Abstract
BACKGROUND: As demand for aesthetic procedures continues to grow in the UK, alongside presentations of aesthetic-related complications, understanding current training provision and clinician preparedness is essential to inform educational curriculum development and regulatory policy. METHODS: A cross-sectional online survey was conducted across UK medical schools and postgraduate medical education regions to evaluate UK medical students' and resident doctors' exposure to, knowledge of, and perceptions of aesthetic practice. RESULTS: A total of 2369 participants completed the survey (1757 students; 612 residents). Formal aesthetic teaching was uncommon: 10.9% of students (n = 191) and 10.5% of resident doctors (n = 64) received undergraduate teaching, and 11.9% of residents (n = 73) had postgraduate exposure. Self-reported knowledge scores ranged from 1.72 to 2.65/5 for surgical procedures and 2.32-2.99/5 for non-surgical procedures. However, 40.7% of residents (n = 249) had already managed at least one aesthetic complication, with 78.3% (n = 195) arising from procedures performed abroad. Career interest was substantial (38.2% overall), with participants identifying consent principles (4.08 ± 1.02) and procedure overview (4.00 ± 1.00) as priority curriculum additions. Social media was the most influential source shaping perceptions (residents 3.64 ± 1.17; students 3.51 ± 1.30), while formal education had minimal impact. Strong consensus emerged on regulatory needs: 86.4% of residents and 78.6% of students identified lack of regulation in the non-surgical sector as a significant concern, with 88.2% and 86.0% respectively supporting restriction of invasive non-surgical procedures to medically trained professionals. CONCLUSION: These findings provide an evidence base for developing structured aesthetic curricula and strengthening regulatory frameworks to better prepare clinicians for this expanding area of practice.