About the School

Welcome to the KSS School of Emergency Medicine

Emergency Medicine (EM) is an exciting and highly dynamic specialty which has grown rapidly over the past 40 years. Consultants and trainees are at the forefront, working together hand in hand with all the other specialties in hospitals to deliver the highest standards of patient care and have both the breadth of clinical skills and excellent non-technical human factors that are the foundations of modern medical practice.

The KSS School of Emergency Medicine consists of the Head of School, Training Programme Directors (TPDs) for Acute Care Common Stem (ACCS), Higher Trainees, Specialty Tutors, Educational and Clinical Supervisors, Training Managers, Administration Manager, and all of the School’s trainees. To find out more about their roles, please visit the meet the team page here.

HEE, in collaboration with the Royal College of Emergency Medicine (RCEM), manages the School. The Head of School is responsible to the Postgraduate Dean on managerial matters and is professionally responsible to the RCEM. The Head is also the Chair of the ACCS and Higher Training committee and a member of the Training Standards Committee of the RCEM.

Training in KSS

We are committed to providing a high quality of training in many acute trusts across KSS, and we are also dedicated to improving recruitment to training posts and retention by making the rotations more attractive and coherent.

Since 2014 all trainees appointed to ACCS to progress in Emergency Medicine are offered either a run-through programme in Emergency Medicine – without the need to undergo further recruitment – or core ACCS programme. It is also possible to transfer to Emergency Medicine training under the Defined Route of Entry into Emergency Medicine (DRE-EM) programme which is particularly applicable to trainees who have completed core surgical training or have extensive experience in any of the ACCS specialties.

In addition to trust-based teaching sessions, there are regular monthly EM school-wide regional training days. Trainees are supervised by an Educational Supervisor and EM College Tutor who meet regularly with the Head of School, fellow tutors, and trainee representatives for updates on the latest developments in training, to ensure that high-quality training occurs in every trust.

In 2019, we changed the configuration of both core and higher elements of the Emergency Medicine training programme to make them more geographically coherent, more attractive, and more family-friendly. At present all higher training programmes rotate through the teaching hospital and major trauma centre experience in Brighton.

Along with local departmental teaching, there are regional training programmes for each of the different levels – ACCS, ST3/DRE-EM, ST4-6 – reflecting the relevant curricula. Each of these programmes also includes an annual research and quality improvement presentation day for trainees to showcase any extra academic work. Mock exams are regularly held for FRCEM. We also run a Level 1 Ultrasound finishing school for those needing sign-off.

A flexible approach is provided to our trainees, with regular approval for Out Of Programme activities both within the UK and overseas. There is also a strong emphasis on education and leadership with trainees being encouraged to undertake a Postgraduate Certificate or Diploma in Medical Education.

As a school, we are committed to ensuring our local hospitals provide adequate training and supervision. You can feedback to us in several ways, including through trainee representatives, your clinical and educational supervisors, and via the relevant TPD. You are also required to complete a yearly trainee survey from the GMC, which we can use to monitor the progress of the hospitals you are placed in.


The revised EM curriculum 2020, due for launch in 2021, will :

  • introduce Generic Professional Capabilities
  • be structured around a limited number of ‘Specialty Learning Outcomes’ – activities that describe the work of an independent clinician in each particular discipline
  • demonstrate stakeholder involvement in developing curricula
  • reduce the assessment burden and avoid a ‘tick-box’ approach

There will be 12 supervised learning outcomes: eight clinical and four non-clinical related to management activities in the emergency department.

For more information please visit the RCEM website here.

Trainee handbook

Our school handbook outlines our responsibilities in providing your training, and your responsibility to ensure it goes well. It provides links throughout to detailed information on your training.