🎯 Foundation Professional Capabilities (FPCs)
The 13 Foundation Professional Capabilities from the UK Foundation Programme Curriculum 2021 (2026 Revision), with the capability description and the F2 behavioural descriptors for each.
🔗 Source
UK Foundation Programme Curriculum 2021 (2026 Revision) — UKFPO. The descriptions are in CAPITALS so you can copy + paste them straight into your portfolio and they stand out.
💡 Portfolio evidence
All 13 FPCs must have sufficient evidence mapped to them to demonstrate satisfactory progress. You can map a maximum of 10 portfolio items to a single FPC, and each portfolio item to a maximum of 3 FPCs. For learning resources per capability, see Curriculum Resource Links.
The FPCs sit under three high-level outcomes (HLOs): FPC1–5 — an accountable, capable and compassionate doctor; FPC6–10 — a valuable member of the healthcare workforce; FPC11–13 — a professional, responsible for their own practice and portfolio development.
FPC1 — Clinical assessment
CLINICAL ASSESSMENT: ASSESS PATIENT NEEDS IN A VARIETY OF CLINICAL SETTINGS INCLUDING ACUTE, NON-ACUTE AND COMMUNITY.
| F2 behavioural descriptors |
|---|
| Is confident in patient interactions in acute, non-acute and community settings. |
| Appropriately instigates a range of standardised assessments routinely (e.g. mental state, suicide risk scores, confusion assessments, pain scores, continence, VTE, nutritional assessments etc.). |
| Actively seeks symptoms and clinical signs that confirm or refute diagnostic possibilities. |
| Demonstrates focused assessments in an appropriate context and in a safe manner. |
FPC2 — Clinical prioritisation
CLINICAL PRIORITISATION: RECOGNISE AND, WHERE APPROPRIATE, INITIATE URGENT TREATMENT OF DETERIORATION IN PHYSICAL AND MENTAL HEALTH.
| F2 behavioural descriptors |
|---|
| Takes responsibility for initial management of critically ill patients, seeking advice and/or physical support as required.* |
| Demonstrates the knowledge and skills required to manage a variety of common urgent care scenarios, including mental health presentations and the ability to take a leading role in these situations. |
| Recognises ‘the dying patient’ and ensures comfort and support. |
Simulation requirement (FPC2)
To complete F2 the FD must demonstrate the following in the simulated environment: recognise and treat the deteriorating patient using a structured ABCDE approach; deliver standardised CPR in adults; manage a cardiac arrest by working with a multidisciplinary team in an emergency situation; utilise non-technical skills to facilitate strong team leadership and effective team membership; communicate with and manage a disturbed or challenging patient with a mental health condition. Where an FD is not able to perform certain skills, reasonable adjustments may be made, including describing rather than demonstrating the skill.
FPC3 — Holistic planning
HOLISTIC PLANNING: DIAGNOSE AND FORMULATE TREATMENT PLANS (WITH APPROPRIATE SUPERVISION) THAT INCLUDE ETHICAL CONSIDERATION OF THE PHYSICAL, PSYCHOLOGICAL AND SOCIAL NEEDS OF PATIENTS OF ALL AGES.
| F2 behavioural descriptors |
|---|
| Shows initiative in providing patient care and an increasing ability to make diagnostic and management decisions. |
| Makes rational use of investigations and is confident to omit them or wait if appropriate. |
| Understands the importance of coexisting conditions and their impact on the patient’s general wellbeing and adapts plans of care to accommodate these, including consideration of the burdens and benefits of treatment. |
| Recognises patterns of presentation in different settings, makes rational use of guidelines in treatment, and recognises when patients fall outside these, bringing this to the attention of more senior doctors. |
| Shows confidence in the face of uncertainty and prioritises care in a logical and considerate manner. |
FPC4 — Communication and care
COMMUNICATION AND CARE: PROVIDE CLEAR COMPASSIONATE EXPLANATIONS TO PATIENTS AND THEIR CARERS OR GUARDIANS THAT ARE APPROPRIATE TO THEIR AGE AND LEVEL OF UNDERSTANDING, AGREE A PLAN, AND DELIVER HEALTHCARE ADVICE AND TREATMENT WHERE APPROPRIATE; WORKING WITHIN LOCAL AND NATIONAL GUIDANCE TO PROMOTE SAFE CARE, WITH PARTICULAR REFERENCE TO SAFE PRESCRIBING.
| F2 behavioural descriptors |
|---|
| Actively seeks opportunities for health promotion and/or demonstrates a commitment to improving population health and resolving health inequality. |
| When initiating treatment, routinely seeks to involve the patient as an equal partner in their care pathway. |
| Demonstrates safe prescribing, in particular the safe prescribing of high risk medication. |
| Demonstrates an ability to prescribe that is consistent with the standard required to pass the PSA. |
| Demonstrates confidence in the use of non-pharmacological therapies including, where appropriate, re-enablement; counselling; physical, occupational and psychological therapy; and social prescribing. |
| Prescribes anticipatory medications for the last days of life. |
| Demonstrates an understanding of guidance around consent and, where appropriate, obtains consent for more complex procedures and, if appropriate, for research purposes. |
| Shows ability to initiate and undertake procedures in more challenging settings and/or develops capabilities in more complex procedures. |
| Communicates effectively in more challenging situations, such as: the communication of poor or uncertain prognosis in a manner that provides support for patients and their carers; initiation of DNAR discussions; situations where an error has occurred or conflict has arisen and/or where communication is more difficult, e.g. because of physical impairment, lack of capacity, immaturity or learning disability, or language barriers, and uses an interpreter or other professional including IMCA or IMHA as appropriate. |
FPC5 — Continuity of care
CONTINUITY OF CARE: CONTRIBUTE TO SAFE ONGOING CARE BOTH IN AND OUT OF HOURS.
| F2 behavioural descriptors |
|---|
| Works to facilitate safe and effective patient flow in the context of the healthcare environment in which they work. |
| Takes appropriate responsibility for safe care when under indirect supervision. |
| Directs less experienced doctors in their work. |
| Demonstrates an ability to direct/lead handover, showing some ability to anticipate problems that may arise and plan solutions to them. |
| Is competent in written communication when making referrals and in summarising consultations, for example in creating letters in the outpatient setting and/or referring for admission. |
FPC6 — Sharing the vision
SHARING THE VISION: WORK CONFIDENTLY WITHIN AND, WHERE APPROPRIATE, GUIDE THE MULTIPROFESSIONAL TEAM TO DELIVER A CONSISTENTLY HIGH STANDARD OF PATIENT CARE BASED ON SOUND ETHICAL PRINCIPLES.
| F2 behavioural descriptors |
|---|
| Acts in a way that shows honesty and integrity and supports a just, open and transparent culture that fosters learning and critical enquiry. |
| Demonstrates the ability to understand and influence the actions of others in an appropriate manner and recognises that different professionals may prioritise work in a different way. |
| Promotion of a safety culture embedding values, guidelines and multiprofessional team working. |
| Recognising and demonstrating that effective team working is core to patient safety. |
| Leads the multiprofessional team when appropriate (e.g. directs FY1s in day-to-day work, prioritises care tasks for self and team). |
| Provides support to colleagues (including mentoring FY1s as necessary) and seeks to uphold fairer training cultures, mitigating the effects of differential attainment on the performance of others. |
| Recognises when others are not performing and offers support/seeks advice appropriately. |
FPC7 — Fitness for practice
FITNESS FOR PRACTICE: DEVELOP THE SKILLS NECESSARY TO MANAGE OWN PERSONAL WELLBEING.
| F2 behavioural descriptors |
|---|
| Recognises the importance of protecting patients and colleagues from risks posed by personal and health issues. |
| Understands personal wellbeing in the context of planning a future career. |
FPC8 — Upholding values
UPHOLDING VALUES: ACT AS A RESPONSIBLE EMPLOYEE, INCLUDING SPEAKING UP WHEN OTHERS DO NOT ACT IN ACCORDANCE WITH THE VALUES OF THE HEALTHCARE SYSTEM.
| F2 behavioural descriptors |
|---|
| Takes a proactive approach with employing organisation to ensure clear cover arrangements, effective personnel management, booking leave etc. |
| Recognises and reports failures in care, understands causes of medical error and contributes to the systems that prevent/rectify systematic errors. |
| Understands and recognising areas for improvement and promotion of safe patient care. |
FPC9 — Quality improvement
QUALITY IMPROVEMENT: TAKE AN ACTIVE PART IN PROCESSES TO IMPROVE THE QUALITY AND SUSTAINABILITY OF CARE, WITH CONSIDERATION TO ENVIRONMENTAL SUSTAINABILITY; PROMOTION OF SAFE CARE THROUGH ENGAGEMENT WITH QI ACTIVITY, RISK MANAGEMENT AND SAFE PRESCRIBING.
| F2 behavioural descriptors |
|---|
| Takes an active part in ongoing QI work including active involvement with QI processes and encouragement of others to follow recommendations to improve the quality of care. |
| Where appropriate, instigates and carries out QI project within framework of employing organisation. |
| Engages with QI initiatives through activities such as collecting data for audit purposes, attending meeting such as QI meetings and Green Group/sustainability meetings, and following recommendations to improve the quality of care. |
| Adopts new patterns of working, including the use of new technologies (e.g. virtual consulting, genomics) and philosophies (e.g. a sustainable healthcare approach) to enhance patient care. |
FPC10 — Teaching the teacher
TEACHING THE TEACHER: TEACH AND PRESENT EFFECTIVELY.
| F2 behavioural descriptors |
|---|
| Delivers teaching in the clinical setting to students or less experienced doctors, other healthcare professionals and/or resident doctors. |
| Provides appropriate feedback to students, FY1s and/or other healthcare workers on performance. |
| Expands teaching repertoire by teaching/presenting in other settings and/or using other techniques. |
FPC11 — Ethics and law
ETHICS AND LAW: DEMONSTRATE PROFESSIONAL PRACTICE IN LINE WITH THE CURRICULUM, GMC AND OTHER STATUTORY REQUIREMENTS THROUGH DEVELOPMENT OF A PROFESSIONAL PORTFOLIO.
| F2 behavioural descriptors |
|---|
| Develops and maintains a portfolio of evidence that demonstrates practice in line with the requirements of the foundation curriculum that can be used to show the FD’s readiness to practise with indirect supervision and move on to further training. |
| Actively seeks learning opportunities and proactively develops portfolio to demonstrate skills in line with career expectations and/or future professional development. |
FPC12 — Continuing Professional Development (CPD)
CONTINUING PROFESSIONAL DEVELOPMENT (CPD): DEVELOP PRACTICE, INCLUDING THE ACQUISITION OF NEW KNOWLEDGE AND SKILLS THROUGH EXPERIENTIAL LEARNING; ACCEPTANCE OF FEEDBACK AND, IF NECESSARY, REMEDIATION; READING AND, IF APPROPRIATE, BY RESEARCH.
| F2 behavioural descriptors |
|---|
| Keeps practice up to date. |
| Actively engages with foundation training. |
| Demonstrates an ability to understand criticism and, where necessary, adapts practice appropriately. |
| Demonstrates an ability to seek out and appraise new knowledge and, where appropriate, recruits for and/or conducts original research and incorporates any findings into practice. |
FPC13 — Understanding medicine
UNDERSTANDING MEDICINE: UNDERSTAND THE BREADTH OF MEDICAL PRACTICE AND PLAN A CAREER.
| F2 behavioural descriptors |
|---|
| Demonstrates an understanding of a variety of different healthcare environments. |
| Demonstrates an understanding of career options available. |