Medical education in the UK has undergone dramatic change in recent years with both content and methodology being reviewed, assessed and updated in an iterative revolution. The aim has been to provide graduates with an educational experience more relevant to clinical practice.

To present the reflections and experiences of some students learning through these new educational approaches.

The effects of these changes are felt keenly by students. Here, in comparison with the views of senior collogues, two medical students nearing the end of their training reflect upon their own experiences.

They present a brief explaination of the structure of medical and psychiatric training in the UK followed by an exploration of one individual medical school's course.

The course structure will be detailed with reference to the guidance document “Tommorrow's Doctors” and to the school's own literature.

Medical students were consulted and an amalgamated “week in the life” based on their experiences produced.

The integration of psychiatric education throughout preclinical and clinical courses, coupled with individual attention and encouragement in gaining useful transferable skills, were seen as most useful.

Reforms have been successful and show that the delivery of both a basis in psychiatry and additional transferable skills (such as audit, research and publication) is best achieved by individual mentorship from an experienced clinican.

A continued reflection on how current practices may be modified to improve student experience is essential, but should also seek ways (such as more indivdualised attention) to improve recruitment and retention.