How to Write a Supporting Statement for a Junior Clinical Fellow in Emergency Medicine Post
Updated: 20 hours ago
A lot of the IMG doctors who contact us want an Emergency Medicine job as their first NHS post. It makes sense. You see a bit of everything, you learn quickly, and the rota is predictable compared with ward jobs. The catch is that ED fellow posts get a lot of applicants, so the supporting statement has to do real work.
In this guide we use a real job description as the example: a Junior Clinical Fellow (Junior Locally Employed Doctor) in Emergency Medicine at Wythenshawe Hospital, part of Manchester University NHS Foundation Trust (MFT). It's a permanent, full-time post on a full shift rota. Even if you're applying somewhere else, most ED fellow person specifications ask for very similar things, so the approach carries over.
Quick answer: to write a supporting statement for a Junior Clinical Fellow in Emergency Medicine post, follow the person specification line by line and give one real example for each criterion. Put your GMC status, ALS certificate and ED experience in the first few lines. Say you have a portfolio of ED evidence (procedure logbook, signed assessments, reflections, certificates). Use one busy-shift case to show communication, organisation and workload management. Finish with teaching, audit, the Trust's values and what you'll bring.
Applying for other posts too? We have free NHS supporting statement examples for doctors and IMGs, and guides for JCF in Medicine and JCF in Surgery.
How shortlisting works
The person shortlisting you usually has a scoring sheet built from the person specification. They read your form looking for evidence against each line, not for a good story. In practice that means:
Essential criteria are pass or fail. If one is missing, the rest of your application may not get scored.
Desirable criteria are where you pick up extra points against other applicants.
Examples beat adjectives. "I work well under pressure" doesn't score. A short account of a specific busy shift does.
Evidence has to be easy to find. Shortlisters are busy. If they can't see it quickly, they may not give you the mark.
Below we go through every line of this person specification, explain what to do if you haven't worked in the NHS yet, and then walk through a full example statement with notes on why each paragraph is there.
About this post and the Trust
Read the whole job description before you start writing. Applicants who mention specific details from it stand out, because most people don't. These are the details worth noticing in this one:
The post: Junior Locally Employed Doctor in Emergency Medicine, grade MT03, 40 hours a week, permanent, based at Wythenshawe Emergency Department and Urgent Treatment Centre.
The department: Majors, Resus, a Paediatric ED and a co-located Urgent Treatment Centre. You may also spend a fixed period at the Urgent Treatment Centre at Trafford General Hospital, which sees minor illness and minor injury.
What you'll do: assess patients, make a primary diagnosis and start emergency treatment under senior supervision; manage all categories of ED patients; liaise with other teams in the hospital; help teach and supervise medical students and other health professionals; attend teaching and take part in departmental audit.
The rota: full shifts including nights and up to 1 in 3 weekends. There's a senior clinician on duty 24/7 and consultant cover from 08:00 to midnight.
Support: a named Educational Supervisor, regular appraisal and mentoring, and protected time for teaching and simulation.
Teaching: Wythenshawe is a University of Manchester teaching hospital. The ED has Year 3 and Year 5 medical students and intercalating Emergency Care BSc students.
Audit and research: there's an active audit programme, you're expected to get involved in audit, QIPs and research, and there's a Research / Quality Improvement Lead in the department.
Systems: the Trust uses HIVE, an Epic electronic patient record. A Mental Health Liaison team covers the ED 24/7.
Safeguarding: the JD mentions safeguarding children, young people and vulnerable adults, which matters in an ED that sees children.
MFT's values
The job description doesn't list them, but MFT's values are on the Trust website: Everyone Matters, Working Together, Dignity and Care, and Open and Honest. Referring to them shows you looked beyond the JD.
Value | What it looks like in an ED | What you could mention |
Everyone Matters | Listening to patients and colleagues, and recognising people need different support | Using an interpreter, or adapting care for a frail or distressed patient |
Working Together | Working with nurses, ACPs, PAs, ENPs, specialty teams and mental health liaison | A real example of team working on a busy shift or in resus |
Dignity and Care | Privacy and kindness, even when the department is full | A patient or relative you looked after beyond the clinical task |
Open and Honest | Speaking up, reporting incidents, learning from mistakes | An incident you reported or a near miss you learned from |
You don't need a paragraph per value. Name them once and let your examples do the rest. Our free Equality, Diversity and Inclusion in Healthcare and Clinical Governance in the NHS courses are useful background for "Everyone Matters" and "Open and Honest".
The person specification, line by line
This is the person specification as it appears in the job description:
And this is each line, with the kind of evidence that tends to score.
Attribute | Criterion | Essential or desirable | Evidence that scores well |
Education & Qualifications | Medical Degree | Essential | MBBS or equivalent, university and year |
Education & Qualifications | Registration with the General Medical Council (GMC) | Essential | GMC number and registration status near the start (licence, or recently given up and happy to restore) |
Education & Qualifications | Part 1 of Membership of any Royal College exam | Desirable | MRCEM Primary, MRCP Part 1, MRCS Part A or similar, with the date passed or booked |
Education & Qualifications | Academic experience – research and / or teaching | Desirable | A poster, paper or project, and regular teaching with feedback |
Experience | Completed Foundation training or equivalent | Essential | Your internship or house job described as Foundation-equivalent, plus later posts |
Experience | Previous experience in Emergency Medicine | Desirable | ED posts with dates, level, areas covered (Majors, Resus, paeds, minors) and patient numbers; any UK ED clinical attachment |
Skills | Good communication skills | Essential | A real example: bad news, an anxious relative, a referral or handover using SBAR |
Skills | Evidence of organisational skills | Essential | Prioritising several patients, or organising a rota, teaching programme or project |
Skills | Workload management skills | Essential | A busy shift: how you prioritised, delegated and escalated |
Skills | Evidence of leadership skills | Desirable | Coordinating an area on shift, running teaching or simulation, leading an audit |
Knowledge | Knowledge and evidence of basic understanding of Acute presentations to ED | Essential | Named presentations you've managed: chest pain, sepsis, stroke, head injury, overdose, the unwell child |
Knowledge | Portfolio of evidence for the Emergency Department – demonstrating excellent clinical skills | Essential | Procedure logbook, signed workplace-based assessments, reflections and certificates, and an offer to bring it to interview |
Knowledge | Advanced life support course | Essential | RCUK ALS or equivalent (such as ACLS), with provider and expiry date |
Knowledge | Commitment to own professional development | Desirable | Exams, CPD, reflection and a career plan |
Knowledge | Research and development / audit work | Desirable | Audit or QIP title, your role and what changed |
Aptitudes | Flexible approach to workload | Essential | Covering gaps, moving between areas, nights and weekends |
Aptitudes | Commitment to medical education | Essential | Teaching students, juniors and nurses, and keeping your own learning going |
Aptitudes | Good timekeeping | Essential | One plain sentence: on time for handover, reliable on shifts |
Aptitudes | Able to use own initiative | Essential | Something you started without being asked, such as a checklist or teaching session |
Aptitudes | Responsible attitude to delivery of role | Essential | Knowing your limits, escalating early, finishing documentation and handover |
Most of the essential criteria here are about how you work rather than what you know: communication, organisation, workload, flexibility, timekeeping, initiative and responsibility. One well-chosen example from a busy shift can cover several of them at once, which saves words.
What counts as a "portfolio of evidence for the Emergency Department"?
This line is essential, and in the statements we review it's the one people skip most often. You don't need an NHS e-portfolio. You need your ED evidence collected in one place, for example:
A procedure logbook: cannulas, ABGs, catheters, suturing, plasters, joint reductions, lumbar punctures, chest drains or central lines you've done or assisted with, with dates and level of supervision.
Workplace-based assessments: case-based discussions, mini-CEX or DOPS signed by a senior. If your hospital didn't use these, a signed logbook or a letter from your consultant still helps.
Reflections: a few short written reflections on real ED cases.
Certificates: ALS, trauma and paediatric life support courses, safeguarding and other CPD.
Teaching and audit evidence: feedback forms, audit reports, posters.
Then say in your statement that you have it and will bring it to interview. One sentence covers the criterion.
No NHS experience yet?
In this post, previous Emergency Medicine experience is desirable, and NHS experience isn't listed at all. The essential is "completed Foundation training or equivalent", which your internship and work at home can meet. A few things make a big difference:
1. Describe your level in NHS terms. If you worked as a medical officer or resident in an ED abroad, say so plainly, for example "at a level equivalent to FY2 in a busy emergency department", and add numbers: patients per shift, rota pattern, areas covered.
2. Use your clinical attachment. A UK ED clinical attachment shows you've seen how the NHS works. Write about what you actually observed: triage, the Manchester Triage System, NEWS2 and sepsis screening, SBAR referrals, the four-hour standard, safeguarding checks for children, and how patients are streamed to the Urgent Treatment Centre. Call it a clinical attachment and focus on what you learned. If you haven't done one yet, our Clinical Attachment Support can help.
3. Use CPD to show NHS knowledge. "Commitment to own professional development" is desirable. Short NHS-focused courses in safeguarding, mental health law, clinical governance, audit and teaching show you've prepared, and the certificates go straight into your portfolio.
4. Sort out ALS. An Advanced Life Support course is essential: Resuscitation Council UK ALS or an equivalent like ACLS. Give the course, provider and expiry date. If yours has expired, book it and say when you're doing it. Our free ALS revision course covers the UK algorithms, and we've written about preparing for the RCUK ALS course as an IMG. A trauma course also helps for ED: see how to prepare for ATLS or the European Trauma Course.
5. If you've given up your licence. You don't need to restore it just to apply. One sentence is enough:
"I hold full registration with the General Medical Council. I have recently given up my licence to practise, and I am more than happy to restore it as I fulfil all the requirements."
You don't need to explain why. Restoring it after an offer is straightforward, and we've set out the steps in How to Restore Your GMC Licence After an NHS Job Offer.
How to structure your statement
Follow the order of the person specification and give each section a short heading. It makes the shortlister's job easier, and that usually helps your score.
Section | What to cover |
Opening | The post, your GMC status, your level, why Emergency Medicine and why Wythenshawe |
Qualifications, ALS and exams | Medical degree, internship as Foundation-equivalent, ALS with expiry date, Royal College Part 1 |
Emergency medicine experience | ED posts, acute presentations, Majors, Resus, paeds and minors, your clinical attachment |
ED portfolio and clinical skills | Logbook, assessments, reflections, certificates, and that you'll bring it to interview |
Communication, organisation and workload | One real busy-shift case that shows all three |
Leadership and initiative | Something you led or started |
Teaching | Brief summary, what you learned, what you'd teach here |
Audit, QI and research | Brief summary, what changed, what you'd do here |
Development and reliability | CPD, flexibility, timekeeping, responsibility, career plan |
Trust values | MFT's four values, linked to your examples |
Closing | What you'll bring to the team |
Trac and NHS Jobs forms have separate boxes for audit, teaching, research and publications. Put the full details there, and in the statement just name them and say what you learned and what you'd do in this job.
A few writing habits that help:
Structure examples as Context, Action, Result, Learning (CARL).
Use numbers: patients, shifts, procedures, sessions, dates.
Write in the first person: "I assessed", "I led", "I taught".
Reuse the person specification's own words, such as "workload management" and "own initiative", so the match is obvious.
Using CPD courses as evidence
Relevant CPD supports "commitment to own professional development" and helps you use the same language NHS shortlisters use. Our free online courses are built around NHS person specifications. Each takes a few hours and ends with a quiz, with an optional verifiable certificate and a reflective note you can add to your portfolio.
Person specification criterion | Free course | How it helps |
Advanced life support course | Refreshes the UK algorithms alongside your ALS certificate | |
Acute presentations to ED | Primary survey and trauma priorities for Resus | |
Acute presentations to ED (Paediatric ED) | Recognising and escalating safeguarding concerns in children | |
Acute presentations to ED | Vulnerable adults, self-neglect, domestic abuse | |
Acute presentations to ED (mental health) | Overdose, self-harm, patients refusing treatment, working with Mental Health Liaison | |
Good communication skills | Bad news, complaints, difficult conversations | |
Leadership; organisational and workload management skills | Prioritising, delegating, leading on shift | |
Commitment to medical education | Planning bedside and simulation teaching, giving feedback | |
Research and development / audit work | Audit cycles and PDSA | |
Academic experience – research | Appraising evidence and applying NICE guidance | |
Responsible attitude; Open and Honest | Incident reporting and learning from errors | |
Commitment to own professional development | Reflections for your portfolio and appraisal with your Educational Supervisor |
When you mention a course in your statement, keep it short: the course name and what it changed in your practice, for example "A Safeguarding Children course sharpened how I recognise and escalate concerns in the paediatric ED." Put the provider, date and certificate in the training section of the form, and keep the certificates in your portfolio. Your actual ALS certificate is listed separately from CPD.
Example statement, paragraph by paragraph
Our example applicant is an IMG who has worked for a few years as a medical officer in a busy ED abroad, has done a UK clinical attachment in an NHS emergency department, holds ALS, has passed MRCEM Primary, and hasn't yet had a paid NHS job. The statement is longer than most forms allow so that you can see every section; cut it down to your word limit. Replace everything in [brackets] with your own details, and only include what's true for you.
1. Opening
I am applying for the Junior Clinical Fellow in Emergency Medicine post at Wythenshawe Hospital because it offers what I need at this stage of my career: broad experience across Majors, Resus, the Paediatric ED and the Urgent Treatment Centre, a named Educational Supervisor, and protected time for teaching and simulation. I hold full registration with the General Medical Council (GMC number [1234567]); I have recently given up my licence to practise and am more than happy to restore it, as I fulfil all the requirements. I have [three] years of emergency medicine experience, current ALS certification, MRCEM Primary, a recent clinical attachment in an NHS emergency department, and a portfolio of evidence of my ED clinical skills.
Why this works: within a few lines the shortlister can tick GMC registration, ALS, ED experience, a Royal College Part 1 and the portfolio. The details about Majors, Resus, the Paediatric ED, the UTC and simulation show the applicant has read the job description.
2. Qualifications, ALS and exams
I graduated MBBS from [university] in [2019] and completed a one-year rotating internship, equivalent to the UK Foundation Programme, in medicine, surgery, emergency medicine, paediatrics and obstetrics. I hold the Resuscitation Council UK Advanced Life Support certificate (valid until [month 2029]) and completed [ATLS / a trauma course] in [2025]. I passed MRCEM Primary in [2025] and am preparing for the MRCEM SBA. I also completed an ALS revision course to keep my resuscitation knowledge current.
Why this works: it covers three essentials (medical degree, Foundation-equivalent training, ALS) and one desirable (Royal College Part 1) in plain language. MRCEM also shows you're committed to Emergency Medicine as a career.
Courses that help: Advanced Life Support (ALS) revision and Trauma Life Support.
3. Emergency medicine experience and UK exposure
Since [2021] I have worked as a medical officer in the emergency department of [an 800-bed teaching hospital], which sees around [60,000] patients a year, at a level equivalent to FY2. I see [15 to 20] patients a shift across majors, resus, paediatrics and minors, and I assess, diagnose and start treatment under senior supervision. Common presentations I manage include chest pain and acute coronary syndromes, sepsis, stroke, asthma and COPD exacerbations, DKA, head injuries, overdoses, fractures and unwell children, and I am part of the team for cardiac arrests and major trauma. I work days, nights and weekends on a full shift rota. To prepare for NHS practice, I completed a [four-week] clinical attachment in the emergency department at [the NHS Trust]. I saw triage, NEWS2 and sepsis screening, SBAR referrals to specialty teams, safeguarding checks in the paediatric area, joint working with the Mental Health Liaison team, and streaming to the Urgent Treatment Centre. My supervising consultant has agreed to be one of my referees.
Why this works: this paragraph carries most of the clinical evidence. It covers "knowledge and evidence of basic understanding of acute presentations to ED" (essential) with numbers and named conditions, "previous experience in Emergency Medicine" (desirable) and the shift rota. Mentioning NEWS2, SBAR and UTC streaming shows you understand how an NHS ED runs, and a UK consultant referee adds a lot of weight.
Courses that help: Safeguarding Children and Mental Health Act and Mental Capacity Act for Doctors. See also our guide Mental Health Act or Mental Capacity Act: which applies?
4. ED portfolio and clinical skills
I keep a portfolio of evidence from my emergency department work, which I will bring to interview. It includes a logbook of [over 300] procedures, including cannulation, arterial blood gases, suturing, plastering, joint reductions under procedural sedation with senior supervision, and lumbar punctures; [12] case-based discussions and observed procedures signed by consultants; reflections on cases including a missed fracture and a paediatric safeguarding referral; and my ALS, trauma, safeguarding and CPD certificates.
Why this works: the portfolio is an essential criterion and is easy to forget. This paragraph confirms it exists, shows what's in it and offers to bring it. A reflection on a missed fracture is fine to include; shortlisters generally respond well to doctors who learn from mistakes.
Course that helps: Reflective Practice, Appraisal and Revalidation, which covers how to write short, useful reflections.
5. Communication, organisation and workload management
On a busy night shift in majors I was looking after [five] patients when a 64-year-old man came in with central chest pain. I saw him first, recorded an ECG within minutes, recognised an inferior STEMI and escalated straight away to the ED registrar, who activated the primary PCI pathway with cardiology. I started treatment according to the local protocol, handed over my other patients to a colleague using SBAR, and asked the nurse in charge to help reprioritise the remaining reviews so nobody was missed. His wife was very frightened, so I took her somewhere quiet, explained what was happening in plain language and made sure she knew where he was going and who would update her. He reached the cath lab within the target time. Since then I hand over earlier and more clearly when the department is under pressure.
Why this works: one case covers four essentials: communication, organisational skills, workload management and acute presentations. It also shows the Working Together and Dignity and Care values without needing to name them.
Courses that help: Communication Skills for Doctors and Leadership and Management for Doctors.
6. Leadership and initiative
Junior doctors in our department told me they felt underprepared for resus calls, so I set up a monthly in-situ simulation session. With a consultant, I wrote scenarios on anaphylaxis, paediatric seizures and cardiac arrest and ran a debrief after each one. On shifts I often coordinate the minors area, allocating patients and supporting newer colleagues. Both have taught me that leading in the ED is mostly about clear communication and looking after the team.
Why this works: "able to use own initiative" (essential) and "evidence of leadership skills" (desirable) are both met by something the applicant started themselves. It also links to the protected simulation time mentioned in the JD.
Course that helps: Leadership and Management for Doctors.
7. Teaching and medical education
Teaching has been part of my job for [two] years. I teach medical students and new interns in the department (details in my teaching section), with bedside sessions on ECG interpretation, the ABCDE approach and suturing, and short sessions for nurses on recognising sepsis. Feedback showed me that ED teaching works best when it's short, practical and done during the shift. The Teaching Skills for Doctors course helped me set clearer objectives and give better feedback. At Wythenshawe I would like to teach the Year 3 and Year 5 University of Manchester students in the department and help with simulation teaching.
Why this works: "commitment to medical education" is essential and "academic experience – teaching" is desirable. The JD says you'll help train students and other health professionals, so the nurse teaching and the University of Manchester students are worth mentioning.
Course that helps: Teaching Skills for Doctors.
8. Audit, quality improvement and research
My audit of time to analgesia for patients with a suspected hip fracture (details in my audit section) found that many waited too long for pain relief. I added a prompt at triage and ran short teaching for nursing staff, and the re-audit showed a clear improvement. It showed me how much a small change to the system can achieve, and why the re-audit matters. My poster on [frequent attenders to the ED] (in my publications section) taught me how to collect and appraise data. At Wythenshawe I would like to contribute to the department's audit programme and lead a QIP with the Research and Quality Improvement Lead.
Why this works: it covers "research and development / audit work" and "academic experience – research" (both desirable). The detail stays in the form's audit and publications sections, and the statement shows what was learned and what comes next. Naming the Research / QI Lead shows you've read the JD.
Courses that help: Clinical Audit and Quality Improvement, Introduction to Research and our free Audit & QIP Guide.
9. Professional development, flexibility and reliability
I keep my learning going through MRCEM, reflection and CPD, including courses in Safeguarding Children, Clinical Governance and Good Medical Practice. I am used to a full shift rota including nights and weekends, I adapt quickly when I'm moved to cover another area, and I arrive on time for handover. I know my limits, escalate early, and finish my documentation and handover before I leave. I'm comfortable with electronic patient records and expect to pick up HIVE quickly. In the longer term I want to apply for Emergency Medicine specialty training, and I would value an Educational Supervisor's help to plan for it.
Why this works: short, plain sentences cover "flexible approach to workload", "good timekeeping" and "responsible attitude to delivery of role" (all essential) and "commitment to own professional development" (desirable). Applicants often leave these out because they seem obvious, but each one is a scored line.
Courses that help: Clinical Governance in the NHS and Understanding Good Medical Practice.
10. MFT's values
MFT's values of Everyone Matters, Working Together, Dignity and Care, and Open and Honest match how I try to work. I use interpreters and adjust how I communicate for frail, distressed or vulnerable patients. I rely on nurses, ACPs, specialty teams and the Mental Health Liaison team, as in the case above. I try to protect patients' privacy and dignity even when the department is crowded. When I missed a subtle scaphoid fracture, I recalled the patient, apologised, arranged follow-up and reflected on it with my consultant. I now examine every wrist injury more carefully.
Why this works: it names the Trust's own values and gives a short, real example for each. The missed fracture example is a good illustration of being open and honest.
Course that helps: Equality, Diversity and Inclusion in Healthcare.
11. Closing
This post would give me broad emergency medicine experience, good supervision and support towards specialty training. In return I would bring solid ED and resuscitation experience, current ALS, a calm and organised approach on busy shifts, enthusiasm for teaching and improvement, and a commitment to safe, kind care. I would welcome the chance to discuss my application at interview.
Why this works: it's short and focuses on what the department gets from you.
Common mistakes
Not mentioning the ED portfolio. It's essential. Say you have one, what's in it, and that you'll bring it.
Leaving out ALS or its expiry date. Also essential. If it's booked, give the date.
Listing conditions with no evidence. "I have managed many emergencies" says very little. Name presentations and give numbers.
Skipping the aptitudes. Flexibility, timekeeping, initiative and responsibility are all essential here. A sentence each is enough.
Apologising for having no NHS experience. It isn't on this person specification. Write about your equivalent experience and your attachment instead.
Putting the full audit or research project in the statement. Use the separate boxes on the form and keep the statement to what you learned.
Generic values. "I am caring and hardworking" won't score. Use MFT's values and a real example.
Over-explaining your licence status. One sentence is enough.
Copying this example. Shortlisters read a lot of statements and notice when several look the same. Use the structure and write about your own work.
Checklist before you submit
Every essential criterion has clear evidence in my form or statement
I've covered as many desirable criteria as I honestly can
GMC registration is stated, with the licence sentence if needed
ALS (or equivalent) is named with its expiry date
My ED portfolio is described, with an offer to bring it to interview
Acute ED presentations are described with numbers and named conditions
Communication, organisation and workload management are shown through a real case
Flexibility, teaching, timekeeping, initiative and responsibility are all covered
My clinical attachment or other UK exposure is included, with what I learned
Audit, teaching and research are mentioned briefly, with my plans for this post
MFT's four values are named, with examples
I've mentioned Wythenshawe and something specific from the JD (Paediatric ED, UTC, simulation, HIVE, University of Manchester students)
No spelling mistakes, no patient-identifiable details, no [brackets] left
Someone else has read it before I submit
Frequently asked questions
What is a Junior Clinical Fellow in Emergency Medicine?
It's a non-training, locally employed doctor post in an emergency department, usually at around FY2 to CT1 level. You assess and treat patients under senior supervision on a full shift rota. Many IMGs use it as their first NHS job before applying for specialty training.
Can I apply for an ED Junior Clinical Fellow post without NHS experience?
Often yes. In the Wythenshawe post, NHS experience isn't on the person specification and Emergency Medicine experience is only desirable. You need a medical degree, GMC registration, Foundation training or equivalent, an ALS course and a portfolio of ED evidence.
Is ALS essential for Emergency Medicine fellow posts?
For this post, yes: an Advanced Life Support course is an essential criterion. Resuscitation Council UK ALS is the standard, and some Trusts accept equivalents such as ACLS. State the course and expiry date in your statement.
What should an Emergency Department portfolio include?
A procedure logbook, signed workplace-based assessments or a consultant's sign-off, a few written reflections, your certificates (ALS, trauma, safeguarding, CPD) and any teaching or audit evidence. Say in your statement that you'll bring it to interview.
How long should a supporting statement be?
Check the form for a word or character limit first. If there isn't one, around 1,000 to 1,500 words is usually enough to cover every criterion without padding. Cover every essential criterion first, then the desirable ones, and cut anything that doesn't link to the person specification.
Want help with yours?
You don't need years of NHS experience to be shortlisted. You need evidence that clearly matches the person specification. We can help in three ways:
Free CPD courses. Fill gaps with ALS revision, Trauma Life Support, Safeguarding Children, Teaching Skills for Doctors and others on our courses site. Each comes with a certificate for your portfolio.
UK experience. Our Clinical Attachment Support helps you find and make the most of an NHS clinical attachment.
A review of your statement. Write a draft using this guide and send it to us for our Review & Rewrite service. We'll check it line by line against the person specification. Email cvreviewexperts@gmail.com.
If this was useful, feel free to share it with a colleague who's applying. Good luck with your application.
Frequently asked questions
Can I apply for a junior clinical fellow in emergency medicine post without NHS experience?
Yes. Many emergency medicine clinical fellow posts welcome doctors who are new to the NHS. Show your experience assessing and managing acutely unwell patients, your GMC registration status and any UK exposure, such as a clinical attachment or a life support course.
Do I need ALS or ATLS for an emergency medicine clinical fellow post?
Check the person specification. Life support courses such as ALS are often listed as essential or desirable for emergency medicine posts. If a course is required and you do not have it yet, say when you plan to complete it.
What should I highlight in an emergency medicine supporting statement?
Focus on acute assessment and prioritisation, working in a busy team, communication with patients and relatives, and how you escalate concerns safely. Use specific, honest examples linked to the person specification.
Should I use the same supporting statement for every emergency medicine post?
No. Tailor each statement to that Trust's person specification and values, because shortlisters score your statement against the criteria in that advert.
Related guide: How to break bad news using SPIKES
Related guide: A doctor's adult safeguarding duties in the NHS
Related guide: How to prepare for the ALS course as an IMG
CareerPro UK is an independent careers support service and is not affiliated with Manchester University NHS Foundation Trust. Following this guide does not guarantee shortlisting.
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