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How and when should doctors learn about nonclinical aspects of care? A project introducing multiprofessional, accredited leadership and management learning into medical education for doctors in their Foundation Year 2 (FY2) explored the feasibility of adding non-clinical learning into the early years of a doctor's training. The aim was that by learning with others, becoming familiar with National Health Service (NHS) structures and systems and gaining leadership and management competencies, such doctors would be able to work in partnership with clinical and non-clinical leaders through a shared language and understanding of the complexities of leading change within the NHS. Those doctors involved in the programme gained a postgraduate certificate level qualification and reported positively about the process. However, feedback showed that they preferred to focus on clinical care and doctor only learning. The programme was popular at the recruitment stage and, on final reflection, the doctors believed that they had benefited from the learning. Future research needs to focus on how one can make such learning more accessible for individuals and organisations. For example, how can such learning be made available to more trainees and integrated into the curriculum for more learners in FY2? How can systems of support be introduced for tutors to support the acquisition of learning and for trusts to provide opportunities for the application of such learning? How do junior medical leaders make a difference to the services they run and how does learning about leadership make trainee doctors fit to lead?