The state of specialty training in young adult and adolescent health in medical specialties in the United Kingdom: resident doctors’ and trainers’ perspectives.

To assess current perceptions of training in adolescent and young adult healthcare among UK resident doctors and educational supervisors (ES), and to identify barriers and opportunities for improvement. Cross-sectional national survey of resident doctors and ES, followed by qualitative focus group discussions. UK-wide, involving medical specialties participating in Internal Medicine Training (IMT) and higher specialty training programmes. 670 resident doctors and 64 ES across 29 specialties. A subset of 9 participants (4 ES, 5 resident doctors) took part in focus groups. Exposure to training, confidence in managing adolescent medicine, awareness of transition care tools and policies, perceived barriers and suggestions for improvement. 18% of resident doctors had attended transition clinics and 38% reported no formal training in adolescent medicine. 5% of respondents were aware of national training guidance. Confidence and preparedness were low, with significant variation across specialties. ES confirmed the importance of adolescent medicine training but noted systemic limitations. Key barriers included limited clinical opportunities, lack of curricular emphasis and poor interdepartmental coordination. Training in adolescent medicine remains inconsistent across UK specialties. System-wide reforms are needed to improve preparedness and care quality. This may include mandating adolescent care competencies, structured clinic access and integration into curricula. • 670 resident doctors and 64 educational supervisors across 29 specialties and all UK regions contributed to this survey on adolescent medicine training. • Over one-third of trainees received no formal training in adolescent medicine, and 18% attended transition clinics. • 5% of respondents were aware of existing national guidance on adolescent health training. • Limited clinical opportunities, poor curriculum integration and a lack of supervisor awareness were major obstacles. • Focus groups called for mandatory competencies, increased clinic access, supervisor-led support and curriculum reform.