Background and Aim: Undergraduate clinical education within large healthcare organisations is often delivered across multiple specialties, universities, clinical teams and educational fellows. Although individual teaching activities may be effective, the absence of central oversight can lead to fragmented communication, variable learner experiences, placement overcrowding and inefficient use of educational capacity. This project aimed to develop a transferable model of educational systems leadership that coordinates these parallel structures as a single educational network.

Materials and Methods: A Central Educational Coordination Model was designed and implemented through a Lead Educational Fellow acting as an educational systems coordinator. The role linked students, eight Educational Fellows, clinical teams, university partners and educational governance structures. Core components included learner mapping, shared educational calendars, standardised induction resources, role-allocation frameworks, communication pathways, attendance and escalation processes, and structured support for educators. The model was implemented across Acute Medicine, Emergency Medicine, Care of the Elderly, Rheumatology and simulation-based education.

Results: Central coordination improved organisational visibility of learner distribution and identified periods when approximately 48–54 medical students were placed on site simultaneously. This enabled earlier recognition of placement-capacity pressures, underused teaching opportunities and mismatches between learner demand and educator availability. The model strengthened communication between previously separate stakeholders, reduced uncertainty and duplication, and improved consistency in induction, teaching coverage, pastoral support and educational governance. Most importantly, it shifted educational management from reactive problem-solving towards proactive systems coordination.

Conclusions: Central coordination was introduced not simply to deliver more teaching, but to enable multiple educational structures to function as a coordinated system. Educational leadership should therefore extend beyond isolated teaching activity towards the management of complex educational networks. This model is scalable and may support other healthcare organisations seeking to improve governance, communication, educational capacity and learner experience.