "dentistry first, medicine second" training route, UK Oral and Maxillofacial surgery is increasingly populated with medicine-first trainees at ST3 level. Despite this, there is little evidence suggesting any increase in exposure at medical undergraduate level. We sought to evaluate the current level of awareness of OMFS as a medical specialty and potential career pathway amongst 'first-degree' medical undergraduates. Method: We distributed an on-line survey amongst 253 medical undergraduates divided between two UK universities. Findings: A total of 72.3% of undergraduates received no exposure to OMFS in any form. Those with exposure had an improved understanding of the scope of the specialty. Regardless of previous exposure to the specialty, only 27.7% correctly identified the essential requirements for entry in OMFS specialty training. Nevertheless, a vast majority (76.7%) wanted more guidance on the possibility of pursuing a career in OMFS. Conclusions: Undergraduate exposure to OMFS in UK medical schools is limited. Even a small degree of exposure to OMFS improves understanding of the scope of the specialty. Although medical students do not fully understand the career pathway, they wish to explore OMFS as a career option. It is therefore important that UK undergraduate surgical curricula offer greater exposure to the specialty, the career pathway and the clinical opportunities it can provide. [ABSTRACT FROM AUTHOR]

This article describes a dynamic initiative in community nursing education across the South West Peninsula. A group of educationalists from three community health services have written a framework of clinical competences to support community nurses in their professional development, providing career progression. The framework comprises of three sections: a preceptorship for nurses novice to community nursing; a section where experienced community nurses record their achieved knowledge, skills and competences, complemented by a validated, academic, 40 credit, degree module; and a developmental role (identified as a 'band 5+') in which the nurse demonstrates a range of knowledge and competences in order to progress onto a higher band such as a team leader. This framework is currently being piloted in four NHS community health services/trusts and it is expected that an evaluation will be undertaken within 12 months of implementation. [ABSTRACT FROM AUTHOR]