751:, there has been a move in the UK towards integrating clinical and non-clinical subjects together to a greater extent. This has varied considerably between universities, always with an emphasis towards non-clinical subjects towards the start of the course and clinical subjects towards the end. A variety of models are in operation. Any model may use PBL or LBL learning methods: for example Manchester has a PBL-based curriculum but a strong pre-clinical/clinical divide, whilst Brighton and Sussex Medical School has a more integrated curriculum, delivered via a lecture-based programme. Many factors influence the choice of model, including the educational philosophy of the institution and the distance of the attached teaching hospitals to the university base (it is much easier for universities with teaching hospitals nearby to offer an integrated curriculum).
102:
744:, students study distinct modules in different body systems, e.g. "heart and lungs" or "nervous system" - during which they will study the anatomy, physiology, biochemistry, psychology, etc. relevant to that system. The same also has happened with clinical subjects, so for example rather than studying "medicine" and "surgery" separately, students may have a "heart" module in which they study clinical cardiology and cardiothoracic surgery together. In some medical schools there is integration of clinical and pre-clinical subjects together - e.g. a "heart" module would include anatomy of the heart, physiology of the heart, clinical examination, clinical cardiology and cardiothoracic surgery being studied in one module.
1033:
their medical course. Master's degrees are offered at some schools for students who have completed the fourth year of their medical course. Higher research related masters and academic doctorates are typically undertaken at the end of the fifth year of the course. There is typically strong competition to secure funding from external institutions such as pharmaceutical companies, as such research related intercalated degrees may be in an area the student has little long-term interest, a frequent criticism. The major benefit of an intercalated degree is the increased chance of selection to competitive training routes such as
Academic Medicine or Surgery.
721:. In some cases, these were taught at geographically distinct sites or even separate universities, with an entirely separate staff for each course, sometimes with the award of a BA or BSc at the end of the pre-clinical course. St Andrews, Cambridge and Oxford Universities are three of the most traditional pre-clinical medical schools- For example, the Cambridge first year of the Medical Sciences tripos is split into anatomy, biochemistry and physiology. Whilst there is a nominal "Preparing for Patients" aspect to the course when the students speak to real patients, this comprises a total of three afternoons over the entire year.
1072:. These five medical schools have a six-year curriculum, in which students complete a three-year pre-clinical course, which leads to a BSc or BA, followed by a three-year clinical course, which in combination with the BSc or BA leads to a full medical degree. The degree awarded is BA at Oxford and Cambridge (which later becomes an MA), and BSc at the others. At these five medical schools, it is sometimes also possible to spend extra optional year(s) where one can study for an intercalated masters or doctoral degree in addition to the BSc/BA which all students receive, for example, the
35:
1037:
year BSc or masters students, or a combination of these. At some medical schools the intercalated degree may be undertaken in a specific subjects (e.g. Immunology, Pathology, Cardiovascular
Science, Respiratory Science, Social Medicine, Management, History Of Medicine, Humanities etc.), whilst at other medical schools there is a common curriculum for all intercalated students (often with some choice within it).
817:
difficult in year 3 or 4. Support for a more integrated course includes that by allowing patient interaction early, the course produces students who are more at ease with communicating with patients and better developed interpersonal skills. Criticisms include, questioning whether students in the first year have a place in the healthcare environment, when actual clinical knowledge may be virtually nil.
892:
discouraged from applying. Entrance to these programmes usually involves sitting a competitive selection test. The most common entry examinations are the GAMSAT (Graduate
Australian Medical Schools Admissions Test) or MSAT (Medical Schools Admissions Test). Some schools may use existing entrance examinations that school leavers are also usually required to take e.g. UKCAT or BMAT (see above).
655:
students are struggling as they will only find out if students have not understood the lectures in exams, when arguably it is too late, whereas in problem-based learning, the tutor can assess how much each student is learning based on the student's participation in discussion within the weekly tutorials, and may be able to help students who are struggling earlier.
1040:
At many medical schools, the year is optional, and a relatively small percentage of students elect to study for it. At the
University of Nottingham, all students undertake a research project and dissertation under the supervision of schools within the Faculty of Medicine and Health Sciences, leading
616:
also criticised the amount of unnecessary scientific knowledge irrelevant to clinical practice that medical students were required to learn, meaning that the curricula were altered in other ways around the same time that PBL was introduced in the UK. One study criticising problem-based learning found
1032:
students are awarded a degree, which is variously styled as BSc, BA, MSc, BMSc (Hons), BMedSci(Hons), MA, MPH, MClinEd depending on the university, level of award, and subject studied. Usually students complete an intercalated bachelor's degree the year after completing the second or third year of
629:
Studies have shown that students believe that PBL increases the educational effect of self study and their clinical inference ability, and although studies are conflicting, one showed that UK PRHO graduates believed that they were better at dealing with uncertainty and knowing their personal limits.
1036:
The way the programme is implemented varies across the country: sometimes the intercalated degree will be specifically for medical students (e.g. a supervisor-led research project culminating in a dissertation), whilst sometimes the intercalated student will complete taught courses offered to final
764:
2/3 year pre-clinical course in which predominantly non-clinical subjects are studied, with occasional day or half-day "early experience" events where students will visit a hospital, a
General Practice or visit a family in their home. Reference to clinical application of knowledge may be made, but
558:
In keeping with the ethos of self-directed learning, during sessions it encourages a shift in power from an academic tutor to the students in a PBL group. However, it will be seen that lectures, tutorials and clinical teaching sessions can play a part in problem-based learning - but the emphasis is
180:
format assesses candidates as they cycle through a selection of 'mini' interview stations similar to the medical school OSCE. 1-2 interviewers assess candidates at each station (which typically last 5-8 minutes each) and each station is focussed on a particular skill desirable of a doctor. Criteria
1041:
to a BMedSci (Hons) Degree in the third year. Whilst this additional degree is uniquely awarded within the five-year period of study, Nottingham medical students undertake heavily extended third and fourth years of up to 48 weeks in order to accomplish both the BMedSci and early clinical training.
658:
LBL has been criticised for 'spoon feeding' students and thus not preparing them for future continued medical education, which is by necessity, self-directed. However, most lecture-based curricula involve a significant proportion of students doing self-directed reading between lectures. Some have
521:
In the UK, the focus is on a PBL-tutorial which is conducted in small groups of around 8–10 students (although this varies with seniority and between medical school) with a tutor (or facilitator) who usually comes from either a clinical or academic background, depending on the level of the course.
891:
These courses have a limited number of spaces and include some funding after the first year, so competition is very high. Some sources report in the region of 60 applicants for each place as these courses have become more widely known. Until relatively recently, people over thirty were strongly
654:
Criticisms of lecture based learning include that students get much less interaction with both tutor and colleagues - they passively absorb information in lectures rather than questioning and searching out answers. The lack of interaction also means it is harder for tutors to know if individual
1091:
system. This is taken into account in the
Foundation Schools Application Form, in which applicants are awarded extra points for a higher class degree. As of 2012, intercalated degrees are able to contribute the maximum of 4 points to the foundation year 1 posts application. The number of points
633:
Notably, universities that pioneered successful
Problem-based-learning such as University of Montreal or McMaster are themselves prestigious institutions that hold worldwide reputations for clinical and academic excellence, taking the top few percent of worldwide graduate applicants. PBL can be
135:
gives applicants the opportunity to write about why they are suitable for medicine. Common subjects discussed during these statements include work experience, subject research and extra-curricular activities. Personal statements are reviewed by university admission boards and applicants scoring
887:
Recently several four year graduate entry schemes have been introduced in some
English and Welsh medical schools which cover a similar range and depth of knowledge to the undergraduate scheme but at a more intensive pace. The accelerated pace is largely in the pre-clinical phase of the medical
870:
of two or three cities). They are ranked based both on the answers given on their application form, and their marks gained in examinations during their undergraduate career, the resulting score determines which job the student will get when they graduate. After being selected to a
Foundation
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Key points in support of LBL include that students gain the opportunity to listen to leading clinicians or academics, whereas PBL tutors may be underused. Lecture-based learning is also considerably cheaper to organise, requiring fewer staff members who can deliver lectures to large numbers of
127:
The number of available medical school places had risen by 3,500 since 1998. There are national quotas imposed on the number of places for students on medicine and dentistry courses in the UK as much of the training needs to occur in a healthcare setting. In 2016, places at medical school were
816:
Support for a less integrated course includes that it achieves a basic scientific foundation from which to build clinical knowledge upon in later years. However it is criticised for producing graduates with inferior communication skills and making transition into the clinical environment more
621:
and consultants believe that PBL can promote incomplete learning and educational blind spots; particularly in anatomy and basic medical sciences, due to ultimate decision making within the PBL group resting with the students. This has also brought into question whether the lack of anatomical
1164:
There are many student awards available, varying in prestige, from local university awards to national awards. Considered the most prestigious award for a medical student in the UK is the currently
Medical Student of the Year, hosted by The Royal Society of Medicine and the Royal College of
622:
knowledge adequately prepares graduates for surgery, or negatively affects enthusiasm to enter certain specialties; including academic medicine, surgery, pathology and microbiology., although the purposeful reduction in anatomy teaching within all medical curricula which occurred following
1530:
Kawai Y, Yazaki T, Matsumaru Y, Senzaki K, Asai H, Imamichi Y, Ito M, Sugimura K, Takeo A, Shu K, Izawa T, Ohno Y, Yamamoto S, Kodaira M, So K, Shima Y, Hayashi Y, Kuwahara K, Kobayashi K. Comparative analysis of learning effect for students who experienced both lecture-based learning and
843:. Foundation training focusses on the seven principles of the MMC training ethos: trainee centred, competency assessed, service based, quality assured, flexible, coached, and structured & streamlined. Graduates are still a year away from obtaining full registration with the
1540:
O'Neill PA, Jones A, Willis SC, McArdle PJ. Does a new undergraduate curriculum based on Tomorrow's Doctors prepare house officers better for their first post? A qualitative study of the views of pre-registration house officers using critical incidents. Medical Education. 2003
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However, graduates are free to apply to some of the regular five/six year courses. Indeed, universities offering both graduate entry and school leaver entry courses often encourage applications to one of the two course types, depending on the graduate's educational background.
895:
The admissions criteria for these graduate entry programmes vary between universities - some universities require the applicant's first degree to be in a science-related discipline, whereas others will accept a degree in any subject as sufficient evidence of academic ability.
665:
One meta-analysis has suggested that PBL education produces graduates with no better factual or clinical knowledge than students from a lecture-based course, despite in some cases the graduates' belief that they are, questioning whether PBL learning is merely a popular trend.
1148:
Many students also focus on extracurricular academic activities, for example many UK schools have their own student society dedicated to improving health both within the local area through various action projects and globally, through campaigning and working abroad.
574:, which recommended an increased proportion of learning should be student-centred and self-directed. This encouraged medical schools to adopt PBL, however some medical schools have adopted other methods to increase self-directed learning, whilst others (notably
874:
Previously, another online system called Multi-Deanery Application Process (MDAP) system was used for applications to the Foundation Programme in some areas of the UK. This was criticised in the media and in some medical publications, and was replaced by
647:. Teaching is delivered via large teaching events at which several hundred students may be present, which guides learning. Students are encouraged to do their own reading between lectures as the lectures will only cover the main points.
634:
considered to be more suitable to teaching of graduate medicine, whose students may benefit from the maturity of an existing degree and previous experience of self-directed learning, and perhaps unsuitable for less able students and undergraduates.
549:
Gather information to fulfil the learning objectives - this can be in the form of private study or reading; attending a lecture; having a discussion or teaching session with a relevant "expert"; attend a ward round or clinic; interview a relevant
642:
Lecture-based learning (LBL) consists of information delivered mainly through large lectures or seminars. This had been the predominant method of delivering pre-clinical medical education at many UK medical schools prior to the introduction of
788:
3 years combination of pre-clinical and clinical teaching with a ratio of 1:2 nonclinical:clinical subjects, often taught in systems-based "blocks" - 'e.g. 4 weeks studying anatomy and physiology of heart followed by 8 weeks studying clinical
659:
also criticised lecture based learning for overloading students with information that may not be relevant to their first years in clinical practice, however this has more to do with curriculum design and course structure than teaching method.
553:
At the next tutorial, students share the information they have gathered since the last tutorial, and discuss areas where information they have gained conflicts - this may lead to further learning objectives if they find they are still not
1131:) is a nationally based student-doctor collaboration which unites medical societies and their student members across different universities in the UK. The current (2017) president is Andrew Cole, and the vice president is Michael Grant.
1019:
Some medical students spend one or two additional years at medical school (lengthening a five-year course to six or seven years) studying for an intercalated degree. This is an extra degree awarded in addition to their
871:
School, applicants are then selected into specific jobs by a selection procedure determined locally by each Foundation School, which may include an interview, submission of a CV or use of the score gained in MTAS.
1121:
806:
2 years studying pre-clinical and clinical subjects with equal weight given to both, again in system based blocks 'e.g. 6 weeks studying anatomy and physiology of heart followed by 6 weeks studying clinical
2390:
1109:
851:, and cannot legally practise independently, and it is the responsibility of the medical school they attended to supervise this year until they are fully registered with the General Medical Council.
724:
There has been a move for universities have tended to integrate teaching into "systems-based teaching" rather than "subject-based teaching". E.g. rather than studying separate distinct modules in
77:
and in community settings. Medical schools and teaching hospitals are closely integrated. The course of study is extended to six years if an intercalated degree is taken in a related subject.
2588:
2365:
967:
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The traditional medical interview consists of 2–4 interviewers sat across a table from the candidate. Interviewers take turns to ask the candidate set questions and rate their responses on a
876:
2603:
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Azer SA, Eizenberg N. Do we need dissection in an integrated problem-based learning medical course? Perceptions of first- and second-year students. Surg Radiol Anat. 2007 Mar;29(2):173-80
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Interviews for medicine differ between individual universities. The majority of medical school interview applicants using either a Traditional interview or the Multiple Mini Interview (
2560:
2412:
1076:
offers an MB PhD programme of nine years total duration comprising preclinical training, the intercalated BA (see above), clinical training and within the clinical training period a
2565:
1358:
113:. UCAS allows four applications per applicant for medicine, as opposed to the usual five. The remaining one can either be left blank, or be used to apply for a non-medical course.
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2402:
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1910:
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and Cambridge medical schools have their own distinct way of interviewing with focus on science questions and other medical schools also use group tasks to assess applicants.
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These two can be combined in different ways to form different course types, and in reality few medical schools are at the extremes of either axis but occupy a middle ground.
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offered through the clearing process for the first time, with St George's, University of London opening up places on its five-year medical degree undergraduate course.
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1335:
322:
42:
2132:
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73:. Courses generally last four to six years: two years of pre-clinical training in an academic environment and two to three years clinical training at a
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Psychiatrists. This is largely because the other colleges have no such award, with the normal national prizes being named after experts in that field.
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with subsequent entry to either Manchester, Barts, Glasgow, Dundee, Edinburgh or Aberdeen for Clinical Teaching and a Subsequent MB ChB/equivalent
1964:
17:
2634:
1896:
1134:
Meducation is an online revision and learning tool that encourages social interaction between medical students worldwide. It has 30,000 users.
792:
1 year consolidating knowledge, elective attachments, sit finals exams - often integrated exams incorporating clinical and non-clinical testing
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students at once, rather than the large number of separate tutors needed to deliver problem-based learning to small groups of eight students.
1179:
522:
There is an academic, clinical or ethical scenario, where the students select which areas of study to pursue in their own time. Academics at
2112:
2056:
1622:
Howe A, Campion P, Searle J, Smith H. New perspectives-approaches to medical education at four new UK medical schools. BMJ 2004;329:327-31.
85:
In the United Kingdom students generally begin medical school after secondary education. This contrasts with the US and Canadian (outside
2137:
1959:
1385:
1088:
985:
1411:
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Undergraduate medical curricula can be divided on the basis of how they integrate or separate the theoretical learning in areas such as
2228:
2046:
1239:
662:
Both lecture-based learning and problem-based learning may involve teaching from academics who are not medically qualified themselves.
101:
2320:
239:
1150:
862:) involves a simplified online application process, without interviews, based on a matching scheme. Students rank their preferred
2010:
1995:
1928:
1174:
1128:
919:
435:
2262:
2147:
1872:
1707:"The Cambridge Bachelor of Medicine (MB)/Doctor of Philosophy (PhD): graduate outcomes of the first MB/PhD programme in the UK"
810:
2 years predominantly clinical teaching and consolidation of knowledge, during which time electives and finals exams will occur
610:
employs mostly lecture-based teaching but uses supplementary teaching methods such as PBL to deliver a more rounded education.
510:
in the 1920s, and is used in many subject areas including medicine. It was first developed in relation to medical education at
267:
1092:
awarded is as following: 4 for a first class, 3 points for a 2.1 class, 2 points for 2.2 class and 1 point for a third class.
602:
also uses a PBL based curriculum. Some of the UK medical schools created since that time have adopted problem based learning.
2527:
2340:
2173:
2168:
2051:
2152:
1969:
1108:
and run by and for medical students, typically organising social events (such as Balls/formals), sporting events (e.g. the
979:
330:
271:
164:. Interviews last between 15–30 minutes. Questions cover a range of desirable criteria that future doctors should possess.
582:) have always had a high proportion of student-centred and self-directed learning, and have therefore not introduced PBL.
2142:
2097:
2061:
2000:
1954:
1049:
630:
Students feel less detached from clinical medicine through PBL and thus this may increase their enthusiasm for learning.
346:
275:
263:
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to decide how these will enable them to fulfil their learning objectives, rather than passively absorb all information.
2447:
2082:
603:
511:
402:
173:
1868:
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Vernon DTA, Blake RL. Does problem-based learning work? A meta-analysis of evaluate research. Acad Med 1993;68:550-63.
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1112:(NAMS) and academic events or career events. Four medical schools have separate student unions for medical students:
418:
408:
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370:
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314:
304:
235:
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Traditionally, medical courses entirely split the theoretical learning, teaching this on its own for 2–3 years in a
69:. All leading British medical schools are state-funded and their core purpose is to train doctors on behalf of the
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1846:
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350:
228:
149:
27:
For introductory information about medical schools and information about medical schools in other countries, see
1024:, giving the student the opportunity to gain an extra qualification, and aids students' research and individual
455:
Broadly speaking, undergraduate medical education in the United Kingdom may be thought of along two continuums:
2216:
888:
programme, with the GMC mandating a minimum number of clinical hours in the clinical phase of medical degrees.
1531:
problem-based learning in a complete denture course. Nihon Hotetsu Shika Gakkai Zasshi. 2007 Jul;51(3):572-81.
2195:
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428:
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Define a series of learning objectives they should achieve by the next tutorial, arising out of the problem
401:- now split into the University of Exeter Medical School and the University of Plymouth Medical School and
109:
Applications for entry into medical school (in common with other university courses) are made through the
2222:
859:
1565:"Reform of undergraduate medical teaching the United Kingdom: a triumph of evangelism over common sense"
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2370:
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2255:
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1157:. Other societies are dedicated to raising awareness about careers in specialties such as surgery and
824:
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Students in their final year will begin the process of applying for jobs. The new system, called the
2457:
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1689:
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1081:
973:
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583:
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2005:
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little interaction with patients at this stage. Exam at end of this in pre-clinical subjects only.
587:
398:
394:
342:
295:
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251:
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39:
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1141:. It is written and produced entirely by medical students and is distributed in hard copy to the
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Most UK medical schools now also require applicants to sit additional entrance tests such as the
70:
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2087:
2015:
595:
591:
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338:
93:
is required for entry to medical school. Entry to British medical schools is very competitive.
2248:
1117:
997:
903:
515:
308:
255:
1990:
1158:
1120:, UCL (RUMS: Royal Free, University College and Middlesex Medical Students' Society) &
1057:
961:
949:
847:. During this year trainees are legally only able to work in certain supervised jobs, as a
717:
before students went on to study clinical subjects on their own for a further 3 years in a
626:
may be in part to blame for reduced anatomical knowledge, rather than it being due to PBL.
618:
384:
354:
318:
279:
90:
1634:"Factors that influence first year medical students' choice of student selected component"
823:
also led to the introduction of significant student choice in the syllabus in the form of
8:
1053:
606:
has a lecture-based approach supported by small-group and self-directed work. Similarly,
443:
439:
283:
1888:
507:
1974:
1823:
1798:
1779:
1731:
1706:
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Norman G. Research in medical education: three decades of progress. BMJ 2002;324:1560-2
1434:
Logan, A (2013). Get Me Into Medical School: The Ultimate Guide. UK: Meddicle . p270-4.
1105:
1045:
991:
914:
772:
518:. It refers to a whole process, and not merely to a specific event (the PBL tutorial).
374:
364:
334:
1591:
1564:
506:(PBL) is a principle based on the educational philosophy of the French educationalist
2200:
1828:
1771:
1736:
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1596:
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Neufeld V R, Barrows H S. The McMaster philosophy: an approach to medical education.
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74:
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is a fully student run network of healthcare students and is the UK's member of the
105:
Pre-Clinical Medicine (A1) UCAS application and acceptances statistics, 2007 - 2014.
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1810:
1763:
1726:
1718:
1645:
1586:
1578:
1363:
1142:
925:
247:
1814:
1754:
Wan JC, Teo AE, McMurran CE, Rawji V (August 2018). "To MB/PhD or not to MB/PhD".
1722:
1693:
1137:
The largest free publication in the UK for medical students is the award-winning
771:
1 year "preparing for practice" where students will consolidate knowledge, go on
1317:
136:
highly in tests and with a good personal statement will be called to interview.
1582:
1084:
also offers an MB PhD programme which can be completed in nine years of study.
66:
54:
28:
1650:
1633:
132:
2628:
537:
2240:
1487:
Ahmed M, Ahmed F. Leading problem based learning. sBMJ. 2007 Sept;15: 315-16
431:
gives the degree of 'MB BCh BAO' (BAO is Bachelor of the Art of Obstetrics).
1832:
1775:
1740:
1659:
1600:
1025:
741:
691:
161:
227:
After successful completion of clinical training a student graduates as a
1474:
Walsh W. The development of the McMaster programme in medical education.
707:
46:
1521:
Morgan J. Do tomorrow's doctors really know no anatomy? sBMJ 2006;14:221
988:(as part of Scottish Graduate Entry Medicine) (require UKCAT and GAMSAT)
922:(as part of Scottish Graduate Entry Medicine) (require UKCAT and GAMSAT)
785:
1 year basic introduction to general principles of pre-clinical subjects
737:
729:
703:
687:
679:
62:
1767:
1336:"Applications (choices), acceptances and ratios by subject group 2013"
899:
The following universities offer four year graduate entry programmes:
34:
530:
The group read the scenario and clarify terms they do not understand
1271:"BMAT Universities UK | Cut Off Scores | Medicine | TheUKCATPeople"
968:
Barts and The London, Queen Mary's School of Medicine and Dentistry
695:
1359:"Medicine degrees offered through clearing 'for first time ever'"
725:
699:
675:
1674:"Home | Graduate Medical School Admissions Test | GAMSAT | ACER"
863:
526:
developed seven steps of what should happen in the PBL process:
1101:
775:, sit finals exams with emphasis of finals on clinical subjects
733:
683:
86:
1503:
General Medical Council. Tomorrow's doctors. London: GMC, 2003
1294:
835:
After graduation medical students enter paid employment, as a
117:
1446:
586:
adopted a new PBL curriculum in 1994, and were followed by
121:
110:
1705:
Cox TM, Brimicombe J, Wood DF, Peters DK (December 2012).
1673:
1155:
International Federation of Medical Students' Associations
803:
1 years studying basic principles of pre-clinical subjects
1918:
1686:
1077:
839:(FHO), during which they will complete the first year of
1704:
1447:
David, T; Patel, L; Burdett, K; Rangachari, P (1999).
761:(London, St Andrews, Edinburgh, Oxford and Cambridge)
1950:
Barts and The London School of Medicine and Dentistry
323:
King's College London GKT School of Medical Education
1753:
1114:
Imperial College School of Medicine Students' Union
830:
566:The introduction of PBL in the UK coincided with a
514:in the late 1960s,. It was introduced to the UK by
111:
Universities and Colleges Admissions Service (UCAS)
1799:"An MBPhD programme in the UK: the UCL experience"
1127:The United Kingdom Medical Students Association (
2626:
1965:London School of Hygiene & Tropical Medicine
1386:"The Ultimate Medicine Personal Statement Guide"
317:for schools currently or previously part of the
167:
1318:"UK students excluded from UK medicine degree"
2270:
2256:
1904:
1499:
1497:
1495:
1493:
1412:"The Ultimate Medicine MMI Preparation Guide"
1180:List of medical schools in the United Kingdom
181:assessed at individual stations may include:
65:which is involved in the education of future
2113:University of Southampton School of Medicine
1790:
1747:
1698:
1558:
1556:
1309:
1122:Barts & The London Student's Association
882:
2138:University of St Andrews School of Medicine
1847:"Surgical Societies (for medical students)"
1562:
1104:, or groups set up within the university's
1089:British undergraduate degree classification
940:(last entry September 2014) (require UKCAT)
197:Knowledge of the course and medical careers
2263:
2249:
2229:University of Science, Arts and Technology
1911:
1897:
1631:
1490:
1442:
1440:
118:Universities Clinical Aptitude Test (UCAT)
61:generally refers to a department within a
2196:Queen's University Belfast Medical School
2133:University of Aberdeen School of Medicine
1822:
1730:
1649:
1590:
1553:
637:
498:
229:Bachelor of Medicine, Bachelor of Surgery
185:Reasons for application to study medicine
1960:King's College London School of Medicine
1315:
1087:Degrees are classified according to the
1068:study for a BSc/BA in addition to their
100:
33:
2640:Medical education in the United Kingdom
2011:University of Nottingham Medical School
1996:University of Birmingham Medical School
1929:Medical education in the United Kingdom
1796:
1437:
1175:Medical education in the United Kingdom
1095:
1014:
327:Barts and The London School of Medicine
14:
2627:
2148:University of Edinburgh Medical School
2093:University of Cambridge Medical School
1873:Royal College of General Practitioners
1238:: CS1 maint: archived copy as title (
1110:National Association of Medics' Sports
486:curriculum would be the other extreme.
120:(required by 26 universities) and the
2635:Medical schools in the United Kingdom
2244:
2174:Swansea University School of Medicine
2169:Cardiff University School of Medicine
2052:Liverpool School of Tropical Medicine
1920:Medical schools in the United Kingdom
1892:
1563:Williams, Gareth; Lau, Alice (2004).
1044:In contrast to this, all students at
2201:Ulster University School of Medicine
2153:University of Glasgow Medical School
1476:British Journal of Hospital Medicine
1356:
1316:Coughlan, Sean (22 September 2015).
1295:"Medical Schools Council Statistics"
1287:
215:Reasoning and problem solving skills
212:Initiative and coping under pressure
2143:University of Dundee Medical School
2098:University of Exeter Medical School
2062:Newcastle University Medical School
2001:Keele University School of Medicine
1955:Imperial College School of Medicine
1328:
1100:Most UK medical students belong to
877:Medical Training Application System
669:
540:possible hypotheses or explanations
493:
347:Imperial College School of Medicine
24:
2083:Brighton and Sussex Medical School
1451:. Royal Society of Medicine Press.
1449:Problem based learning in medicine
604:Brighton and Sussex Medical School
512:McMaster University Medical School
191:Contribution to school and society
174:McMaster University Medical School
25:
2651:
1970:St George's, University of London
1297:. Medical Schools Council Schools
980:St George's, University of London
849:Foundation House Officer 1 (FHO1)
768:2 years clinical subjects studied
222:
122:BioMedical Admissions Test (BMAT)
2108:Oxford University Medical School
1145:, and available online for all.
1054:Bute Medical School (St Andrews)
986:Bute Medical School (St Andrews)
831:Immediate post-graduation period
694:from the clinical areas such as
543:Come up with a possible solution
351:University of Central Lancashire
139:
1861:
1839:
1680:
1666:
1625:
1616:
1607:
1544:
1534:
1524:
1515:
1506:
1481:
1468:
1455:
1428:
533:They define what the problem is
450:
18:Medical school (United Kingdom)
2217:Saint James School of Medicine
1404:
1378:
1357:Lind, Sofia (12 August 2016).
1350:
1263:
1246:
1201:
1143:five medical schools of London
482:is one extreme, and a totally
194:Academic ability and intellect
155:
124:(required by 8 universities).
96:
13:
1:
1815:10.7861/clinmedicine.12-6-526
1723:10.7861/clinmedicine.12-6-530
1195:
1190:Medical education in Scotland
168:Multiple Mini-Interview (MMI)
80:
2210:British Overseas Territories
1797:Stewart GW (December 2012).
1463:Journal of Medical Education
1254:"Data products and services"
480:pre-clinical/clinical divide
463:is one continuum - on which
188:Influence of work experience
7:
1849:. Royal College of Surgeons
1168:
860:Modernising Medical Careers
825:student selected components
10:
2656:
2272:Medical schools in Europe
2179:North Wales Medical School
1583:10.1136/bmj.329.7469.799-c
1185:Medical education in Wales
911:(candidate may offer BMAT)
858:, (implemented by the NHS
429:Queen's University Belfast
26:
2574:
2536:
2278:
2209:
2188:
2161:
2125:
2075:
2057:Manchester Medical School
2024:
1983:
1942:
1935:
1926:
1651:10.1080/01421590902744878
1139:Medical Student Newspaper
1082:University College London
1046:University College London
974:University of Southampton
883:Graduate entry programmes
600:University of East Anglia
584:Manchester Medical School
2223:St. Matthew's University
2067:Sheffield Medical School
2047:Liverpool Medical School
2037:Lancaster Medical School
2032:Hull York Medical School
2006:Leicester Medical School
1416:www.theukcatpeople.co.uk
1390:www.theukcatpeople.co.uk
1030:intercalated year or two
956:University of Nottingham
866:(which often comprise a
837:Foundation House Officer
588:Liverpool Medical School
436:University of St Andrews
399:Peninsula Medical School
395:University of Nottingham
377:requires a first degree;
343:Hull York Medical School
311:requires a first degree;
1570:British Medical Journal
1074:University of Cambridge
1066:University of Cambridge
1062:University of Edinburgh
1050:Imperial College London
1004:Imperial College London
944:University of Liverpool
938:University of Leicester
909:University of Cambridge
856:UK Foundation Programme
845:General Medical Council
608:Imperial College London
568:General Medical Council
176:in Canada in 2004, the
133:UCAS personal statement
71:National Health Service
2321:Bosnia and Herzegovina
2103:Norwich Medical School
2088:Bristol Medical School
2016:Warwick Medical School
1687:http://www.msat-uk.org
1632:Richardson, J (2009).
1028:. At the end of this
638:Lecture-based learning
596:Norwich Medical School
592:Glasgow Medical School
504:Problem-based learning
499:Problem-based learning
469:lecture based learning
465:problem based learning
438:offers a pre-clinical
339:Norwich Medical School
106:
50:
1541:Dec:37(12):1100-1108.
1118:Royal Medical Society
998:University of Warwick
932:King's College London
904:University of Bristol
619:specialist registrars
524:Maastricht University
516:Manchester University
471:is the other extreme.
104:
67:medical practitioners
40:King's College London
37:
2042:Leeds Medical School
1991:Aston Medical School
1869:"RCGP Student Forum"
1756:The Clinical Teacher
1096:Medical student life
1058:University of Oxford
1015:Intercalated degrees
962:University of Oxford
950:Newcastle University
920:University of Dundee
773:elective attachments
467:is one extreme, and
355:Newcastle University
319:University of London
209:Communication skills
49:and William Woolnoth
45:depicted in 1820 by
2537:States with limited
2181:(proposed for 2024)
1465:1974, 49, 1040–1050
841:Foundation Training
715:pre-clinical course
478:- on which a clear
89:) systems, where a
1975:UCL Medical School
1692:2007-02-04 at the
1392:. 29 December 2023
992:Swansea University
915:Cardiff University
864:Foundation Schools
821:Tomorrow's Doctors
749:Tomorrow's Doctors
645:Tomorrow's Doctors
624:Tomorrow's Doctors
617:that some medical
614:Tomorrow's Doctors
572:Tomorrow's Doctors
335:UCL Medical School
231:, abbreviated as
200:Descriptive skills
107:
51:
2622:
2621:
2238:
2237:
2121:
2120:
1803:Clinical Medicine
1768:10.1111/tct.12724
1711:Clinical Medicine
1478:1973, 12, 722-730
1259:. 8 October 2015.
91:bachelor's degree
75:teaching hospital
16:(Redirected from
2647:
2575:Dependencies and
2279:Sovereign states
2265:
2258:
2251:
2242:
2241:
2225:(Cayman Islands)
2189:Northern Ireland
1940:
1939:
1913:
1906:
1899:
1890:
1889:
1884:
1883:
1881:
1879:
1865:
1859:
1858:
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1826:
1794:
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1325:
1313:
1307:
1306:
1304:
1302:
1291:
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1284:
1282:
1281:
1275:The UKCAT People
1267:
1261:
1260:
1258:
1250:
1244:
1243:
1237:
1229:
1227:
1226:
1220:
1214:. Archived from
1213:
1205:
1159:general practice
994:(require GAMSAT)
982:(require GAMSAT)
958:(require GAMSAT)
946:(require GAMSAT)
928:(require GAMSAT)
926:Keele University
754:Models include:
670:Course structure
570:report in 2003,
508:Célestin Freinet
494:Teaching methods
476:course structure
38:Guy's campus of
21:
2655:
2654:
2650:
2649:
2648:
2646:
2645:
2644:
2625:
2624:
2623:
2618:
2576:
2570:
2556:Northern Cyprus
2538:
2532:
2453:North Macedonia
2274:
2269:
2239:
2234:
2205:
2184:
2157:
2117:
2071:
2020:
1979:
1931:
1922:
1917:
1887:
1877:
1875:
1867:
1866:
1862:
1852:
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1840:
1795:
1791:
1752:
1748:
1703:
1699:
1694:Wayback Machine
1685:
1681:
1672:
1671:
1667:
1638:Medical Teacher
1630:
1626:
1621:
1617:
1612:
1608:
1577:(7469): 92–94.
1561:
1554:
1549:
1545:
1539:
1535:
1529:
1525:
1520:
1516:
1511:
1507:
1502:
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1224:
1222:
1218:
1211:
1209:"Archived copy"
1207:
1206:
1202:
1198:
1171:
1106:students' union
1098:
1070:medical degrees
1022:medical degrees
1017:
1000:(require UKCAT)
976:(require UKCAT)
970:(require UKCAT)
952:(require UKCAT)
934:(require UKCAT)
885:
833:
800:(e.g. Cardiff)
719:clinical course
672:
640:
501:
496:
461:teaching method
453:
403:Brighton-Sussex
225:
218:Teamwork skills
170:
158:
142:
99:
83:
32:
23:
22:
15:
12:
11:
5:
2653:
2643:
2642:
2637:
2620:
2619:
2617:
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2611:
2606:
2601:
2596:
2591:
2586:
2580:
2578:
2577:other entities
2572:
2571:
2569:
2568:
2563:
2558:
2553:
2548:
2542:
2540:
2534:
2533:
2531:
2530:
2528:United Kingdom
2525:
2520:
2515:
2510:
2505:
2500:
2495:
2490:
2485:
2480:
2475:
2470:
2465:
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2455:
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2435:
2430:
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2420:
2415:
2410:
2405:
2400:
2395:
2393:
2388:
2383:
2378:
2373:
2368:
2363:
2358:
2353:
2348:
2343:
2341:Czech Republic
2338:
2333:
2328:
2323:
2318:
2313:
2308:
2303:
2298:
2293:
2288:
2282:
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2110:
2105:
2100:
2095:
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2072:
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2064:
2059:
2054:
2049:
2044:
2039:
2034:
2028:
2026:
2022:
2021:
2019:
2018:
2013:
2008:
2003:
1998:
1993:
1987:
1985:
1981:
1980:
1978:
1977:
1972:
1967:
1962:
1957:
1952:
1946:
1944:
1937:
1933:
1932:
1927:
1924:
1923:
1916:
1915:
1908:
1901:
1893:
1886:
1885:
1860:
1838:
1789:
1762:(4): 346–347.
1746:
1697:
1679:
1665:
1644:(9): e418-24.
1624:
1615:
1606:
1552:
1543:
1533:
1523:
1514:
1505:
1489:
1480:
1467:
1454:
1436:
1427:
1403:
1377:
1349:
1327:
1308:
1286:
1262:
1245:
1199:
1197:
1194:
1193:
1192:
1187:
1182:
1177:
1170:
1167:
1116:, Edinburgh's
1102:student unions
1097:
1094:
1016:
1013:
1008:
1007:
1006:(require BMAT)
1001:
995:
989:
983:
977:
971:
965:
964:(require BMAT)
959:
953:
947:
941:
935:
929:
923:
917:
912:
906:
884:
881:
868:catchment area
832:
829:
814:
813:
812:
811:
808:
804:
795:
794:
793:
790:
786:
778:
777:
776:
769:
766:
671:
668:
639:
636:
556:
555:
551:
547:
544:
541:
534:
531:
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492:
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472:
452:
449:
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447:
432:
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406:
388:
378:
368:
358:
312:
302:
224:
223:Degree awarded
221:
220:
219:
216:
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210:
207:
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201:
198:
195:
192:
189:
186:
169:
166:
157:
154:
141:
138:
98:
95:
82:
79:
59:medical school
55:United Kingdom
43:Medical School
29:Medical school
9:
6:
4:
3:
2:
2652:
2641:
2638:
2636:
2633:
2632:
2630:
2615:
2612:
2610:
2607:
2605:
2602:
2600:
2597:
2595:
2592:
2590:
2589:Faroe Islands
2587:
2585:
2582:
2581:
2579:
2573:
2567:
2564:
2562:
2561:South Ossetia
2559:
2557:
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2549:
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2535:
2529:
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2434:
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2426:
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2416:
2414:
2413:Liechtenstein
2411:
2409:
2406:
2404:
2401:
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2023:
2017:
2014:
2012:
2009:
2007:
2004:
2002:
1999:
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1994:
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1989:
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1982:
1976:
1973:
1971:
1968:
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1963:
1961:
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1323:
1319:
1312:
1296:
1290:
1276:
1272:
1266:
1255:
1249:
1241:
1235:
1221:on 2015-04-02
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2604:Isle of Man
2539:recognition
2513:Switzerland
2448:Netherlands
807:cardiology'
789:cardiology'
708:paediatrics
413:Southampton
337:) and also
331:St George's
156:Traditional
148:) formats.
97:Application
47:James Elmes
2629:Categories
2483:San Marino
2443:Montenegro
2423:Luxembourg
2403:Kazakhstan
2306:Azerbaijan
2219:(Anguilla)
1421:2023-10-24
1396:29 January
1280:2022-08-27
1225:2015-04-01
1196:References
738:psychology
730:physiology
704:obstetrics
688:psychology
680:physiology
538:brainstorm
484:integrated
419:'MB BChir'
296:Manchester
260:Buckingham
252:Birmingham
81:Admissions
63:university
2594:Gibraltar
2418:Lithuania
1878:22 August
1370:29 August
1342:14 August
879:in 2006.
598:, at the
580:Cambridge
444:BSc(Hons)
423:Cambridge
300:Sheffield
292:Liverpool
288:Leicester
280:Lancaster
268:Edinburgh
203:Dexterity
2614:Svalbard
2599:Guernsey
2546:Abkhazia
2498:Slovenia
2493:Slovakia
2468:Portugal
2326:Bulgaria
2126:Scotland
1984:Midlands
1833:23342405
1784:44455976
1776:29027373
1741:23342406
1690:Archived
1660:19811178
1601:15459065
1322:BBC News
1234:cite web
1169:See also
696:medicine
381:'BM BCh'
371:'MB BCh'
361:'MB BCh'
305:'MB ChB'
240:Aberdeen
236:'MB ChB'
2523:Ukraine
2473:Romania
2433:Moldova
2391:Ireland
2386:Iceland
2381:Hungary
2371:Germany
2366:Georgia
2356:Finland
2351:Estonia
2346:Denmark
2331:Croatia
2316:Belgium
2311:Belarus
2301:Austria
2296:Armenia
2291:Andorra
2286:Albania
1936:England
1824:5922591
1732:5922592
759:2/3+2+1
726:anatomy
700:surgery
676:anatomy
561:student
559:on the
550:patient
391:'BM BS'
375:Swansea
365:Cardiff
315:'MB BS'
309:Warwick
272:Glasgow
256:Bristol
206:Empathy
53:In the
2609:Jersey
2551:Kosovo
2518:Turkey
2508:Sweden
2488:Serbia
2478:Russia
2463:Poland
2458:Norway
2438:Monaco
2408:Latvia
2376:Greece
2361:France
2336:Cyprus
1943:London
1853:11 May
1831:
1821:
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1338:. UCAS
1301:24 May
1151:Medsin
747:Since
734:ethics
684:ethics
594:. The
576:Oxford
554:clear.
409:'BMBS'
385:Oxford
353:, and
264:Dundee
150:Oxford
87:Quebec
2584:Åland
2503:Spain
2428:Malta
2398:Italy
2162:Wales
2076:South
2025:North
1780:S2CID
1364:Pulse
1257:(PDF)
1219:(PDF)
1212:(PDF)
1129:UKMSA
798:1+2+2
781:1+3+1
536:They
284:Leeds
276:Keele
248:Aston
1880:2015
1855:2014
1829:PMID
1772:PMID
1737:PMID
1656:PMID
1597:PMID
1398:2024
1372:2016
1344:2014
1303:2014
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