of health care professionals in developing the syllabus we believe we have widened its appeal and made it useable nationwide. Getting insights from a range of professionals involved in a child and family’s journey through the health care system gives the syllabus a more holistic perspective. In addition, ensuring that each medical school was represented meant we engaged those who will ultimately be using the syllabus. Meeting key stakeholders such as the GMC, Medical Schools Council and Royal College from the outset helped ensure the syllabus received high-profile support and was ultimately hosted in a prominent location online. Obtaining research funding to undertake the syllabus development provided resources and credibility to the project. Certain aspects of the process were challenging. Engaging non-paediatricians and especially specialist nurses required us to target these groups specifically using individual contacts to cascade information as well as national e-Bulletins. We also had to emphasise to participants that the focus should be on general paediatric competencies rather than large amounts of sub-specialty detail. Finally, we were clear with participants that the syllabus would identify core competencies in child health for medical students but not stipulate how these should be taught or for how long.