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Med Educ. 2008 Mar;42(3):294-300. doi: 10.1111/j.1365-2923.2008.03006.x.

Graduate entry to medicine: widening academic and socio-demographic access.

Author information

1
Medical Education Unit, Faculty of Medicine and Health Sciences, University of Nottingham Medical School, Nottingham, UK. david.james@nottingham.ac.uk

Abstract

OBJECTIVE:

This study aimed to examine whether a graduate entry course widens access to medicine.

METHODS:

We carried out a retrospective study at the University of Nottingham Medical School of socio-demographic and academic data collected by the Universities and Colleges Admission Service (UCAS). Study participants comprised all applicants to the 5-year (mainly school-leavers) and 4-year (graduates only) medical courses for admission in October 2003.

RESULTS:

In 2002-03, there were 2392 applicants for the 5-year course and 1235 applicants for the 4-year course. Significantly, applicants for the 4-year course comprised more males, were more socio-economically deprived and had lower UCAS tariff point scores compared with applicants for the 5-year course. These differences were preserved in those students who eventually started on either of the 2 courses in October 2003 (254 and 94 students for the 5- and 4-year courses, respectively). Comparing entrants with non-entrants (mainly rejected students), those joining the 5-year course were younger, were less socio-economically deprived, were more likely to be White and had higher UCAS tariff point scores than non-entrants, but there were no significant gender differences. Those joining the 4-year course were more likely to be White and had higher UCAS tariff point scores than non-entrants. By contrast with entrants to the 5-year course, entrants to the 4-year course were significantly older than non-entrants.

CONCLUSIONS:

Graduate entrants to medicine widen academic and socio-demographic diversity in the medical school student population.

[Indexed for MEDLINE]

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