As part of the modern generation of medical students and prospective future doctors of the United Kingdom’s Nation Health Service (NHS), we have grown up in an age where smartphones and instant messaging applications (IMAs) are ubiquitous across all aspects of society. With IMAs being so familiar, we recognise their scope for facilitating our learning of the pre-registration syllabus and how their practical nature could potentially revolutionise healthcare worldwide. It is, therefore, rational to further investigate the benefits of incorporating such technology into these respective settings. In this article, we will further expand on some of the advantages highlighted by E. Colman & E. O’Connor that IMAs, particularly WhatsApp, have in the academic environment which resonate with us. We illustrate our views on IMAs being incorporated into health systems globally through exemplifying the NHS, using reviewed literature.

As British medical students, we believe the impact that interprofessional education can have upon the future of healthcare to be a positive one. This is if it is implemented in health professions’ pre-registration curricula worldwide. Our motivations for producing this article stem from our own experiences with IPE or rather our limited experiences during our medical school journey. We have exemplified the UK’s NHS to demonstrate how IPE would positively impact a nation’s healthcare system. With patient safety, patient experience and the economical functioning of the NHS always pertaining mainstream topics of discussion within the healthcare field, the need for improved interprofessional cohesion is now more important than ever before; especially with an increasingly demanding population. Through this article, we deeply analyse and expand upon the significance IPE has in enhancing interprofessional interactions at a pre-registration stage, in preparation for work within the NHS.

As medical students, we recognise how the various stages of medical school can influence one’s perception of their educational environment, as illustrated by the work of Yoo and Kim. Throughout this article, via the exploration of reviewed literature and personal experience, we provide a critical perspective into the significance of enhancing student happiness within pre-clinical periods of the medical curriculum. Here, we highlight the refinements and safeguards available which we believe should be taken into consideration by educators.

As senior medical students who have had the privilege of undergoing early year clinical workplace experience, we believe that this opportunity medical students have through experiencing the ‘frontline’ could be utilised advantageously by the National Health Service (NHS). A system under pressure with depleting resources seemingly persists to be a constant theme that surrounds the NHS. Due to such issues, improvements in all sectors are sought, including costs, patient experience and communication between healthcare professionals. Through this article we highlight and analyse how medical students’ early workplace experience, as presented by Leedham-Green et al., could benefit the NHS through tackling some of the challenges mentioned prior.