www.ukcat.ac.uk/ and www.admissionstestingservice.org/for-test-takers/bmat/ respectively. These websites provide information about what the tests consist of and how to book them.An important factor to consider in choosing a university and medical school is how close you want to stay to your home. You might already know whether you want to stay close or go as far as possible! Everybody is different, but it is important to note how close your university is as well as travel costs if you plan to visit home often.
Some universities are self-contained and all of their main buildings are located on campus whereas others have their buildings scattered within a city or town. Some students prefer the campus option as it provides a lovely ‘university bubble’ to live in during their 5 or 6 years of medical school as opposed to the hubbub of a city-based university. Keep in mind that the medical school may not always be located on campus or near the other main buildings of the university and that you may need to travel further.
These two types of university offer different kinds of lifestyle; campus universities often have all the necessities located on the campus, including shops, a gym, bookstores, and even banks, leaving little need to venture beyond university grounds with everything you could want in walking distance. This is both convenient but also restrictive in that you have little reason to go outside the bubble of campus.
Having a campus full of students is great for making friends and socializing since accommodation blocks are usually placed together, but options to go out to socialize may be limited. City and town universities have far more options, but accommodation may be at a further distance from the university buildings. They provide the benefit of being within the city centre; therefore city centre amenities are readily accessible, but not always within a close distance as on a campus university. Public transport may be your preferred option of travel rather than walking.
You would definitely be advised to visit universities on open days to get a ‘feel’ for which type of university you think would suit you as well as the university in general—you may be surprised!
The course is possibly the most important aspect to think about when choosing a medical school. Although the content taught at each school will be similar, courses will definitely vary on a few key points.
Some medical schools place emphasis on traditional teaching, which will consist of more lectures whereas others emphasize problem-based learning (PBL), which involves a lot of self-directed learning. These styles impact the amount of contact time you receive. Some schools vary in their methods for teaching different topics—you will need to judge for yourself which teaching style will suit you best.
Most medical courses last 5 years, but some last for 6 (with the addition of an intercalated Bachelor of Science (BSc)). Generally, courses are split into 3 years of preclinical learning, which will teach the theoretical side of medicine, with some or no clinical skills training, whereas the last 2 or 3 years are clinical placement years where you learn in a hospital or a GP practice. Although some universities offer a 5-year medical course, they do also offer the opportunity to intercalate and get an additional degree, which means one more year at university!
Some aspects of modules will be different from the standard lectures; anatomy is usually either taught by performing dissections (students themselves remove tissue from a cadaver) or using prosections (anatomical structures that have already been dissected) which is something to consider if you have a preference as not all medical schools allow their students to dissect. Another aspect which differs in courses is early clinical learning—some medical schools teach their students basic clinical skills and allow students to visit hospitals and GP clinics in the preclinical years as part of their learning, whereas other courses may not introduce this until the clinical years.
Awareness of the entry requirements for each medical school is very important. You want to make sure that you fit the requirements and take any necessary tests and undergo work experience before you apply.
Most medical schools will ask for three A grades at A level, often in at least two science subjects, but different universities have different specifications so it is vital that you check the entry requirements for the universities you are considering to ensure that you meet or can meet the basic grade requirement and have the right subjects. Medical schools place different emphasis on considering GCSE results, so this is also worth investigating; usually a grade B or higher is asked for in English, maths, and science subjects at GCSE.
This is an important part of your application—this is where you have the chance to show the admissions officer at the medical school why they should consider you. Medical schools place differing emphasis on personal statements, but use your personal statement to talk about why you want to do medicine and how you possess the qualities they are looking for in a medical student and future doctor. A good personal statement can highlight you as an ideal applicant. Display your passion and conviction for medicine and remember to check for spelling and grammar errors! Also, show your statement to your tutors who have plenty of experience.
Medical schools are unlikely to consider applicants without any type of clinical work experience. They understand that it is not always easy to obtain work experience in a hospital or GP setting, but any kind of healthcare experience, such as volunteering in a care home for a few months, will support your application—the more work experience you have, the better, as you demonstrate that you are both committed and aware of what working in healthcare can entail.
Most (but not all) medical schools list an aptitude test in their requirements; the UK Clinical Aptitude Test (UKCAT) is the most common test and is looked at by most medical schools but the BioMedical Admissions Test (BMAT) is sometimes used instead. Medical schools place different emphasis on aptitude tests—sometimes they are used as primary criteria for consideration of an application and other times may be used to consider borderline applicants. These tests need to be completed as part of your application so it may be a good idea to research which medical schools would be most likely to accept you based on your results.
More information on the UKCAT and BMAT can be found online at www.ukcat.ac.uk/ and www.admissionstestingservice.org/for-test-takers/bmat/ respectively. These websites provide information about what the tests consist of and how to book them.
You are strongly encouraged to visit the medical schools that you are considering as this can change your mind about your preferences. Open days give you the chance to attend lectures at the schools to give you more information on the courses available. They also provide the opportunity to speak to current medical students who can give you a real insight into the life of a medical student.
Having insight into how you learn most effectively will benefit you at medical school. As a medical student, you are expected to learn and retain vast amounts of information. The sheer volume of new ‘stuff’ to get to grips with can be overwhelming, which is why it is key that you start learning effectively from early on. Naturally, individuals learn in different ways and you may already have techniques that you recognize aid your learning.
• When concepts and ideas are presented graphically in order to help learning, thus visual learners are generally quite good at interpreting graphs and charts.
• Ideas can be associated spatially and/or with images and shapes such as mind maps and diagrams showing relationships between ideas. Use of colour and size to emphasize key concepts is also helpful as well as highlighting, watching videos, and using flash cards.
• When an individual learns through listening. This involves hearing and speaking as ways to absorb information.
• If you are fortunate, you may have lecturers that record their lectures and upload them—this is your best tool to help with ideas that you may not completely understand.
• If your lecturers do not record their lectures, you may be able to do so yourself using a voice recorder—remember to ask permission from the lecturer first though! Other ways can be to turn your notes into a chant or song, or associate particular topics with a certain kind of music. Or to come up with acronyms and a song, such as for remembering the 12 cranial nerves: OOOTTAFAGVAH ‘Oh, Oh, Oh, To Touch And Feel Very Good Velvet Aah Hah’.
A traditional style of learning when individuals learn by reading and writing out the information. These learners benefit from reading textbooks and making notes, rewriting notes over again, condensing information through writing, rewriting ideas in their own words, and turning diagrams into words. These methods are good for cementing information in your mind. Just bear in mind that this revision method takes time, and so you will have to start earlier when making your notes to be able to revise through them again.
When an individual ‘learns by doing’. Kinaesthetic learners benefit from physical and tactile methods, such as doing a practical rather than reading the theory regarding a chemical reaction. Physical actions such as drawing and writing are also helpful as well as study materials that you can hold and move in your hand, such as flashcards. Role playing is also a good technique, and is particularly helpful during clinical skills practice.
Depending on your preference, you may find it more ideal to study by yourself or with a group. Solitary learners are able to concentrate well and are good at going away and thinking through problems on their own whereas group learners benefit from discussing problems with each other. Group learning is a good way to coordinate your learning with fellow students; you can go through topics together and as individual students will have different strengths you can help each other learn—an effective way to solidify your own learning is to teach others. The risk with group learning is, of course, getting distracted! Just be sure to choose your study group wisely if you do go down this route.
Of course, individuals usually do not subscribe to just one particular style; the learning styles are not exclusive and the majority of people use different learning styles for different things.
One may find that for learning chemical processes, for instance, the tricarboxylic acid cycle, that it is easier to be able to retain the names of enzymes and the reactions they catalyse in the cycle by first drawing a diagram to visualize the process and then reciting the process out loud, emphasizing the names of the enzymes, combining both visual and auditory styles. Clinical skills such as carrying out a respiratory examination are ‘hands-on’ so it is effective to learn these practically rather than reading about them.
If you are unsure about how you learn, try using some of the methods described in this section and see which method(s) you find most effective.
Teaching at university is very different from teaching at secondary school, and so is learning. At medical school, you will encounter a variety of different ways in which different parts of the course are taught.
As a medical student, you are expected to attend lectures, seminars, and practical workshops as well as going over content in your own time—organizing your own study is part of the difference between university and school. At medical school, you are the only person responsible for ensuring you complete any assignments on time and do your prep work for seminars as well as ensuring that you understand the material. If you are having difficulty completing work or understanding it, it is your responsibility to seek help. You will usually have an allocated educational supervisor who you can approach for help. Or you can contact the student support services if problems with health or family circumstances are affecting your studies.
You are also going to have far more hours of contact as a medical student compared to students on other courses—the nature of the medical course is intensive and this is reflected in the amount of hours you spend either in the lecture theatre or private study. You may also have a more varied schedule compared to other students, as you have more modules and placements, so your timetable will change from week to week.
Students in other faculties may not have their first academic year of assignments and exams counted towards their final graduating percentage. However, this will apply in medical school, and if you are aiming high for honours, you will need to be aiming high!
However, do not be disheartened—it is not all just work, work, work! As long as you organize your time well, you will have plenty of opportunities to take part in societies and socialize. It is well established at most universities that there is a timetable break midweek on Wednesday afternoons (usually for sports practice and society activities) although timetabling is at the discretion of your course.
The first 2–3 years of medicine (preclinical years) are focused on you being taught basic medical knowledge and understanding the theory of medicine within medical school while your clinical years are spent focusing your clinical skills and being on placement, learning in a healthcare environment. You may find that during these years you are sitting with biomedical scientists, physiotherapists, and students from other health-related courses in the same lectures. It is because, naturally, your disciplines overlap in certain areas.
The medical course covers a lot of content and it can sometimes seem overwhelming. However, it is not necessary to learn everything; you will cover so much content in each of your modules that it is an important skill to learn to pick out what is relevant. Occasionally, lecturers may emphasize particular things during their lectures which can provide hints as to what they expect you to learn.
Do not expect to learn everything immediately; remember, ‘slow and steady wins the race’ and covering parts of your module a day at a time is far more effective than cramming a few days before your exam. We have all tried and tested that method, and trust us when we say it does not always work!
You will encounter a variety of different modules at medical school. Most modules are compulsory, but you may be allocated some optional modules. Examples of modules include the following:
Focuses on cell biology and tissue differentiation. You are also taught microscopy skills and will learn to differentiate between different types of tissue. Just be aware that for those wearing glasses, it can sometimes take a bit of getting used to when looking down a microscope! You can either take off your glasses and re-adjust the microscope viewer so you can see clearly, or try and look at samples with your glasses on!
This is the study of the human body and control of systems during normal and abnormal states and the effects of drug actions on the body.
Focuses on the prevention of disease as well as the promotion of health within societies and populations, and considers health impacts at a population level.
This is the study of causes and effects of disease in populations and patterns in health, and also provides the basis of public health. This module introduces various study designs and statistical analyses in reference to health in populations.
This is the study of chemical and metabolic processes occurring in the body and the structure and function of molecules that take part in such processes, such as proteins.
Explores patients' responses to illness and treatment and the psychological impact of social factors on health.
Explores heredity including the study of genetic characteristics in humans, hereditary diseases, and genetic variation. It can be quite interesting to do this module and to have a look at your own family history when drawing up a ‘family tree’!
This is the study of the immune system within humans including looking at immunological disorders and the causes of failure of immune systems.
Looks at exploring the different microorganisms, bacteria, viruses, fungi, and protozoa, that are connected to health and diseases.
This is the study of blood, clotting pathways, and diseases affecting the blood.
Studying where life as we know it begins! This explores the ideal circumstances for conception and the development of an embryo to a newborn, and the wonders of the growth in between.
Studying the nervous system including drugs affecting the system and therapeutic uses of drugs in treating neurodegenerative disorders.
These modules focus on studying some of the systems of the human body, including the anatomy of these systems. Other systems may be covered as parts of other modules:
• Immune and reticuloendothelial.
This involves the teaching of both communication skills such as learning how to take patient histories as well as practical skills such as taking blood pressure or conducting respiratory examinations.
These are used to introduce topics and deliver key ideas as well as to give you directions for further reading. It is a good idea to come prepared to lectures such as going over lecture notes beforehand or reading up on the learning objectives to provide you with some idea of what to expect. Most lectures are either available online or have pre-reading material on the online student portal—so remember to check that before attending. You might be tempted to transcribe everything the lecturer says, however, it is more important for you to listen and understand the content of the lecture. Being focused on making lots of notes can sometimes hinder you from paying attention to important things the lecturer may be saying. Develop an effective way of taking notes, using abbreviations, keywords, and brain maps so that important points are highlighted. You may also make notes on things that you do not understand, for follow-up questions, or annotate the handouts on things that you are interested in and want to further research. Lecturers will have different styles of lecturing. Some may prefer to have little information on handouts or slides and the main content of their lecture is spoken—it is a good idea to record these types of lecturers (remember to ask permission) as it may be difficult to go over things you do not understand later on using just the lecture materials.
These are group sessions in which set topics can be discussed and questions asked. Seminars provide the opportunity for you to talk about subject areas in more detail, clarify things you do not understand, and both share and obtain different perspectives on subjects. They are usually led by an allocated facilitator. Preparation for seminars might involve doing some reading beforehand or completing a particular assignment. Group sessions are effective as students can often encourage each other to think differently and help each other learn. Seminars also help to develop communication as both speaking and listening skills are used. If you are anxious about speaking in front of people you are unfamiliar with, start off small and volunteer one answer or point of discussion each seminar and participate a little at a time. You may be asked to do group projects or presentations within your seminar group.
This is a method of active and student-centred learning in which students are given a problem to solve in small groups. Students gather what knowledge they have and identify knowledge they need to obtain in order to solve the problem. A tutor is also present to help guide students and facilitate the learning process. PBL is a good way of helping you to develop self-directed learning and enhance problem-solving and communication skills.
These sessions focus on developing your microscopy skills and may be used to aid your understanding of histology. You will learn about the different parts of a microscope, how to focus a microscope, how to stain specimens, as well as how to identify various cells and tissues by learning about particular features found on slides.
These are used to demonstrate particular concepts you have learnt about in lectures. This might involve, for instance, a neuromuscular practical to demonstrate reflex action or how to use an electrocardiogram (ECG) to enhance understanding of the electrical activity of the heart and to develop skills in interpreting an ECG.
These sessions are question and answer sessions on particular topics that have been covered in lectures. They are used to summarize your understanding of lecture content as well as to provide the opportunity for you to ask questions about areas you do not understand.
These are anatomical structures that have already been carefully dissected and are then presented to the students. Important structures are exposed and preserved for students to observe. There may be some coloured tags or pins relating to a structure (e.g. femoral nerve). You are likely to also have a worksheet to complete for the session with structures to identify and functions to deduce correctly.
This is when students themselves remove tissue from a cadaver to identify internal structures. It is a more ‘hands-on’ process and can be incredibly helpful in increasing your understanding of anatomy as you learn first-hand the relationships of different anatomical structures to each other. It is an effective way of teaching anatomy as students are actively engaged with the process and what they are learning, and thus might find it easier to retain information regarding anatomy.
Dissection is not for everyone, and you do not have to be on the other end of the scalpel if you do not want to, but it might still be beneficial for you to observe your classmates dissect. Do not worry if at first you feel queasy about it—just remember that very generous individuals and families have donated their bodies so you can learn your anatomy to become a better doctor. Remember to treat that body with respect!
You will also have assignments to complete as part of your course. They may be essays, which are used to display your understanding of a particular subject as well as develop your writing skills.
• Plan what you are going to write in your essay before you write it.
• Make sure your essay follows a clear and logical structure—use evidence to support each point you make in order to reach a logical conclusion. If it is a practical then make sure it follows the standard format: Introduction and Aim, Methods, Results, Discussion, Conclusion, and References.
• Your essay should have points or arguments that are being emphasized or argued throughout your essay.
• Use lots of relevant evidence to back up your points—your argument or statement is more convincing this way.
• Your introduction should contain whatever point(s) you are arguing in your essay, the body of your essay should prove this point(s), and your conclusion should bring together your main points and provide a thoughtful end to your essay.
• Check your spelling, punctuation, and grammar—this can be the downfall of some potentially good essays and can look careless. Essays need to be well written, as well as well argued. You might find it helpful to ask someone to check your essay for spelling, grammar, and punctuation errors before handing it in.
• Ensure proper citation and referencing—if you have referenced another work in your essay, you must acknowledge this source or you may be at risk of plagiarizing the work of someone else. Regardless of whichever style you use, referencing should be kept consistent throughout your essay. Different universities may have referencing styles they prefer, so remember to check the requirements for your essay before submission. Common styles include Harvard and Vancouver referencing styles.
• Cite and reference as you write your essay—it is far easier and more time effective to keep track of your sources as you proceed with your essay, rather than referencing all of your sources at the end. Consider using EndNote—your library will usually have a tutorial on this or would be happy to teach you if you ask. It is a very helpful program and will serve you well during your working years too!
• If relevant and available, use a range of sources—your essay is better supported. Ideally go back to the original source rather than quote from a paper that is a review of the work done.
• Do not underestimate the value of diagrams in essays—they can be incredibly helpful in illustrating a complicated route or pathway (some universities may or may not put emphasis on these).
• Ensure that the content of your essay consists of material that is fundamental to the topic. Although some detail adds quality to your essay and showcases your understanding, too much detail will detract from the original focus of your essay. Be concise!
You will likely have some form of coursework to complete at some point during your time at medical school. This can usually count towards a portion of one of your modules so spend time on your coursework. The best way to handle coursework is to break it down and work on it a little at a time. Time management is important so plan your work out and give yourself deadlines to meet for completing sections of your coursework. And do not forget to give yourself rewards after each milestone to keep you going!
Ask older students such as your ‘medic parents’ for advice on how they managed their coursework and for any tips on what the examiners are looking for. You might also want to ask them to look over your work for you to check for mistakes and ensure that your work reads well.
However, be careful when sharing your work with others and avoid plagiarism, which can include not crediting sources or passing someone else’s work off as your own. Universities have very strict rules regarding plagiarism, and you may have even committed plagiarism unknowingly so be sure to check and always give credit to sources if using that information in your work.
Always remember to back up your work. It may be obvious, but numerous students still fall prey to forgetting to back up important pieces of work and losing that work just before it is due. You can avoid this scenario by either copying your work onto a memory stick, emailing it to yourself, or storing it online using Google, Copy, or Dropbox cloud storage.
You may be assigned ‘homework’ to complete before or after lectures. Questions set for completion before lectures are often preliminary questions on the topic of the next lecture to provide you with an introduction. Questions set post lectures are summary questions that are used to solidify your understanding of the lecture and test your knowledge of what you have just learned. Try not to leave these to the very end of the term before exams, as they can help with your learning as you go through a particular topic. They can also help highlight any deficiencies in knowledge, and you can seek help earlier rather than panicking a few days before the exam.
This usually involves reading or completing a particular task for discussion during the seminar. It is important that you prepare for seminars to gain the most out of them as coming unprepared will leave you lost and unable to participate in discussions, which can hinder your learning.
Depending on your medical school, you may encounter some clinical settings from your first year. Basic clinical skills are taught in order for you to gain familiarity with them so you can perform these skills with fluency, having had plenty of practice.
Your clinical learning will consist of obtaining key skills for life as a doctor. Some basic skills you may be taught in preclinical years include:
• performing cardiopulmonary resuscitation (CPR) on an adult, child, and baby
• first aid—treating wounds, burns, and dressing injuries
• conducting a peak flow examination on a patient and interpreting the result.
These are just a few of the many skills you will eventually learn. Clinical skills are practised and performed on simulated and real patients and your communication skills are also assessed. Do not disregard the marks you get for introducing yourself properly to a patient, and putting them at ease during your clinical encounter.
These are clinical exams used to test your practical skills. The exam consists of a number of short tasks at different stations (such as performing CPR on a dummy at one station and taking a patient’s arterial pulses at another). You are expected to perform these skills on real-life or simulated patients with an examiner observing and marking your performance.
Good preparation for your OSCE involves a lot of practice. Practise on your colleagues, friends, and family in order to gain as much experience as possible. Using a group study method for this can be very helpful. Remember that with practice, you will perform the steps of the task almost automatically. While you are on autopilot, you do not have to stop and think what to do next and are less likely to hit a mental block when you are being assessed by the examiner in the same room.
What counts as normal or baseline for people can vary—for instance, you may take a blood pressure reading for a patient and find that it is lower than what seems normal. However, this reading may be consistent with their readings in the past so rather than assuming a pathological reason, it is more likely that some people may naturally or physiologically have lower blood pressures.
At some point during your degree, you will be on placement at a GP clinic. This is a place for you to observe interactions between a doctor and a variety of patients, presenting with a variety of issues. You may also have the chance to interview patients and take their histories yourself, which is a valuable way to practise your communication skills.
It is important to keep in mind that both the GP clinic and the hospital are professional environments and as such, you will be expected to dress for this setting. This means:
• smart shirts, blouses, or dresses
• no short skirts or short dresses
• in hospital—bare below elbows.
Your GP is also a great source of information regarding both your course and life after your degree. They are able to provide advice on how to get through the course, important things to remember for examinations, as well as what things not to worry about! Use your GP to answer questions about clinical practice and how to handle patients.
You will also have a clinical placement at a hospital. Again, this is to hone your clinical skills and to give you experience within a hospital setting, which is different to a GP clinic in that a hospital setting has a multidisciplinary team to provide care for patients. This includes nurses, pharmacists, physiotherapists, and surgeons among others—all of whom are integral in providing different aspects of holistic patient-centred care. The benefit of a hospital setting is that you gain the opportunity to observe a variety of different wards and specialities, which are not as extensive in a GP clinic. Some of the more common specialties you may encounter during your preclinical years are medicine (acute medical or general wards), surgery, and the radiology unit. These early encounters may give you an idea of what kind of medicine you wish to pursue following your degree, and you will gain more experience of these during the clinical years of your degree and your training after your degree. However, do not set your mind on a particular field already because you will encounter a vast variety of new specialities so keep your eyes wide and your mind open.
Handheld devices, such as smartphones and tablets, have allowed greater flexibility in the way in which we gather information and learn. The following applications are aimed at making learning easier and smarter, more mobile and convenient, for medical students
A comprehensive medical reference application, containing over 4000 conditions, 600 procedures (some with accompanying videos), as well as information on drugs and interactions, medical news, and education. Content can be downloaded for use offline, which is another handy feature. The only downside is navigating different sections of an article, which can be tricky given the detail.
For those that feel more comfortable revising from notes, Brainscape is a digital flashcard system that allows you to create personalized flashcards, and then test yourself using a unique confidence-based repetition method. What’s more, you can track your progress, benchmark cards for later review, and even share your cards with others.
This cartoon-based game is designed around testing your diagnostic, investigative, and treatment skills. Using over 600 specialist-vetted case scenarios across various specialties, it allows you to make decisions before a comprehensive and full breakdown is provided at the end of each scenario, allowing you to make comparisons. A fun and unique way to learn while developing key decision-making skills.
A frequently updated and curated list of the latest clinical cases from medical schools, including radiology cases, this app involves a PBL approach to studying. Each grand-round style case has multiple-choice questions (MCQs) to further challenge you as you work through it, allowing for a comprehensive understanding of the case.
Often labelled the ‘Instagram for medical doctors’, this relatively new app allows users worldwide to upload medical images (while maintaining confidentiality) for discussion. Users can post questions or interesting cases and await responses from the growing community, making this a flexible, user-dependent app.
Possibly the authoritative, evidence-based, clinical decision support resource, this app contains updated, well-curated articles on almost all aspect of clinical medicine. Topics are long and detailed, but the interface easily allows you to skip to the relevant section and you can bookmark favourite articles for later reading. The only drawback is the high subscription costs, which are avoided if your institution has access.
A concise, one-stop shop containing over 200 medical calculations and equations. This app allows you to seamlessly input patient variables into their question flow, and then derives answers with a corresponding explanation or link. It also includes various decision support tools for non-numerical stratification of patients.
This anatomy app is beautiful and well designed, with an intuitive user interface allowing you to browse through thousands of bodily structures. Learn by searching for individual structures, layers, or systems. The app contains concise information on each structure including clinical relevance, with space to include your own notes.
If you find that you need to try and stay up to date with the latest primary research, Read by QxMD helps you to organize this process. You can sign up to updates from individual journals, specialties, or even review groups and be alerted when anything new arises that fits your criteria. If you have institutional access, articles can be accessed directly from the app, and PDFs saved for later reading.
The BNF & BNFC app is the portable, concise version of the UK drug reference books the British National Formulary (BNF) and the British National Formulary for Children (BNFC), and necessary for any medical student. It contains practical information on prescribing, including doses and contraindications, as well as dispensing and administrating medications. There is a useful search function, it is available offline, and is regularly updated so you can stay current.