medicine personal statement leeds

Personal statement tips

The personal statement is an important part of your UCAS application.

It helps admissions staff at the University decide whether to make you an offer. Some courses have many more applicants than places and there may be many students with good grades applying for the same course as you. 

What is it?

Your personal statement is a short written piece about you. It gives evidence of your skills, knowledge and experience. It’s your chance to tell us why you want to study a particular course and why you would make a great student. Read about:

How to write a UCAS undergraduate personal statement (UCAS website)

Top tips for writing the perfect personal statement (The Complete University Guide)

Maximum length

47 lines or 4,000 characters maximum – whichever comes first.

What to include

Your personal statement is your chance to stand out from the crowd. It is unique and individual to you, but some things to include are:

• Enthusiasm and motivation – your passion for the course should be clear and relate to you and your experiences (eg projects, field trips or experiences at school that sparked your interest in your subject). 
• Understanding of the subject – you need to show you have some knowledge and understanding, even if you have not studied the subject at high school or college. If you have done some reading about the subject, outside of school, mention this.
• Academic prizes or scholarships – this will help you stand out and show evidence of your potential.
• Career aspirations – even if you do not have clear career plans yet, you can show you have thought about your future career and how your chosen degree could help you achieve this.
• Relevant work experience/voluntary activities – explain what skills you have gained from the experience, including skills that would be useful in your university studies. 
• Non-academic interests – your hobbies (such as sports, baking or reading) show your personality and can be a chance to demonstrate different skills.
• What you will contribute to the university community – we want to know what you can bring to Leeds, as well as what you want to get out of university life.

International and EU students

If you are a non-UK student, you should also mention:

• Why you want to study in the UK.
• Why you want to be an international student, rather than study in your own country.

What to avoid

• Plagiarism (copying) – all statements will be checked for plagiarism. Your statement must be your own work so do not use templates. If you have applied before, check your personal statement is completely up to date and relevant to your current application.
• Skills without examples – show how you have developed the skills you think you will need, don't just list them.
• Listing subject knowledge – explain how your knowledge has helped you build career aspirations, choose your degree, or prepare for coming to university.
• Repeating qualifications – don't repeat information covered elsewhere on the application. This uses up valuable space in your personal statement.
• Short personal statement – make the most of the space you have. A short statement suggests you lack of passion or commitment to the course you are applying for.

Our top tips

• Write your personal statement in MS Word (or similar) first, so you can check your spelling and grammar before you add it into your application.
• Get someone else, like your tutor, family or friends, to read your statement to check for any errors and make suggestions before you submit it. You may need a few drafts before you are happy with the final version.
• If English is not your first language, you could mention any opportunities you have had to use English (eg an English-speaking school or work with a company that uses English).
• Use plain, clear English. Be careful with humour, quotes or anything unusual. The admissions tutor might not have the same sense of humour as you!
• Don’t exaggerate. If you get an interview, you might be asked for more detail about what you have written.
• Check the faculty or school website of your chosen course for guidance on your personal statement - especially important if you are applying for a course in medicine or dentistry. For example, see Leeds University Business School's 8 ways to perfect your UK university application .
• Check UCAS application deadlines  to make sure you apply before the closing date. For courses in medicine and dentistry, this is earlier than many other courses.

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Medical School Profiles: Applying To Leeds Medical School

Welcome to our series of medical school profiles. These are entirely free as part of our commitment to making information on medical careers free and readily available. These medical school profiles can be used in conjunction with our free guide “ how to choose which medical schools to apply to ” which covers 19 points that you can systematically run through when considering if a medical school is an excellent choice for you to apply to.

What this guide to applying to study Medicine at Leeds Medical School covers

This medical school profile provides key information for applying to study Medicine at Leeds Medical School. We start by discussing the Medicine courses on offer at Leeds Medical School and the process of transferring from other degrees to study Medicine at Leeds. We then cover Leeds Medical School’s entry requirements for studying Medicine. This includes how Leeds Medical School uses applicants BMAT results; the interview process at Leeds Medical School; how Leeds Medical School uses Medicine personal statements and other key details and facts that will help you to apply to study Medicine at Leeds Medical School. Then, we cover tips on how to write a Medicine personal statement for Leeds Medical School and tips on passing the Leeds Medical School MMI interview.

Courses on offer at Leeds Medical School:

• Standard Entry Medicine (5 years). UCAS course code A100

Direct course transfers from other degrees to study Medicine at Leeds Medical School

• Leeds Medical School and the University of Bradford have a partnership allowing a modest number of the highest performing students from the University of Bradford’s Clinical Science programme to transfer directly to the 2 nd year of the Medicine course at Leeds Medical School. The number of students is typically 20 per year.
• Additionally, a modest number of students from the University of Bradford’s Foundation in Clinical Sciences can transfer to the 1 st year of the Medicine programme at Leeds Medical School. Again, the number is typically 20 students a year.
• The application process for students applying to transfer to the Leeds Medicine programme is similar to what is required from standard non-transfer applicants to study Medicine at Leeds. Medicine transfer applicants will have to perform exceptionally well at the University of Bradford, have a strong personal statement, reference, and perform well at interview and in the BMAT.
• Leeds Medical School have a programme allowing qualified dentists wishing to pursue a career in Oral and Maxillofacial surgery to directly enter the Medicine programme in year 3.

The competition for offers of a place to study Medicine at Leeds Medical School:

5-year Standard Entry Medicine Course:

Number of applicants per interview: 2.9 (home/EEA) 5.9 (international)

Number of applicants per place: 7.8 (home/EEA) 22.9 (international)

International Applicants to Medicine at Manchester Medical School

Leeds Medical School accepts international students on to its standard five-year Medicine programme. Overall the University of Leeds has around 6,000 international students of all disciplines enrolled across the university. There are also foundation years for international students.

Graduate Entry Medicine at Leeds Medical School:

Leeds Medical School does not have an accelerated 4-year Graduate Entry Medicine programme. Graduates wishing to apply to study Medicine at Leeds should apply to the standard five year Medicine programme. See our free and comprehensive guide to applying to Medicine as a graduate for more information on all aspects of the process from decision making to funding. We also have a free guide on how to write a graduate entry Medicine personal statement .

Course structure at Leeds Medical School:

The Leeds Medical School course structure is based on an integrated curriculum. This is the most common method of teaching Medicine in the UK. It means that Clinical Medicine is taught alongside the basic Sciences that underpin Clinical Medicine from the start of the curriculum. This contrasts with a traditional course structure (which is rare amongst modern medical schools) where Clinical Medicine is taught much later in the degree. Integrated Medicine courses allow medical students to study basic Sciences in the context of they present in real patients. The course structure at Leeds becomes increasingly clinically orientated as you advance through the Medicine degree. There is early patient contact from year one.

Intercalation at Leeds Medical School

Leeds Medical School offers its students the chance to intercalate, and this includes Masters level degrees. Intercalation allows students to interrupt their medical degree and gain an undergraduate or master’s degree in a chosen subject and then return to the Medicine degree. Intercalation is offered at medical schools throughout the UK and is a popular option. You can learn more about it in our free blogs. Leeds also accepts applications from external students from other medical schools wishing to study in one of Leeds intercalated programmes.

Electives and placements abroad at Leeds Medical School

Like most medical schools, the Leeds Medicine course has an elective period towards the end of the degree which allows students the chance to study Medicine in another setting, usually a different country. Leeds Medical School also offers students other opportunities to study abroad.

Open days at Leeds Medical School

Attending a Leeds Medical School open day allows you to see the medical school yourself and speak to staff and students. A Leeds Medical School open day also provides a great opportunity to explore the city of Leeds for yourself.

Age requirements for applying to Leeds Medical School:

To apply to Leeds Medical Schools, applicants must be 18 by the January of the first year of the Medicine course.

Entry Requirements for Leeds Medical School 5-year Medicine programme:

Applying to any medical school is competitive and will involve meeting high entry requirements. While sharing many similarities, medical schools will also have very different entry requirements and policies in specific areas. The entry requirements for Leeds Medical School are no different in this regard so you must carefully understand the entry requirements for Leeds Medical School before you make an application there. Below are some headline details about the entry requirements for Leeds Medical School for 2019 entry. You can see the full information on their prospectus or website.

A-Level entry requirements for Leeds Medical School: The standard offer is AAA including chemistry. A fourth A-level will not provide an advantage. Leeds Medical School welcomes General studies & Critical Thinking A-levels, but they will not form part of the offer. Related subjects, e.g. Biology & Human Biology; Maths & Further Maths will not count as two separate A-levels to meet the AAA requirements.

GCSE entry requirements for Leeds Medical School: At least 6 grade B/6 GCSEs which must include English; Mathematics; and either double Science, Science & Additional Science, or Chemistry & Biology. These are minimum requirements, and the majority of candidates will far exceed the GCSE entry requirement for Leeds Medical School.

Admissions tests – how does Leeds Medical School use BMAT scores?

Applicants wishing to study Medicine at Leeds must sit the BMAT test. BMAT scores are looked alongside other factors such as academic grades. Candidates with the strongest overall application will be invited for an interview to study Medicine at Leeds. One of the MMI stations at the Leeds Medical School interview will involve the applicant discussing their BMAT section three essay. For more information about the BMAT and how to prepare for the BMAT, see our free BMAT guide and FAQ .

How Does Leeds Medical School use the Medicine personal statement?

Leeds Medical School use the Medicine personal statement in their application process. Additionally, your Medicine personal statement may be discussed at one of the MMI stations at interview.

Tips on how to write a successful Medicine personal statement for Leeds Medical School

• Leeds Medical School use the attributes needed to be a doctor, produced by the medical school’s council as a basis for its admissions process. You can read about these attributes in our free article. Our free guides and blogs on the Medicine personal statement are also based on this. Additionally all of our doctors and proof readers who review Medicine personal statements are well trained in this guidance. Read More
• Read our entirely free guide, how to write a Medicine personal statement in 10 steps. This will take you from step 1 – with no plan and nothing written down, all the way to step 10 – a completed excellent personal statement ready for you to submit to UCAS. Read More
• The meaning and insight gained from experiences such as work experience or extracurricular activities are the most critical thing admissions tutors are looking for, even more so then what you actually did. Simply making long lists of achievements or diary accounts of activities is not what admissions tutors at Leeds Medical School or any other medical school are looking for. It is up to you to make the most of what you have done and show the medical school admissions panel how your experiences will make a good candidate to study Medicine. Our free article: How to show the attributes of self-reflection and personal insight into your Medicine application will help you to write in the manner that admissions tutors are looking for. Read More
• You can consider a Medicine personal statement review service . These are offered by various companies. They are not essential, so do not believe any company that tells you otherwise. However, services by competent providers can add real value to your Medicine application. When looking at providers ensure that they are by experts in Medicine admissions and have professional skills in editing and reviewing. Medicine Answered provide an excellent medical school personal statement review service with a unique level of expertise. A professional editor and then a doctor (who received all four offers to study Medicine) will examine the personal statement line by line and make the appropriate corrections. After making sure the grammar and writing are flawless, they will also comment on the overall strength of the application and make suggestions of things which may be asked at your Medicine interview based on your medical school personal statement.

What type of interview does Leeds Medical School use?

Leeds Medical School interview approximately 550 applicants every year. For 2019 entry, Leeds Medical School interview candidates using multiple mini interviews (MMI) stations. A Leeds MMI Medicine interview for 2019 entry will consist of eight MMI stations. Each Leeds MMI interview station will be seven minutes long with a one-minute gap between MMI stations. In this gap, information about the next MMI station will be given so candidates can start to plan what they will do in the next MMI station. The format of the Leeds Medicine MMI stations differs. Some MMI stations will ask you to discuss information on your UCAS form. Most MMI stations will require you to interact with an examiner or to an actor playing a role. Some MMI stations may involve writing. One MMI station will ask applicants to take part in a discussion around the essay they wrote for section three of the BMAT.

Tips for passing a Leeds Medical School MMI interview

Success at a Leeds Medical School interview, or any other medical school interview is not a random process. It involves a tried and tested set of steps that you can also follow:

• An strategic plan on how to prepare for your medical school interview  – This is covered in our free guide on how to prepare for your medical school interview in seven steps.
• Learning key medical school interview strategies –  We have plenty of free articles covering medical school interview strategies as well as a free database of real Medicine interview questions with examples of full competent answers, analysis, and advice on how to approach these Medicine interview questions. We also have a free guide to Medical Ethics and blog articles such as how to deal with hostile interviewers, how to answer opinion questions and more.
• Avoiding common medical school interview pitfalls – See our free guide on common medical school Interview pitfalls and how to avoid them.
• Intelligent, reflective medical school interview practice  – Use our free exclusive database of medical school interview questions and answers .
• Execution on the medical school interview day  – Preparation and practice are one part of success. The other part is peak performance and execution on the day of the Medicine interview. Read our free article about dealing with nerves before and during your medical school interview .

If you prefer a face to face approach, Medicine Answered also provide excellent doctor delivered one-day Medical School interview courses as well as one to one private tutoring online or in person. All of our courses and tutoring are delivered only by doctors who passed all four of their Medicine interviews. For more information see our services section.

Personal Statement for Medicine

Composing a personal statement for any degree is a challenge but for medicine, this is your chance to illustrate your academic prowess and work experience alongside a genuine passion and fascination for the medical subjects you love. a personal statement can support your application if your exam results are slightly below your expectations or can enhance a strong set of grades for the best chance of acceptance., make the most of your words.

UCAS , the admissions service for universities in the UK, describes a personal statement as “your opportunity to sell yourself to your prospective school, college or training provider.” Students are given a 47 line, 4,000 character limit (which roughly equates to 500 words) in which to show off their appeal to the institutions of their choosing. 

Here, it’s important to get into the mind of the member of admissions staff that will be reading your statement – what do they want to see? 500 words may seem like plenty, but you’ll likely find that space is at a premium when you’re trying to find the perfect formula to impress your chosen university.

Research a career in medicine before you apply

The key things that medical schools will be looking for are evidence of motivation, explorative work experience and suitability for fitting into their learning environment.

Your personal statement is not only an opportunity to demonstrate your motivations for studying medicine, but also to convey a sense of insight into medicine as a career. It is a chance to reflect on your experiences thus far and outline your personal qualities which will enable you to excel as both a medical student and future doctor.

Developing an understanding about the roles and responsibilities of a doctor will help you prepare your personal statement with ease. Volunteering in your local community and undertaking work experience placements are examples of activities which may allow you to gain a deeper insight into medicine. However, reading official resources such as those produced by the General Medical Council (GMC) before you even begin to think about the content of your personal statement, can help to give your writing a clear focus and direction.

Check how universities will use your personal statement 

Your personal statement may be used in the selection process for interviews to a varying degree by each medical school. Having said this, on the whole, personal statements do not feature heavily in the selection process for interview. Whilst this is the case for most medical schools in the UK, a few medical schools will utilise a scoring system to assess the personal statement at some point in their selection process; either before interview (for interview selection) or at the interview itself.

If this is the case for one or more of the universities you intend to apply to, pay careful attention to any details on their website which discuss exactly what the admissions team are looking for in a personal statement. For example, the University of Oxford place a larger emphasis on showing an interest in medical science and academia.

Where to find this information

It is important to check exactly how the medical schools you intend to apply to will use your personal statement both before and during the interview. To access the most relevant and up-to-date information you should check the websites for each of the medical schools you may apply to. If you have any queries about how your personal statement will be used, or if anything you find on their websites is unclear, email the admissions team directly.

Key things to remember about your personal statement 

Writing a personal statement can be daunting, but we are here to help make the process less stressful. To break it down, we have listed some essential factors you should remember to focus on when writing your own personal statement:

• Structure and flow: Creating a clear and organised structure allows the reader to follow your thought process and enables you, the writer, to include the most relevant information about yourself, given the restricted word count.
• Authenticity: The clue is in the title; your personal statement should be personal! Be genuine and honest about your experiences and skills and let your personality shine through your writing. 
• Relevance: With the limited word count, you need to include only the most relevant experiences and skills you have that are directly relevant to medicine. 
• Specificity: Provide details about your experiences and give examples. Avoid any vague and general statements. 

Goals and aspirations: You should mention your goals and aspirations and what you want to get out of a degree in medicine. What are your short-term and long-term goals?

The aim of this section is for you to establish a structure that works for you, by deciding what the main components of your personal statement will be about.

Before diving into finding the best structure for your personal statement, it is important to remember there is no set format or st ructure. Reading a few example statements may help to give you an idea of where you start ; however it is all about finding the right balance that is appropriate for you. This balance will be based on your personal experiences and what has been important in shaping your journey towards Medicine.

You should start your personal statement with a clear introduction and end with a conclusion .

DEVELOPING A STRUCTURE THAT WORKS FOR YOU

Here, we will focus on developing a structure for the main body of your personal statement. The importance of having a well-thought-out structure is that it will make your thoughts and experiences easier to follow. A good structure will help reinforce the key content of your statement, further giving admissions tutors the impression that you have a focused understanding of medicine and yourself. 

T here is no one way to structure the main body ; in fact , there are many ways! The components you discuss will differ according to your experiences, and the weighting given to these components will largely be based on what medical schools you apply to.

EXAMPLES OF PERSONAL STATEMENT STRUCTURE 

Here is an example of how to divide the main body of your personal statement:

• Interest in academia and wider reading
• Work experience and voluntary commitments
• Extra-curricular Activities

Remember, this is only one example. Alternatively, you could base your paragraphs on the qualities you want to demonstrate, such as:

• Interest in medicine, science, and academia
• Compassion, communication skills and empathy
• Leadership, teamwork and problem-solving

These ideas are here to prompt you, so work around them based on your experiences. If there is a particularly valuable quality, such as resilience, that you are passionate about and have relevant experiences in, of course , this should be included!

The idea of convincing an admissions tutor, in around 500 words, that you are an ideal prospective medical student can be overwhelming. This, as well as the fact that they will be reading through hundreds of personal statements of people applying for the same course, might make you feel pressured to have an introduction that will grab their attention and set you aside from the majority.

DON’T FOCUS TOO MUCH ON YOUR INTRODUCTION

A powerful introduction will state an intrinsic motivation to study medicine, whilst also outlining your understanding of the career. However, your reasons for wanting to pursue medicine do not have to be entirely crammed into your introduction. 

W hile there is no set length for an introduction, you should make sure it is not too short that it seems rushed and neglected, but not so long that it is the same size as the paragraphs of your main body. A few sentences should be sufficient for an introduction.

TRY STARTING WITH THE MAIN BODY FIRST

It might seem logical and necessary to begin by writing the introduction, but this is not the case! It is perfectly reasonable to work on other parts of your personal statement and return to write the introduction at a later point in time. Some people even find that once they have written the majority of their personal statement, they are able to pick out points they think will work well for their introduction.

• Be original: It is a personal statement , so keep it personal. It should accurately depict why you want to study medicine .
• Give examples: Stories can add to the personal element of motivation to study medicine but ensure that this comes across as genuine. Do not try and pin your motivation down to a single event as this can appear naïve . I nstead , state how this scenario was one of the elements that led you to pursue medicine.
• Use your time wisely: Do not spend all your time trying to think of a catchy opening. Remember that you can always come back to the introduction.
• Remember you have a word limit: Keep your statements succinct and to the point.
• Use a professional tone: Stay away from using humour as the person reading your personal statement may not receive it as well as you would hope. The aim is to be professional and put across your interest in medicine.

Keep in mind that depending on the interview style of the medical schools you are applying to; your personal statement can be used as part of your interview. They may pick out parts of your introduction and ask you to elaborate on them. 

C heck this beforehand and if applicable, remember this when stating your motivations to study medicine. If you would not be happy to talk about it in your interview, then avoid including it!

• Using cliché words and phrases such as ‘passionate’, ‘fascinated’ and ‘from a young age I have always wanted to’
• Using a quote without reflecting on how it adds to what you are trying to convey. If possible, avoid quotes and use your own words. After all, they are interested in what you have to say, not a scientist or author
• Making blank statements that do not add to what you are saying.
• Describing how TV shows attracted you to medicine, even if other reasons are raised, as this will reduce the power of your introduction.

Reflecting on your work experiences, wider reading and other relevant activities will form the bulk of the main body of your personal statement. Reflection is imperative to a successful application. A well-reflected personal statement shows that you have given serious thought to healthcare as a life-long career , and it goes down extremely well with the admission officers. The General Medical Council (GMC) has created a guide for medical students about reflection – most of the information is transferrable to medical applicants.

It is crucial to understand that the lessons and skills that you take away from an experience are far more superior to the number of activities you have undertaken or descriptions of consultations you may have seen. Therefore, this section will delve deeper into how you should reflect on an experience whilst undertaking it, as well as how this reflection can be incorporated concisely into your personal statement.

HOW TO REFLECT ON AN EXPERIENCE

Below are some general questions to think about when reflecting on any type of experience you have partaken in . R anging from clinical work experience placements to leadership roles, voluntary commitments, and par t-ti me jobs , you should ask yourself these questions when reflecting on your experiences.

• Description of the experience: W hat was your role? If you are telling a story, what happened , or what was the task at hand?
• Feelings and thoughts about the experience: What resonated with you or affected you the most?
• Analysis and evaluation of the experience: W hat went well and what didn’t? Which parts stood out to you? Did you have any challenging experiences? How did you deal with them?
• Conclusion and action plan: S ummary of what you learned and what you could have done differently . H ow could you relate this to your development as a doctor ?

HOW TO REFLECT ON YOUR LEARNING

The following questions will help you reflect and think critically about learning experiences. This includes anything you have read, listened to, or watched to gain a deeper insight into the life of a medical student and/or doctor.

• Description: What is the idea or concept you have been exposed to?
• Feelings and thoughts about what you have learned: What resonated with you or affected you the most?
• Analysis: Is there anything that drew your attention or anything you found challenging? Does this build upon what you had previously known or read about? Has it changed the way you think, opened your eyes to something new, or made you more confident and assured in a belief you already had?
• Conclusion and action plan: What other avenues of this concept would you like to explore? How can you implement what you’ve learned in your clinical practice?

HOW TO INCLUDE REFLECTION IN YOUR MEDICINE PERSONAL STATEMENT

Before you sit down and start typing away at your statement, we highly suggest that you first read through all of the reflective notes you wrote when undertaking any experience or activity that gave you an insight into medicine. This will allow you to look back at all of the wonderful experiences you have had and focus on the key points you can take away from them.

REFLECTION METHODS TO TRY

There are so many different approaches you can take to reflective writing in your personal statement , and different people prefer different methods. For example, you can structure your reflection according to Gibb’s reflective cycle . Another approach is the ‘STARR’ framework , which stands for ‘Situation, Task, Action, Result and Reflection’ . This is often a favourite among applicants for medicine interviews but can also be used in the personal statement to write structured reflections.

• S ituation: What is the setting in which you have undertaken your experience?
• T ask: What was the position or role you held?
• A ction: What actions did you specifically carry out on a regular basis?
• R esults: What was the most relevant and significant outcome of your activities?
• R eflection: What skills and knowledge have you acquired as a result of this activity? How and why had this experience influence d you?

Work experience can be loosely defined as any activity that is designed to sufficiently broaden your understanding of a particular career path. The aim of this section is to provide you with examples of the different types of work experiences you can undertake and how you should go about reflecting on them in your personal statement.

WHY IS MEDICAL WORK EXPERIENCE IMPORTANT?

Most students will feel that work experience gives the most realistic perspective of medicine as a career. Through shadowing in consultations, watching surgeries, and perhaps even just being in a clinical environment, you will start to build your understanding of the role of a doctor. 

A pplying to medical school is a huge commitment, so exploring the working life of a physician is definitely a wise thing to do. Work experience allows you to gain valuable skills that may be useful throughout your university life and your career as well.

WHAT IS THE AIM OF WORK EXPERIENCE?

W ork experience is evidence to show that you have taken the time to find out more about the realities of a career in medicine. Therefore, it is a vital aspect of not only the personal statement but your medical school application as a whole. The purpose and overall aim of your work experience will broadly fall into one or more of the following categories:

• To understand the realities of life as a doctor and medical student
• To develop the skills and qualities needed for a career in medicine
• To acquire more knowledge about your particular interests

TRADITIONAL MEDICINE WORK EXPERIENCE

Firstly, we will consider traditional in-person work experience activities, which are usually undertaken in a healthcare environment. This can include hospital, general practi c e, or pharmacy shadowing placements, as well as voluntary roles in a care home or hospice. To make the most out of these types of experiences, we would recommend the following:

• Listen to the types of questions that healthcare professionals use when taking a history or interacting with patients. What did you think about their interactions with patients? How do they adapt their communication style?
• Ask questions. This is an opportunity to ask all those burning questions ; don’t be shy! If possible, ask questions to a wide range of health care professionals about each of their individual roles as well as their experiences working in a multi-disciplinary team.
• Research one of the common conditions that you have seen during your placement and are interested in finding out more about it.

The above points will form the basis of your reflection, so it is important to start thinking about them as you go along with your work experience. Keep a reflective diary to jot down these thoughts and experiences. This diary will become especially useful when sitting down to write your personal statement.

TIPS FOR WRITING ABOUT MEDICAL WORK EXPERIENCE

• Mention the transferrable skills and attributes you will have developed. Skills such as teamwork, communication, problem-solving and resilience in the face of adversity are vital to a career in medicine.
• State clearly the insights you have gained. For example, as the GP demonstrates active listening and shows empathy, you will see that the patient immediately opens up and gives more information , which will be helpful in establishing a diagnosis. If this resonates with you, include this in your personal statement.
• It is important to show that you understand the challenges a doctor will face. Be sure to reflect on any negative experiences which made you more aware of the demanding nature of the profession. What could have been done differently in the scenario you witnessed?
• Be as concise as possible . D escriptions should be kept to a minimum. It is more important to highlight your thoughts, understanding and values before and after an experience, rather than details about the experience itself.
• Viewing medical work experience as merely a tick box exercise. Try not to view work experience as a requirement for university statements or interviews. Instead, you should view this as a learning opportunity for yourself so that you can develop both academically and personally. If you have this mindset, you will be able to truly discover a lot more about the subject and about yourself too!
• Concerning yourself too much with the medical jargon and knowledge you come across during your work experience, whether in-person or virtual. Focus on the attitudes and transferrable skills, and definitely do try to explore the science , but ultimately , medical school will teach you the required knowledge for your career
• Breaching confidentiality when writing about your work experience, whether it be in your personal statement or reflective diary. This means that you do not include any identifiable information in your personal statement, such as, ‘I witnessed Mr Smith undergoing an ECG’.

Volunteering is the idea of offering your time or skills to benefit an unrelated person or organisation with no formal payment in return.

Relevant volunteering can be considered a form of work experience and can significantly enhance your personal statement. Whilst grades are important, medical schools are also highly interested in students who exhibit genuine care and compassion. 

Doing voluntary work can highlight this side of you and give some insight into the life of a doctor, which is very much a caring profession. Volunteering can assist you in developing the necessary skills and qualities relevant to medicine.

EXAMPLES OF VOLUNTEERING ROLES

The types of volunteering roles and commitments you can include in your personal statement, can vary extensively. Moreover, the volunteering you have undertaken does not need to be within a healthcare setting. It is more important that you can reflect on your experiences and appreciate how the skills you have developed are relevant to career in medicine. Below are just some examples of voluntary roles you may include in your personal statement:

• Carehome/hospice volunteer
• Hospital volunteer
• School mentor
• Charity shop assistant
• Youth group coordinator
• Foodbank volunteer

TIPS FOR WRITING ABOUT VOLUNTARY ROLES

• Emphasise any long-term or frequent volunteering commitments. This shows commitment to medicine and determination. Whilst long-term volunteering is favoured, do not worry if you were unable to complete any due to the pandemic!
• Use buzzwords alluding to the relevant skills and qualities learnt. Examples of buzzwords can include “contributed”, “enhanced” and “implemented”. 
• Discuss briefly how you found any volunteering opportunities , especially if you organised it yourself. This shows initiative! If an opportunity is extremely rare or competitive, make sure to highlight this.
• Group together experiences where you gained similar skills and insights, rather than discussing multiple experiences individually. This can get messy and take up a lot of your time
• Speak about your feelings and emotions during your volunteering! This shows you are human and comes across much more genuine and sincere.
• Clearly state your contribution and actions , not someone else’s!
• Discuss any sacrifices, mistakes, or challenges you faced during your volunteering. Also , make sure you are prepared to describe what you did/would do differently to overcome these challenges!
• Rambling on about experiences . U se the STARR structure to organise thoughts. Keep it concise!
• Writing a long list of all the voluntary roles you have ever held. Focus on one or two that you benefitted from greatly and reflect on them.
• Repeating experiences, certain insights, or qualities. Demonstrate variety in what you have learned.
• Lie or exaggerate any details!
• Superficially state what happened. If you are able to, delve further into your thoughts before, during and after volunteering.

When it comes to extra-curriculars, it ’s easy to get confused on what you should include and how to include it in your personal statement. As an aspiring medic, you might have done many different activities at school (and outside) that may be related or seemingly have nothing to do with each other. This could range from part-time jobs to being a prefect in your school, societies, clubs , or even your personal hobbies or sporting interests.

HOW TO WRITE ABOUT EXTRA-CURRICULAR ACTIVITIES 

In your personal statement, a great way to tie it all together is to use your activities to reflect on how they made you the person you are today. Instead of simply listing all of your positions or engagements, think about what qualities you were able to gain from them that would make you a better doctor. 

A mong others, qualities like compassion, empathy, time management, organisation, critical thinking, teamwork, and leadership are essential in medicine, but they’re not necessarily born in a hospital or through direct engagement in clinical experiences. You have probably been doing some of these activities for a really long time, now let’s frame it in a different context for your application.

QUALITY OVER QUANTITY

In a large pool of applicants, it is easy to think , ‘ H ave I done enough?’. Sometimes, this can be the wrong question to ask, as most medical schools do not look at the ‘number’ of things you have done but rather how the things you’ve done can help you as a doctor. 

D o not worry if you have not done a lot of activities in your time at school. The number of things you’ve done doesn’t matter as much as:

• What you’ve learned from them
• How you’ve reflected on them
• What moments and experiences you can improve on
• How you’ve later developed as a person and an aspiring medic based on those experiences

WHAT GOES WHERE?

With a limited number of characters, every word counts. You want to make sure you make the most of everything you have done, but at the same time , frame it in the most effective way for your application. This is why you might want to focus on some activities over others or group some activities together to give yourself space to write about and reflect on your experiences in a more elaborate way and relate them to your future career. There are many ways you can group your activities, mainly either by the type of activity ( e.g., academic, sports, or volunteering ) or based on what qualities or skills you’ve developed as a result of partaking in this activity.

SHOULD I INCLUDE MY HOBBIES?

The short answer is yes if you want to, but – make sure you’re not just taking up space by listing them. You don’t need to elaborate on them too much if you don’t want to, but try to strike the balance so as to show the admissions committee you value your time spent doing these hobbies, but at the same time you’re not taking away from all the other elements of your personal statement. You could also relate them to having a work-life balance – an essential trait in medicine.

TIPS FOR WRITING ABOUT EXTRA-CURRICULAR ACTIVITIES

• Use your experiences to highlight your strengths and your skills. How did your activity help you develop a unique skill?
• Focus on the activities that have benefited you the most.
• Elaborate with insight and introspection on the activities you’ve chosen to focus on.
• Group other activities together to help you use your limited characters where they matter most.
• Listing things you have done without further elaborating on them.
• Elaborating on every single activity or being repetitive – if they sound similar, group them, or take some out if you don’t think they’re important.
• Faking interest or passion in something you do not actually like or mention ing an activity you did not really do. It takes away from the space you have to talk about things you are passionate about, which is a lot more valuable and impactful.

This is your final chance to make an impression on the admissions tutor, so make it count! The aim of your conclusion should be to tie together the key points that you included in the main body of your personal statement. Along with the introduction, this is one of the most difficult parts to write, so writing both at the end, after you have a coherent idea of the flow of your piece is advisable.

Ideally, it should only be a few sentences long. Make sure you give yourself plenty of time to revisit your conclusion multiple times before submitting. It is important to end on a confident note by expressing a real passion for medicine.

TIPS FOR WRITING YOUR CONCLUSION 

• Summarise and reiterate your key points: Include s kills, experiences, and interests and how these make you suitable for studying medicine. For example, if your experiences have taught you the importance of resilience, how will this skill help you to progress in your future career?
• Mention the takeaway points: What do you want the admission tutor to remember about you ?
• Revisit your conclusion and read it aloud to yourself: Reading it out to yourself and others helps to determine if you’re being concise and getting straight to the point without waffling.
• Write a couple of drafts: By writing different versions of your conclusion, you might find various ways of conveying the same idea, some that you like more than others. This will help you write the best conclusion to suit you.
• Acknowledge the difficulties and demanding nature of studying medicine: Studying medicine can be difficult, but you are equipped with the skills to handle this! You should showcase how the skills you’ve developed will assist you in overcoming difficulties .This will show you are the ideal candidate for studying medicine.
• Writing a conclusion that is too long. You will probably find that the 4000 – character limit of the personal statement will restrict the length of your conclusion. So ideally, one or two succinct sentences should be more than enough to summarise.
• Introducing completely new points – you do not want to leave the admissions tutor confused by bringing in new ideas that you cannot elaborate on further.
• As with the introduction, avoid clichés and quotes.
• Avoid repeating sentences from the main body of the personal statement.
• Avoid making your conclusion too specific to one university. For example, don’t mention a particular teaching style if it is not offered by all the universities that you are applying for.

Now that you have written your personal statement, the hard part is over, right? Well, in all honesty , you might find yourself spending more time editing your personal statement than writing it! It is important to give yourself enough time to perfect your personal statement before the deadline. 

O ur advice at this point is – before you start editing, put your personal statement away. By the time you have finished writing, you will have read and re-read it countless times in the process. You need to take the time away from it to get a fresh look. This will be invaluable when you start editing.

SPELLING, PUNCTUATION, AND GRAMMAR

First things first, triple-check that your word processor has spell-check on with UK English, so that you can correct any spelling mistakes. It may sound obvious; however, technology can often malfunction!

You are a school-age pupil, so the piece should sound like you wrote it. It does not have to sound like you have taken letter-writing classes and have used a thesaurus on every other word. However, you also need to come across as professional. It is best not to use contractions such as don’t (do not), as it is too informal. Make sure you have used a combination of long and short sentences so that it has structure, as well as making sure every sentence doesn’t start with ‘I’.

READ YOUR STATEMENT OUT ALOUD

There are many ways of making sure your personal statement reads well. One method, which is particularly helpful is to read your personal statement aloud to someone else. It becomes very obvious when a sentence is too long and does not flow or make sense when you say it aloud. The person listening will be able to tell you which parts do not sound right. 

W hen we write, we often overestimate how well the writing sounds because you will , of course , know what you meant to say. However, to another person and the admissions team reading it – you want them to know exactly what you mean, rather than having to decode paragraphs that are not crystal clear .

You could try asking an English teacher at your school, or a friend who is studying English to read through it. The spelling, grammar and syntax are independent of the content , so this could be really useful in ensuring it flows well.

SEEKING ANOTHER OPINION

Whilst it may seem tempting to gain as many opinions as possible on your personal statement, it is better to seek the advice of a few trusted individuals. The medicine personal statement is , by nature , a subjective piece of writing. Having too many people read your personal statement and suggest changes, can become quite confusing and stressful very quickly! Here’s how you can avoid this situation: 

• Make sure you are close to your final draft before giving your personal statement to someone else to read. However, still ensure you have enough time to make changes.
• If your school has a careers advisor or team of teachers familiar with reading personal statements, it is worth having your personal statement read and critiqued by them.
• When listening to feedback from others, consider all you can get, but don’t be afraid to not include all the feedback you receive since your personal statement should be truly reflective of only you.
• If you would really like a raw opinion, find a way to have a teacher read it anonymously ! The admissions tutor will be reading your personal statement with no knowledge of who you are. If you want someone to read your personal statement with no knowledge of your background, print off a copy with your details omitted.

TIPS TO SHORTEN YOUR PERSONAL STATEMENT

• Do not waste characters writing about things that are elsewhere on your UCAS form. For example, your A-level (or equivalent) choices can all be entered in the qualifications section.
• Remove unnecessary adverbs such as somewhat, rather, sometimes, fairly, pretty really, quite, basically, hopefully, luckily.
• Use the verb form of a word over the noun form – this should reduce words. For example, ‘I created a MedSoc’ vs ‘A MedSoc was created by me’
• Print off your personal statement to edit and cut words. Print it off in a different font to the one you typed it in. This will provide an experience of looking at your personal statement with ‘fresh eyes’.
• Use the ‘Build, Blur, Corrode’ method to identify the weakest parts of your personal statement.
• If you cannot bear to cut sentences, copy and paste them into a document called ‘Scrap’ , that way you know exactly where to find them if you were to want to add them again.
• When focusing on a specific paragraph, copy it into a new blank document and separate each sentence with a line between them. Use this technique to perfect each individual sentence and identify those that are too long.
• When retelling encounters from your work experience, details of what exactly happened are not always necessary!

YOUR PERSONAL STATEMENT IS READY TO GO

Once you’ve followed the steps and tips we have outlined, your personal statement is all ready to be submitted. You’ve finished another step in your application to med school! You’re essentially mid-way through the application process ; you should be proud of yourself that you have made it this far. 

Next, you should think about references from your teachers and prepare yourself for a medical school interview. Interviews can be intimidating, but don’t worry! We have created a guide to help you understand the process and how to complete the interviews to the best of your ability. 

HOW PREMED CAN HELP YOU

If you need some work experience to help enhance your med school application, we are here to help! At Premed, we offer in-person and online work experience to ensure you get a taste of life in the medical field. Boost your chances of getting into medical school by applying to one of our work experience courses today.

What should a medicine personal statement include?

When writing a personal statement for medicine, you should focus on including relevant work experience and any volunteer work. The majority of your writing should focus on these aspects as it is important to reflect on your experiences and how this makes the ideal candidate to study medicine. You may also want to include a few short sentences about some extra-curricular activities you partake in as well. 

What should you not say in a medical personal statement?

Don’t be generic about why you want to study medicine. You should demonstrate you have a passion for helping people by providing examples through any work experience or volunteering. Remember, an admissions tutor will read hundreds of personal statements so your application needs to be personal to you. 

Additionally, don’t provide general statements about your skills and experiences or simply list them. You should reflect on your experience and skills by supplying concrete examples to support your statements. This will show you can demonstrate these skills, enhancing your application. 

What do medical schools want in a personal statement?

What your personal statement should contain may differ from university to university but there are some common trends. For example, you should focus on writing about your skills and work experience and reflect on what you have learned from them. It is also ideal to state you understand what a career in medicine entails and how you are prepared to manage the challenges that come with a career in medicine. 

How should I structure my personal statement?

There are several ways you can structure a personal statement, there is no set structure! The way you write your personal statement should be personal to you based on your own experiences. An example of how you can structure your personal statement is:

Another example of a personal statement structure is: 

• Interest in academia and medicine
• Group of skills related to each other (e.g., compassion, empathy and communication)
• Another group of skills related to each other (e.g., leadership, teamwork and problem-solving)

Remember, you also need to include an introduction and conclusion! 

How long should a personal statement be?

You have a limit of 4,000 characters for your personal statement based on UCAS guidelines . This is equivalent to approximately 550-1,000 words. This shows you need to be precise with what you include in your personal statement as you are limited by the words you have. 

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Leeds Medical School

Section 1: The Application Process for Medicine at Leeds

1. what qualities does leeds school of medicine look for in a student.

The Leeds School of Medicine places a strong emphasis on clinical skills and particularly values students with good communication skills, who can demonstrate empathy when interacting with patients. These skills are built on and reinforced throughout the course.

2. What elements of your application does Leeds value most?

Leeds predominantly uses academic achievement to select which applicants will be offered an interview. This includes past and predicted grades and the BioMedical Admissions Test (BMAT) score, making these very important aspects of your application. Whilst BMAT scores are used to rank applicants into quintiles, there is no cut-off score, meaning a low BMAT score doesn't necessarily exclude you from receiving an interview.

The personal statement is also considered as it gives an important insight into your interests and achievements, however isn't formally scored.

Using all of this information, the school of medicine ranks applicants and invites those that are highest ranked for an interview. Offers are made on the basis of merit and the ability of each applicant to meet the academic and non-academic criteria for admission. Approximately 1,000 candidates are expected to be invited to interview.

Once the interview stage is reached, the decision to subsequently make an offer depends entirely on your interview performance, not on your predicted or achieved academic performance, or other scores.

3. How important is the BMAT score at Leeds?

Leeds uses the BMAT. As mentioned previously, applicants' BMAT scores are used to rank them into quintiles: candidates in the highest 20% receive a score of five out of five, and those in the lowest 20% receive a score of one out of five. Everything in between is scored according to where they are placed in this distribution. A combination score using academic achievement and BMAT is used to determine a rank for shortlisting to interview. This information was taken from https://www.whatdotheyknow.com/request/a101_gateway_to_medicine_2021_ad#incoming-1830205.

4. How important are the grades you ultimately achieve for medicine at Leeds?

A-level entry requirements are AAA including Chemistry or Biology. Physics or Maths must also be offered if Chemistry is not taken. For detailed entry requirements see here: https://courses.leeds.ac.uk/5580/medicine-and-surgery-mbchb.

However, there are various widening participation schemes offered at Leeds that have lower A-level entry requirements. For example, this includes a new Gateway to Medicine course. The A-Level entry requirement for the Gateway Year to Medicine is BBC including Chemistry or Biology at B grade. In the first year of the course, you’ll study material to refine your scientific understanding, develop your study skills and equip you with the skills and knowledge needed as the course develops. After successfully completing this Gateway year, including reaching the required grades on the assessment elements of the course, you’ll progress to the five standard years of the Medicine degree. Another alternative admission scheme is Access to Leeds, which accepts applications from individuals who might be from low-income households, in the first generation of their immediate family to apply to higher education, or have had their studies disrupted. The typical Access to Leeds A Levels offer is ABB including A in Chemistry or Biology.

Find out more about Access to Leeds and alternative admissions .

5. What other requirements does Leeds have for Medicine?

The course GCSE entry requirements are as follows: 6 A*- B or 9 - 5 including Chemistry and Biology (or Dual Science/Double Science), English Language and Mathematics.

These are the minimum entry requirements, but admission is competitive and the majority of applicants will have qualifications well above this standard.

6. What should I put in my personal statement for Medicine at Leeds?

The personal statement is an important aspect of the application process as it helps to assess the non-academic attributes that are essential in a career in medicine.

The university acknowledges that traditional GP surgery or hospital work experience can be difficult to obtain, especially over the last year due to the pandemic, but expects applicants to be able to demonstrate their motivation and enthusiasm to study medicine through experience in any health and social care setting, such as at hospices or homes for the elderly. Non-clinical and extra-curricular activities are also looked upon favourably, examples include volunteering at charity shops, involvement in the Scout/Guide Association, volunteering as a youth leader, coaching children, helping run a science club etc.

7. What is the structure of the Medicine interview for Leeds?

The Leeds MBChB interview is a multiple-mini interview (MMI) style. The MMI process consists of 8 different stations. Each station will last 6 minutes with 1 minute to move between stations and read the next task. At the end of each station, the examiners award marks according to a pre-determined standardised scale. After the completion of all 8 stations, a cumulative score will be given and candidates are ranked.

8. What are my chances of getting into Medicine at Leeds?

Around 1000 applicants are invited for an interview each year. Invitations to interview are issued by email in batches starting in December. In 2019 there were 2486 applications, of which 1056 applicants were interviewed and 394 offers were given. Offer holders achieved grades from ABB to A A A A at A-Level

This information was taken from https://www.whatdotheyknow.com/request/medicine_application_statistics_6#incoming-1622859.

Section 2: What is Medicine at Leeds really like?

1. what types of medicine courses are available at leeds.

Most applicants apply to the standard 5 year MBChB. Graduates are also accepted onto the traditional 5 year MBChB.

Leeds also offers a 'Gateway to Medicine' course. This is for students who meet Leeds Widening Participation criteria. It is a 6 year course consisting of a gateway year, followed by the 5 year MBChB course. More information can be found here: https://courses.leeds.ac.uk/i900/gateway-year-to-medicine-mbchb.

2. What is the course structure for the 5 year Medicine course?

The MBChB has an integrated course structure, which combines the core biomedical scientific principles with early clinical exposure.

Some of the modules in Year 1 include:

• IDEALS (Innovation, Development, Enterprise, Leadership, Safety) - this addresses the challenges and requirements of modern practice.
• Campus to Clinic - in this module you will develop your clinical decision-making and patient safety skills.
• Individuals and Populations - this explores the psychological and societal aspects of behaviour and human development, their role in health and illness and treatment of medical problems.

Other important areas of study include biomedical sciences, anatomy and pharmacology.

In year 2, you’ll learn about the anatomy of the musculoskeletal and nervous systems. Further exposure to clinical practise will help develop your consultation, diagnostic and practical skills.

You’ll be trained in the skills needed to carry out research effectively. You’ll also participate in a two-week project on enterprise.

In years 3, 4 and 5 your time spent on clinical placement will increase, as you transition from medical student to doctor

As well as the wide-ranging curriculum, there’s also a chance to tailor your studies through:

• ‍ Intercalation – taking an extra degree in one year, usually after years 2, 3 or 4 of the MBChB. It’s a chance to broaden your knowledge and enhance your career opportunities. Up to half of Leeds undergraduate medical students choose to intercalate each year.
• 6-week elective – between years 4 and 5, this can allow you to gain wider clinical experience or carry out a particular project in the UK or abroad. The elective is about gaining wider clinical experience or carrying out a specific project. Past students have worked in health centres, charities, universities and hospitals in Australia, Samoa, Vanuatu, China, Italy, Nepal and Tanzania.

3. What is the teaching style?

The teaching style is traditional, with early exposure to clinical placement starting with half a day per week in Year 1 and moving up to 4 days per week in Year 4.

In Year 1 and 2 more than half your time is spent in lectures. Lectures are recorded, but students are expected to attend in person. The remaining time is divided between tutorials, small group work and clinical placement.

Anatomy is taught by cadaver prosection in the first two years. It is worth noting that until a few years ago, anatomy at Leeds involved wet dissection. If this is something you're particularly interested in experiencing, Leeds offer an intercalated Clinical Anatomy BSc.

4. What does an average day as a first year medical student at Leeds look like?

Below is a typical 1st Year timetable:

IMS = Introduction to Medical Sciences.

RESS = Research, Evaluation and Special Studies.

I&P = Individuals & Populations.

C2C = Campus to Clinic.

IDEALS = Innovation, Development, Enterprise, Leadership and Safety.

As you can see, mornings are usually taken up with lectures. Wednesday afternoons are kept free for university sports traditionally. Friday afternoons can also often be free, which is handy if you plan on travelling home for the weekend.

In Years 3-5, the timetable becomes predominantly clinical placement. There is generally 1 week of lectures and clinical skills training, followed by a block of approximately 5 weeks on clinical placement. The hours on placement are often 8 am-4 pm, but in Years 4 and 5 there is some shift work including night shifts.

5. How does the structure of your day-to-day life change as you progress through the different years of the course?

As you progress through the course your time spent in the lecture theatre will decrease, while clinical placement time steadily increases.

Years 1 and 2

Half a day to 2 days of placement in a GP surgery and hospital each week. This involves shadowing medical professionals and working with voluntary groups close to your practice. You will learn and practice clinical skills such as injections and blood taking. You will also begin to develop your history taking, examination and interpersonal skills.

Students will integrate their clinical skills and knowledge by undertaking five junior clinical placements, each lasting five weeks. Placements include those in integrated medicine, surgery and peri-operative care, elderly and rehabilitation care, primary care and special senses.

Students undertake a further five clinical placements lasting six weeks each. These offer experience in specialist areas of medicine such as psychiatry, paediatrics and child health, gynaecology, obstetrics and sexual health, emergency and critical care, and cancer and continuing care.

Students will participate in a mandatory series of clinical placements with a strong focus on the transition to early postgraduate practice. These placements provide core experience in key clinical areas, with additional small variations in clinical exposure allowing you to tailor the final year to suit your individual learning needs.

6. Is an iBSc offered at Leeds?

Intercalated degrees give you the chance to study a subject in-depth and gain an additional degree in a single year. At Leeds intercalation is optional and can be undertaken at this university or elsewhere. The university offers intercalated BSc and Masters degrees. The specific iBSc courses that Leeds are known for include:

• Applied health (medical education)
• International health
• Clinical anatomy

More information can be found here: https://medicinehealth.leeds.ac.uk/medicine-intercalation.

7. What is the typical cohort size and does this change as you progress through the course?

The typical cohort size is approximately 300 students. This can increase slightly with the entry of international medical students during the MBChB.

8. Which hospitals are linked to Leeds School of Medicine?

The School of Medicine is primarily linked with the following hospitals:

• Leeds General Infirmary
• St James's University Hospital
• Bradford Royal Infirmary
• Airedale General Hospital
• Harrogate District Hospital
• Mid Yorkshire Hospitals - Pinderfields Hospital, Dewsbury and District Hospital, and Pontefract Hospital

Hospital and GP surgery locations vary from a few minutes to approximately 1 hour or more from the school of medicine. Hospitals outside of Leeds generally offer free accommodation or subsidised travel to students.

Section 3: University & Medical School Life

1. where is the university of leeds located.

The University of Leeds and the School of Medicine are all based on one campus, which is about 100 acres in size. The campus is just a 10-15 minute walk from the city centre and also nearby to the student-friendly Hyde Park and Headingly areas.

To learn more about the University of Leeds campus see here: https://medium.com/university-of-leeds/come-and-explore-campus-99ff2b93ef4f .

2. Are students encouraged to take part in societies?

There are over 300 sports teams and societies within Leeds University Union! As well as another 30 specifically for medics. Students in the first and second year can easily get involved in many societies, although the workload as the course progresses may limit involvement to just one or two!

Activities offered by the Union include football, rugby, dance and even chess, wine tasting and skydiving!

Notable medic run societies are listed below:

• Medsoc: events include the cocktail party, the spring ball, the summer barbeque and the ski trip. Fancy dress is a must at a Medsoc party!
• ‍ Cutting Edge Leeds : your one-stop shop for all things surgery!
• ‍ Healthcare Innovation Team : for those of you with an enterprising mind who want to improve the care provided to the wider population.
• Psyched (Psychiatry): a society open to all students who have an interest in mental health.

For more information see here: https://medicinehealth.leeds.ac.uk/medicine-undergraduate/doc/clubs-societies.

3. What is the student satisfaction score for Medicine at Leeds?

In 2019, Leeds was ranked highly by the National Student Survey, scoring 96% for student satisfaction. This information was taken from the following article: https://medicinehealth.leeds.ac.uk/medicine/news/article/304/leeds-ranks-2nd-for-medicine-in-the-national-student-survey-2019.

The Complete University Guide ranks Leeds at number 22 out of 35 medical schools. This ranking is based on an overall score comprising entry requirements, student satisfaction, research quality and intensity. Leeds scores comparatively highly for student satisfaction, but less well for research compared to other universities. These rankings can be found here: https://www.thecompleteuniversityguide.co.uk/league-tables/rankings/medicine?sortby=student-satisfaction.

4. What bursaries are available at Leeds for medical students?

Additional funding and bursaries are available to students on the MBChB which can be based upon academic merit, low income and whether you are experiencing hardship. For example, Leeds Financial Support (LFS) is a non-repayable grant for students from low-income backgrounds. The funding is offered yearly and the amount depends on household income.Students may apply for the Leeds Hardship Fund and NHS Hardship Grant, which are means-tested and depend upon individual circumstances. Further scholarships and awards based on academic merit are also available, see here fore more information: https://students.leeds.ac.uk/info/1000038/funding_for_medics_and_dentists/1204/additional_funding.

5. Are student support services readily available and easy to access?

The university is a very supportive environment. Students are given a personal tutor throughout their time at medical school and will meet with them at least 3 times per year. Other wellbeing support services, for example counselling, are also available to medical students.

The Leeds University Union also operates a student advice centre which comprises a self-help site as well as trained advisors, to answer any questions you have regarding all aspects of student life.

For more information on student support services at Leeds School of Medicine see here: https://medicinehealth.leeds.ac.uk/medicine-undergraduate/doc/student-support-1 .

Students also have the option to apply for mitigating circumstances if required for exams or coursework.

6. What are the best food spots around the University of Leeds?

There is a huge amount of choice when it comes to eating out in Leeds. If you want to venture further than the many cafes in the university itself, Bakery 164 is a nearby student favourite. In Hyde Park you can indulge in pancakes for breakfast in LS6 cafe, or venture further for delicious South East Asian cuisine at May's Thai Cafe.

Good places to grab a drink include Terrace, where medical students often head straight after a big exam. There is also the famous Otley run - bring your best fancy dress and comfortable footwear for this 1.5 mile long pub crawl!

7. Is student accommodation available at the University of Leeds?

The university guarantees accommodation to 1st year students. Locations vary from the city centre to the university campus itself.

Residences popular with medical students tend to be those that are closest to campus since so much time is spent there! These include Charles Morris Hall, Henry Price, Lyddon Hall, Central Village, Cityside, Leodis and The Tannery.

Since these are all located within a 10 minute walk of campus you can expect to pay a little more for the convenience: approx £125-£160 per week.

For those who are willing to travel, Headingley is around a 40 minute walk, or 30 minute bus journey. Accommodation here includes Oxley and Lupton residences which charge from £95-£126 per week, depending on whether you opt for a shared bathroom or en-suite.

Detailed descriptions of each accommodation option can be found here: https://accommodation.leeds.ac.uk/residences.

University of Leeds

Medical school profile.

Here, we’ll detail how the University of Leeds School of Medicine selects candidates during the medical application process.

Use the menu below to help you navigate the profile:, grade requirements.

So you have questions about the grades needed to get into Leeds Medical School? You’re in the right place to find the answers!

• What GCSE grades do Leeds look for?

Six subjects at minimum grade 5 (B) including English Language, Maths, Double/Additional Science or Chemistry and Biology. This is a minimum entrance requirement and the majority of applicants will have qualifications well above this standard.

• What IB score are Leeds looking for in prospective medical applicants?
• Which A-Level subjects do Leeds Medical School require?

Should include Chemistry or Biology. Physics or Maths must also be offered if Chemistry is not taken.

• What are the graduate-entry requirements?

2.1 in appropriate topic. If Chemistry or Biology is not offered at A level grade B or above then equivalent content must be offered at degree.

You’ll find this information summarised in the table below:

Summary Grade Requirements Table

Application Requirements

So you have questions about the medical application requirements to get into Leeds Medical School? You’re in the right place to find the answers!

• What are Leeds’ work experience requirements?

Experience in a healthcare setting, though this definition is broad.

• How does Leeds use the Medical Personal Statement?

Not formally scored, but it is essential that applicants take this opportunity to demonstrate their motivation and enthusiasm to study.

• Does Leeds require the UCAT or BMAT for medicine?
• Which interview style do Leeds use in it’s selection of medical students?

Multiple mini-interviews.

Summary Application Requirements Table

Please note: The information listed above has been submitted from the medical school and is updated by them each application cycle.

To confirm this information, see details on the course’s entry requirements, and learn more about the course itself, take a look at their webpage..

Medicine at Leeds

• Faculty of Medicine and Health
• School of Medicine
• Undergraduate

Our MBChB course is one of the most competitive in the UK and is recognised for the quality of its teaching and assessment. Reflecting the high standards we strive towards, the School was delighted to receive its sixth ASPIRE to EXCELLENCE award from the Association for Medical Education in Europe (AMEE) for its outstanding performance in the area of Social Accountability. To open up access to medical education to students from a wider range of backgrounds, we have recently launched new Gateway Year to Medicine .

You can find out more about the experience of studying for an MBChB at the School of Medicine below, or read a detailed overview of course structure and content.

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Leeds University Personal Statements

These UCAS personal statements have been kindly provided by students applying to University of Leeds. You can click on one of the links below to view the entire statement and find out if the applicant was offered a place.

You can also view our entire collection of personal statements or view personal statements for application at other universities .

Biomedical Science/Neuroscience Personal Statement Example The limitless potential of the life sciences and the opportunity for world-changing breakthroughs are both exciting and compelling to me. Upon hearing about a disease for the first time, I am eager to find out more about the precise ways in which it affects the body, which has led me to spend much time researching the details of various diseases...

Geology Personal Statement Example 1 My interest in the natural world started early in my life. At the age of 4 and at my first school years, my favorite trip was at the Greek Natural History museum where I admired the shinny purple stones, the giraffe, the lions, and most of all, the huge Triceratops skeleton...

International Relations Personal Statement Example Being of Pakistani heritage means I am at the heart of multiculturalism that many would say defines Britain today. Growing up as a British Asian in the last decade has allowed me to experience life embedded in a world of politics, not only from a Western perspective but also that of other cultures...

History Personal Statement Example 5 As the descendant of an Auschwitz survivor, my family history allows me to understand the influences that the Second World War has had on people's families and the victims of the Nazi regime in occupied Poland...

Physics Personal Statement Example 4 The elegance of the scientific subjects, in particular physics is what has established my eagerness for a deeper insight into the subject. What sets physics apart from the other sciences, in my opinion, is that it can be practically applied to all instances of life...

Languages Personal Statement Example 10 At the age of eight, a friend introduced me to Guy Hamilton's 1969 film 'Battle of Britain'. This instilled in me two things: my doomed childhood ambition to be a Spitfire pilot, long since grudgingly abandoned, but also, perhaps ironically, a love for the sound and feel of the German language that has stayed with me all through the intervening decade...

English Literature Personal Statement Example 1 When I saw Gatz, John Collin's eight hour interpretation of The Great Gatsby, I noticed that Fitzgerald changes the colour of Daisy's hair every time he describes it. It is "like a dash of blue paint", "yellowy" like her daughters and then "dark, shining"...

French and Italian Personal Statement Example 1 I see speaking a foreign language as a key to a door opening up a new world of possibilities and opportunities. As a child my mother insisted I learned another language, she told me to grab any possible open window for a life beyond my own imagination...

Physics & Astrophysics Personal Statement Example I have always considered Physics to be a captivating area of study, whether it is a question of how aspects of it work, or indeed why they work. As such, I have found deep fascination in studying Physics, as it is able to provide answers (as well as evidence) to such queries...

Physics Personal Statement Example (International Student) 1 Some people believe there is no universal key to the mysteries of the world, but I am convinced otherwise. Since early childhood when my parents, both physicists by training, patiently answered all my why-questions and encouraged me in my fascination with astronomy, I have been thinking of Physics as the perfect science that can unveil all the secrets that fascinate humanity...

Maths and Economics Personal Statement Example 1 By skimming through a daily broadsheet or examining journals such as ‘The Economist’ it is clear to see that economic issues affect everyone both locally as well as on a global scale. However, I have been interested by Mathematics for many years and have found my enjoyment for it has increased as the depth of my understanding has grown...

English Personal Statement Example 22 What I enjoy above all else in a piece of literature is the feeling that it has brought about change, either in me or in some wider context. Literature which offers the opportunity for an adapted way of living or thinking, however slight, is I think a thing to be kept and treasured in our intellects...

Physiology and Medical Sciences Personal Statement Example The human body is arguably the most complex life form that has ever existed. Studying how the body works helps us to comprehend the many processes that maintain health and find better treatment for diseases...

English Personal Statement Example 23 My love of literature is rooted in the connection it gives us to centuries of ideas, giving us the ability to converse with ghosts, linking us with the greatest and most eloquent minds in history; as Bovee puts it, “books are embalmed minds”...

Biomedical Engineering Personal Statement Example 2 Thanks to my mother's profession, I have had a front row seat in observing the radical changes made in the medical field with the introduction of new devices. I have also seen the beneficial effects these developments have had on the lives of people living in the less affluent countries in the Middle East; these observations coupled with my interest in mechanics have inspired me to pursue a career in biomedical engineering...

Computer Science Personal Statement Example 45 Advances in computer and information technology over the past few decades have brought about revolution in science, medicine, education, business, and entertainment. I wish to be part of the future revolution and that is why I want to study computer science...

Medicine Personal Statement Example 43 The ever-evolving nature of medical science and the certainty that we will know more about the many different healthcare practices has inspired me to pursue a career in medicine. My dedication to studying medicine has been confirmed by the experience I have gained in different hospitals and practices and I look forward to the academic discipline and challenges that will arise...

English Personal Statement Example 26 Growing up reading Roald Dahl, I saw elements of myself in Matilda, as ever since I can remember, I have loved reading. My passion for English could be seen by those around me, as a child, having taught myself to read and write by the time I was 4 years old, and there was never any doubt that I would go on to pursue a career in English...

Chemical Engineering Personal Statement Example 8 From the very first day of college I’ve been gradually developing a great interest in all aspects of Chemistry and Maths. Having recently read, “Beyond the Molecular Frontier: Challenges for Chemistry and Chemical Engineering” I have discovered what an imperative role chemists and chemical engineers play in industry and how, by working together, they contribute to an improved future...

Geography Personal Statement Example 14 If I said ‘I’ve loved geography since an early age’, I’d be lying. Although I loved our family holidays, which have always been seen as expeditions, I didn’t think it was ‘geography’ until I started using places I’d been to as examples in geography lessons...

Geography Personal Statement Example (Human/Environmental) The possibility of the human race’s days being numbered by our destructive lifestyles, as planted in my mind by Al Gore’s sensationalised and controversial ‘The Inconvenient Truth’, has fuelled my interest in the global warming phenomenon, forcing me to question society’s reluctance to tackle it and realise the worldwide impact of each of our daily lives...

Aeronautical Engineering Personal Statement Example 1 The rapid progress and achievements in aircraft technologies has motivated me to follow a career in aeronautical engineering as it plays a very significant role in today's modern world. It is fascinating to see how engineers apply scientific and mathematical principles to everyday situations like the design, manufacture and operation of efficient structures, machines, processes and systems...

Natural Science/Geology Personal Statement Example The sheer intricacy of our planet is something that has always left me in utter amazement. From the creation of mountains to the way we as humans evolved. Science is a deep rooted love that has grown since I was a young child...

English Literature and Sociology Personal Statement Example Since I have begun to study A Level English Literature, it is the way in which writers use expression within their writing to influence and manipulate the reader's emotions which has most intrigued me...

Physics Personal Statement Example 13 Attending university has been a lifelong dream of mine; ever since my childhood, I have been told that I should, and I have always agreed with the sentiment. If I were asked to pin down an exact reason, however, I would be forced to confess that I do not know - I just enjoy learning new things and exercising my mind...

Mechanical Engineering Personal Statement Example 16 Being born as a son to two former engineers, I was raised in an environment where curiosity is treasured and nurtured. It wasn't surprising that as I became older, my fascination towards science and technology also grew along with me...

History & Politics Personal Statement Example For years I have listened to my family discussing the latest political and historical issues on the news and I have been fascinated and awed by the fact that there was never a wrong or right answer, decision or explanation to a given problem...

Civil Engineering Personal Statement Example 16 Civil engineering is a profession that is growing and evolving at a fast pace. Civil engineers play a major role in the world meeting the high demand for new buildings and improved infrastructure. I am keen to become a Civil Engineer and I believe I have the talents to be successful in this profession...

Dentistry Personal Statement Example 10 My interest in Dentistry initially arose from my own experiences with Dentists. When I was younger, I suffered from cyclic neutropenia which led to many dental problems, and was always grateful to my dentist and dental hygienist for all their help...

English Literature & History Personal Statement Example 1 Throughout my education, I have constantly been captivated and inspired by my History and English studies. I have recognised how the two disciplines entwine and coexist to create an invaluable tool with which to explore the past and future...

Medicine Personal Statement Example 67 Studying the history of medicine made me realise what a huge impact doctors have on people’s lives. I’ve always wanted a career involving people as I’m fascinated by our unique nature and the human body itself...

Natural Sciences Personal Statement Example 4 Why and How? I believe these are the two most important question words as they express mankind’s unquenchable thirst for knowledge, and they have lain the foundation of sciences and have helped us find answers and solutions to problems throughout history from the domestication of fire to Darwin’s theory of evolution, to landing on the moon and so on...

Mathematics Personal Statement Example 16 I have always had a passion and a thorough understanding of the subject of Mathematics. This helped me to progress academically because, unlike a lot of people, I have not had to worry about passing my GCSE Maths exams...

Spanish and Chinese Personal Statement Example My passion for Modern Foreign Languages is what drives me to pursue a degree in Chinese and Spanish; my fascination and curiosity to explore the cultures of not only China and East Asia, but also of the Hispanic world, motivate me to learn and discover the languages of these regions...

Law Personal Statement Example 84 The reason I want to study law, is that it has always intrigued me; there’s never been any other option for me it has always been law. I am captivated in the development of the law as it interests me the way the law is changing around the needs of civilisation...

Sociology Personal Statement Example 13 Being able to engage and immerse myself in a thought-provoking subject such as Sociology has allowed me to develop a desire to delve even deeper into it at an advanced level. As unpredictable liberated beings, having a means of examining the connections between humans and social organization through Sociology has enabled me to comprehend human behaviour and social stratification; to question rather than accept; allowing me to appreciate the inquisitiveness nature, which I believe is the essence of this subject...

Geography Personal Statement Example 19 I could say that my love of Geography started in school, but in fact holidays to foreign lands have had a more significant impact on me. From the volcanic badlands of Lanzarote's Timanfaya, to the unique beauty of Ngorongoro crater in Tanzania, Geography and its impact on nature and human development have awed me...

Biological Sciences Personal Statement Example 3 When I was in primary school I would take pens apart to put them back together, so that I could see how every small piece fits together to create a whole working object, and as I furthered my education my focus shifted to the w orld around me...

Politics, Philosophy & Economics (PPE) Personal Statement Example 3 In this day and age virtually every aspect of our lives may be considered political. My passion to study Politics stems from this tenet and a belief that a comprehension of Politics is integral to understanding the current state of humanity...

Chemistry Personal Statement Example 18 Chemistry explores the properties of all matter and energy in our universe, which eventually leads to breakthroughs that benefit mankind, ranging from how to prevent food from decomposing to understanding what chemicals can help or harm you...

Civil Engineering Personal Statement Example 17 My decision to study engineering stems from a desire to contribute to the evolution of society through a process that does not just define our environment but our era. My personal inspiration is the Segovia aqueduct, an 800m long, 30 metre high Roman marvel which still stands today...

Electrical and Electronic Engineering Personal Statement Example 3 Curiosity has always been my nature since I was young and I was never afraid to know more as I really like challenges. This is why I have a keen interest in science ever since I started formal education, it explains the hows and whys in almost anything and everything...

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Home » Resources » University of Leeds Medical School Guide

Published on August 12, 2023

Reading Time: 5 min

University of Leeds Medical School Guide

Overview of the university of leeds school of medicine.

The University of Leeds Medical School is in the city of Leeds in West Yorkshire. The School of Medicine forms part of the University’s Faculty of Medicine and Health. This consists of institutes across West Yorkshire, including the Worsley Building, Leeds General Infirmary, St James’ Campus, and Chapel Allerton Hospital.

The University of Leeds offers a five-year undergraduate medicine course, as well as a six-year Gateway Year to Medicine course . Details of the degree are below, including information about academic requirements, entrance exam requirements, interview process, and more.

Academic Requirements for Medicine at University of Leeds

Academic Requirements for Medicine at Leeds

What UCAT Score is Needed for Leeds Medical School?

Leeds School of Medicine will use the UCAT for the first time in the 2023-2024 application cycle (2024 entry). Previously, University of Leeds Medical School required applicants to sit the BMAT .

There was no minimum BMAT cut-off score used. The candidates that scored in the top 20% in the BMAT received a score of 5/5, and the candidates that scored in the lowest 20% received a score of 1/5. This BMAT score was then combined with scores for academic performance in the interview selection process. BMAT scores made up 13% of the overall score.

UCAT Tutoring

Our comprehensive UCAT tutoring packages will prepare you for each section of the UCAT. All of our teaching material is by top 1% scorers and has delivered stellar results year-on-year! 

Life as a Student at Leeds Medical School

The University of Leeds Medical School offers an exceptional environment for studying medicine. The city of Leeds provides a comfortable and balanced lifestyle for students, offering diverse opportunities and entertainment. 

Being part of the prestigious Russell Group, the medical curriculum is scientifically focused and research-oriented. Moreover, the Peer2Peer support system at Leeds fosters a supportive community among medical students, ensuring guidance through the challenges of medical school. Additionally, the high-quality teaching and friendly atmosphere make Leeds Medical School a welcoming home for students.

What’s Good about Leeds Medical School?

Pros of studying Medicine at University of Leeds:

• High-quality teaching: Leeds has a high standard of teaching and dedicated faculty members who provide comprehensive education and support.
• Clinical experience: University of Leeds has associations with renowned teaching hospitals, such as Leeds General Infirmary and St James’ University Hospital. This means ample opportunities for hands-on clinical experience and exposure to a diverse range of medical cases.
• Career prospects: Graduates from the University of Leeds Medical School are highly regarded in the medical field, with many going on to successful careers in various specialties.
• Research opportunities: Students have access to a range of research opportunities, allowing them to engage in medical research projects and contribute to advancements in the field.

Cons of Studying Medicine at University of Leeds:

There are drawbacks to each medical school. As such, Leeds has a couple of drawbacks too.

• Lecture style of teaching. Students have commented on the lectures being difficult to follow so you might feel on your own at times, encouraging a very independent style of learning. If you feel you work better being spoon-fed knowledge or being regularly checked up on, Leeds may not be for you!
• Using UCAT for the first time in 2023, so no previous data to compare to.
• Heavy workload: Like with any university, medicine is a demanding course of study with an intensive workload, requiring long hours of study, clinical rotations, and practical training.

Is Leeds a Good Medical School?

Medical School Ranking

The Complete University Guide 2022 ranks the University of Leeds Medical School as the 22 nd  best school to study medicine in the UK. On the other hand, Leeds was the 12 th  best school to study medicine in the UK in the Guardian University League Tables 2022 . Leeds is also ranked in the top 100 universities in the QS World Rankings 2022 .

When considering university rankings, it’s crucial to remember that they are subjective and can vary based on different criteria. Rankings can be a good factor to consider, but it’s essential to take a holistic approach and carefully assess which universities align best with your personal and academic needs.

How Many Places Are There for Home and International Students at Leeds Medical School?

Leeds Medical School offered a total of 257 places in the 2022 admissions cycle, when they received 2965 applications. 241 of these places went to home students and 16 places went to international applicants.

The University of Leeds Medical School Fees

For UK full-time undergraduate students, tuition fees at the University of Leeds Medical School are £9,250 per year of study. 

International students at the University of Leeds Medical School have hefty tuition fees of approximately £35,250 each year.

The University of Leeds offers various scholarships, and non-repayable grants for eligible students.

Leeds Medical School Course Structure

Leeds Medical School Interview Process

The University of Leeds Medical School uses an MMI interview style with 7-8 stations and the whole process lasting for 50-70 minutes.

Leeds Medical School Interview Questions

Interview Topics for Leeds:

• Motivation to study medicine
• Self-evaluation and reflection
• The NHS and hot topics
• Leeds Medical School
• Medical ethics
• Problem solving

The offer decision for every candidate invited for an interview will depend solely on interview performance – no consideration of previous academic achievements or other factors will happen at this stage.

Intercalation at Leeds Medical School

Students may intercalate – take another extra degree in one year – after year 2, 3, or 4 of the course. Intercalation offers an opportunity to expand knowledge and improve career prospects. As such, around half of all students on the course opt to intercalate. You may choose to intercalate at any university, which is definitely beneficial. Because of this option, many students choose to intercalate at a different university to experience life elsewhere for the year.

Elective at Leeds Medical School

During the period between the 4 th  and 5 th  year of the course, students have the opportunity to engage in a 6-week elective where they can gain broader clinical experience or pursue a specific project either in the UK or abroad. Many students use this as an opportunity to go abroad for 6 weeks and experience healthcare in another country, while pursuing clinical skills and research in an area of their choice and getting a nice holiday out of it!

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Writing your personal statement

As part of your application to study with us, you’ll be asked to submit a personal statement. Your personal statement is your chance to show your understanding of the course, your interest in the subject and how your current skills and knowledge are relevant to the course you’d like to study. Each course we offer is different, so please read your course content carefully.

Show your skills and interests

None of our courses is purely practical and all involve a significant amount of theoretical study and research. Your personal statement should, therefore, show your academic skills. If you're applying to study a course with practical elements (eg BA Digital Media, BA Film, Photography and Media or BA Journalism), you should also talk about any practical skills you have. You might also consider linking to examples of your work.

Your personal statement should also explain why you're interested in studying your course. To do this, you could discuss examples of media that have caught your attention and any readings you've completed.

Tell us what you plan to do after studying

If you have a particular career that you’d like to pursue, we’d like to know how you think the course you’re applying for will help you achieve it.

It’s also a good idea to mention any work experience you’ve done in the past, and how it’s relevant to your course.

Be specific

Include specific examples to explain general statements. Below are some of the types of questions to ask yourself when writing your personal statement:

• Which issues or ideas connected to the course do you find interesting and why?
• Have you done any reading around the subject?
• What academic skills do you have that makes you well suited to the course?
• Which type or examples of media have caught your attention?
• If the course you're applying for has practical elements, have you produced any media yourself? What did you use to create it?
• If you have a career path in mind, why did you choose it?
• How do you think this course will help you achieve your career aspirations?

See the UCAS website  for more advice on writing your personal statement.

After Trump assassination attempt, a reckoning over American political rhetoric

BUTLER, Pa. — A day after the shocking assassination attempt on former President Donald Trump at a campaign rally in Pennsylvania, the nation is left wondering whether the political polarization that has gripped the country has grown too severe.

Condolences and calls to turn down the rhetorical heat poured in from across the country and the world as leaders of all political stripes expressed shock and horror at the first shooting of a U.S. president since Ronald Reagan was nearly killed more than 40 years ago while leaving a hotel in Washington.

In a prime-time Oval Office address Sunday night, President Joe Biden urged Americans to "lower the temperature in our politics."

"While we may disagree, we are not enemies," Biden said during his approximately six minutes of remarks condemning the attempted assassination on his predecessor. "We're neighbors, we're friends, coworkers, citizens, and most importantly, we are fellow Americans. We must stand together."

The president said that he was “grateful” that Trump was doing well, and he expressed condolences for the rally attendee who was killed.

"A former president was shot, an American citizen killed while simply exercising his freedom to support the candidate of his choosing,” Biden said. “We cannot, we must not go down this road in America.”

“Disagreement is inevitable in American democracy,” Biden added later, emphasizing that politics should never turn into a “killing field.”

The president said that Americans should resolve disagreements at the ballot box, "not with bullets." He urged unity, adding, "We can do this."

“We’re all Americans, and we have to treat one another with dignity and respect,” House Speaker Mike Johnson said in an interview Sunday on NBC News’ “Weekend Today.” He went on to echo the blame that Trump allies are placing on Biden, who used the word “ bull’s-eye ” on a campaign call with donors last week.

“I mean, I know that he didn’t mean what is being implied there,” Johnson said Sunday about Biden’s comments, but added, “That kind of language on either side should be called out.”

Violence tends to beget more violence and experts fear the shooting will inflame, rather than calm, tensions heading into a presidential campaign whose stakes are seen as existential by both sides.

“This is a very dark moment in our history, and unfortunately this is very unlikely to be the end of political violence this election season,” said Jacob Ware, a research fellow at the Council on Foreign Relations who studies domestic and international terrorism. “A whole range of scenarios, from low-level vigilante violence to higher-profile assassination attempts, will likely characterize the next several months.”

Once violence becomes seen as a legitimate avenue to settle political scores, "it’s difficult to know how to reverse that development," Ware added.

Violent rhetoric has become a more familiar part of political campaigns in recent years, as has sometimes violent clashes between protesters, counter-protesters and police. But assassinations have not been seen in American politics for decades.

Trump, who was hit in the ear by a bullet, was released from the hospital Saturday night, while two spectators who were seriously injured remain hospitalized. Another spectator was killed .

The two injured rally attendees are in stable condition, according to the Pennsylvania State Police.

“In this moment, it is more important than ever that we stand United, and show our True Character as Americans, remaining Strong and Determined, and not allowing Evil to Win,” Trump wrote on the website Truth Social on Sunday morning.

Biden also urged unity during his Oval Office address and earlier remarks at the White House on Sunday.

"Here in America, while unity is the most elusive of all goals right now, nothing is more important for us now than standing together," Biden said Sunday night.

How the shooting unfolded

Witnesses at the rally described a chaotic scene in the moments after the shooting.

In the front row of the rally, attendees heard a series of pops and saw Secret Service agents jump on the stage. One, who identified herself as Erin, told NBC News that she saw blood on Trump’s ear. She did not fear for her own safety, she said. “We were only concerned about him,” she said, referring to Trump.

Investigators have yet to say how the shooter, identified by the FBI as 20-year-old Thomas Matthew Crooks of Bethel Park, Pennsylvania, was able to get close enough to shoot at Trump.

Police have also not suggested a motive for Crooks, who was killed by police moments after he opened fire. Voter registration records show that Crooks was a registered Republican, but so far, authorities have offered no political motivations for the shooting.

The FBI is investigating the attack as potential domestic terrorism and an assassination attempt, according to a statement, which noted that the investigation indicates that the shooter acted alone.

The FBI said that the suspect was "not known to the FBI prior to this incident." FBI Pittsburgh Special Agent in Charge Kevin Rojek said earlier that there were no indications that the suspect had mental health issues.

The weapon allegedly used by Crooks was found at the crime scene, Rojek said. The firearm was "purchased legally," according to the FBI.

The FBI said the bureau found "suspicious devices" in the suspect's home and vehicle. The devices were "rendered safe by bomb technicians and are being evaluated at the FBI Laboratory."

The FBI also obtained the shooter's phone for examination, according to the statement.

Some prominent Republicans pointed to Biden's rhetoric at the motivation before the shooter was even identified. Biden's allies pushed back, pointing to the number of times the sitting president has condemned political violence.

Experts cautioned to not jump to partisan conclusions about Crooks’ motive, noting that shooters often struggle with mental illness, which makes their motives unintelligible to the rest of the world. Reagan’s would-be assassin, John Hinckley, has said he was trying to impress actress Jodie Foster after being infatuated with her performance in the film Taxi Driver. The man who shot former Rep. Gabby Giffords,  Jared Loughner, was diagnosed with paranoid schizophrenia and his writings espoused what one scholar called a “ toxic jumble of left- and right-wing conspiracy theories, his sources ranging from Marx to Hitler to heavy metal.”

Anthony Guglielmi, chief of communications for the U.S. Secret Service, pushed back on assertions that Trump’s campaign had requested but been denied additional resources.

“There’s an untrue assertion that a member of the former President’s team requested additional security resources & that those were rebuffed,” he posted on X.

“This is absolutely false. In fact, we added protective resources & technology & capabilities as part of the increased campaign travel tempo.”

The chairman of the House Homeland Security Committee demanded answers from the Secret Service and their bosses at the Department of Homeland Security in a letter Sunday.

“The seriousness of this security failure and chilling moment in our nation’s history cannot be understated," Rep. Mark E. Green, R-Tenn., wrote in the letter. "Had the bullet’s trajectory been slightly different, the assassination attempt on President Trump might have succeeded."

A bipartisan group of House lawmakers quickly introduced a measure to enhance Secret Service protection for Trump and Biden, as well as grant it to independent presidential candidate Robert F. Kennedy, Jr., who has accused Biden of denying him official protection for political reasons. (The White House denied that, noting the Department of Homeland Security along with congressional leaders are responsible for such decisions.)

“Last night’s attempted assassination of former President Trump was a dark moment in our nation’s history. As reports continue to emerge, it’s clear that more protection is needed for all major candidates for president,"  New York Reps. Mike Lawler, a Republican, and Ritchie Torres, a Democrat, said in a joint statement.

House Homeland Security Committee Chair Mark Green, R-Tenn., held a call on Sunday with Secret Service Director Kimberly Cheatle, according to a committee spokesperson.

Campaign season thrown into turmoil

The assassination attempt has upended a presidential campaign that was already in the grips of tumult, as fellow Democrats called on Biden to step aside after a debate performance last month left many wondering about the 81-year-old's mental and physical fitness.

The Republican National Convention is set to begin Monday to formally nominate Trump.

Audrey Gibson-Cicchino, the Secret Service’s 2024 RNC coordinator, said during a Sunday press briefing that there are no changes to operational security plans for the convention.

Officials expressed confidence during the briefing that they are prepared for the convention, reiterating that it was already designated as a National Special Security Event, the highest federal security designation.

Still, Trump campaign officials advised staff to avoid the campaign's offices in Florida and Washington, D.C., until their security can be assessed.

“It’s sick. It’s sick. It’s one of the reasons we have to unite this country,” Biden said in remarks late Saturday night, before he was able to speak with Trump. “We cannot condone this.” 

First lady Jill Biden spoke over the phone with former first lady Melania Trump on Sunday, according to a White House official.

Former presidents Barack Obama, George W. Bush and Bill Clinton released similar statements condemning the attack and calling for unity, while foreign allies like new U.K. Prime Minister Keir Starmer said, “Political violence in any form has no place in our societies."

Democratic National Committee Chair Jaime Harrison had a "brief call" with Republican National Committee Chair Michael Whatley on Saturday, according to a DNC spokesperson.

During the call, Harrison offered "his thoughts and condolences" and emphasized "the Democratic Party’s continued opposition to any and all forms of political violence," according to the spokesperson.

Senate Minority Leader Mitch McConnell, R-Ky., told attendees at an RNC event that "we are not going to let this kind of hatred redefine this country," according to a spokesperson.

David Brown, a Trump supporter from Pittsburgh, told NBC News on Sunday that like many Americans, he feels political animosity has gotten out of hand.

"We really need to take a deep breath," Brown said. "I’m friends with a lot of Democrats, and they’re great people, but I think we need to realize that we’re demonizing each other too much... We need to look past that white noise, so to speak."

On the other side of the aisle, Panfilo DiCenzo, a 40-year-old reluctant Democratic voter, saw the shooting as "a symptom of our current state, politically, socially."

He pointed to political division and cultural and economic upheaval, saying it created "a lot of frustrated individuals.” 

Minyvonne Burke is a senior breaking news reporter for NBC News.

Alex Seitz-Wald is a senior political reporter for NBC News.

Megan Lebowitz is a politics reporter for NBC News.

Clinical Education PGCert

Year of entry 2024, masters study and funding online event.

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Course overview

This variant of Clinical Education PGCert is taught on campus and starts in September. For our Clinical Education PGCert (Online) January start, please visit here .

Our Clinical Education PGCert is an interprofessional programme designed to develop healthcare professionals into exceptional education practitioners. Our course provides a responsive, work-related and academically robust route for all healthcare practitioners who engage with teaching and learning. Irrespective of whether you're from a clinical settings or a Higher Education institution, this course will develop your understanding of the education and assessment pedagogies of the next generation of clinical practitioners.

Develop your skills and understanding of the core concepts of clinical education and learn from expert academics and clinicians from the Faculty of Medicine and Health and practitioners from NHS Trusts.

With us, you will:

Debate and discuss the central themes and issues in clinical education.

Make critical and creative connections between policy, educational theory and your own practice.

Our course is rooted in workplace learning, encouraging you to make critical and creative connections between your own – and your students’ – practice and theoretical perspectives on teaching, learning and assessment.

The course received Higher Education Academy accreditation at Level 2 of the Professional Standards Framework for Learning and Teaching in Higher Education in 2010. Recognition as a Fellow is available to all students who successfully complete the course.

A one-off fee is payable by students who do not hold a current teaching contract with a subscribing higher education institution. The course was successfully revalidated in 2023.

Course details

Our course has been designed with the needs of healthcare practitioners in mind. This means we’ll help you to critically analyse your own practice as a clinical educator. Throughout your studies, you’ll evaluate a range of educational theories and strategies in reference to teaching, learning and assessment in the clinical context and apply these ideas to the development of your own teaching practice.

There is direct observation of your teaching in practice, and regular opportunities for peer reviewing of your teaching practice (micro-teaching). There is a high level of support for academic skills development, both to help you to fulfil your potential on this course and promote your further development and progression. You will have an inspirational experience of research-led teaching, which you'll seek to emulate in your own clinical education context.

Learning & Teaching in the Clinical Context – This module adopts a practice-based and inter-professional approach to clinical education in the workplace and higher education institutions. We introduce the concept of learning and teaching as situated social practice and invite participants to explore their own learning and teaching experiences throughout the module.

The content of the module includes analysis of various ways of designing sessions, courses or programmes, the introduction and evaluation of a range of learning and teaching strategies, including discussion of the educational theories which underpin them and opportunities to apply this knowledge in practical exercises.

We encourage students to integrate the skills and knowledge introduced during the module into their practice as educators, and support their development as advocates for learning across, as well as within, their own clinical profession.

Assessment & Evaluation in the Clinical Context – This module adopts a practice-based and inter-professional approach to the assessment and evaluation of clinical education in the workplace and higher education institutions.

Participants are encouraged to draw on and present their own experience as learning opportunities throughout the module. The content of the module includes introducing the principles of good practice in assessment, the evaluation of a range of assessment strategies, critical analysis of current research into assessment and opportunities to apply this knowledge in practical exercises. We encourage students to integrate the skills and knowledge introduced during the module into their practice.

Observation of Teaching

The observation of teaching is central to your success on the Clinical Education PGCert course. It is an opportunity for you to bring together all the ideas and learning encountered through the course and to demonstrate your understanding of the Higher Education Academy UK Professional Standards Framework for teaching and supporting learners in higher education. It provides an opportunity to develop and try out new perspectives and approaches to learning, teaching and assessment with the support and guidance of your tutor. The purpose of observing your teaching is to engage you in a reflective, developmental process that enables you to consider your teaching and professional practice and identify ways in which it can be developed.

Dates for Taught Units September 2024

Please note that we offer a fully online Clinical Education PG Cert for UK or international applicants. Details can be found on our online Clinical Education PG Cert course page.

Learning and Teaching in the Clinical Context

Unit 1 – October 2024 (4 days)

Unit 2 – November 2024 (3 days)

Assessment & Evaluation in the Clinical Context

Unit 1 – February 2025 (3 days)

Unit 2 - March 2025 (3 days)

Please contact the clinical education team on [email protected] should you have any queries. The academic team can provide advice on attendance concerns. The teaching blocks will be taught at the University of Leeds campus with online enhancements.

Course structure

The list shown below represents typical modules/components studied and may change from time to time. Read more in our terms and conditions.

For more information and a full list of typical modules available on this course, please read Clinical Education PGCert in the course catalogue

Year 1 compulsory modules

Learning and teaching

Demonstrating our philosophy of interprofessional education, you will be taught by expert academics and clinicians from the Faculty of Medicine and Health and practitioners from NHS Trusts. Learning and teaching emphasises participative, learner-centred and active learning approaches and introduces you to a range of learning and teaching modes and strategies.

Our learning approaches include seminars, tutorials, enquiry-based learning, peer learning and assessment, collaborative learning, peer and tutor assessed micro-teaching and observed teaching in practice.

Fellowship of the Higher Education Academy

Claim for Recognition: If you successfully complete the Clinical Education PGCert, you are eligible to apply for Fellowship of the Higher Education Academy.

On this course you’ll be taught by our expert academics, from lecturers through to professors. You may also be taught by industry professionals with years of experience, as well as trained postgraduate researchers, connecting you to some of the brightest minds on campus.

The Learning and Teaching in the Clinical Context module is assessed by an essay (3000 words), an observation of your teaching practice and a reflective case study (3000 words).

The Assessment & Evaluation module is assessed by an essay (3000 words) and a reflective case study of your assessment practice. (3000 words).

You will be required to complete each module and associated coursework successfully before proceeding to the next module.

Entry requirements

A bachelor (hons) degree 2.2 or above in a health-related subject.

A minimum of two years’ experience (or part-time equivalent) in practice. Involvement in education and training in current role.

Non-standard entry application routes are considered on a case-by-case basis.

Entry on the appropriate professional register. It is expected that applicants will be a member of the relevant professional body. Referees must therefore include a statement indicating whether or not the applicant is a member of a professional body.

International students

Due to the nature of teaching on this programme, this programme is not available to study by applicants who are resident outside the UK. We do offer a fully online Clinical Education PG Cert for UK or international applicants. Details can be found on the course page .

English language requirements

IELTS 7.0 overall, with no less than 6.5 in any component. .

How to apply

The application deadline is 12 July 2024.

Application deadlines may differ dependent on application pathway. Places are limited and, where necessary (for example, due to unprecedented demand), the University reserves the right to amend application deadlines, which may inlude closing applications early.

Applications are reviewed and places offered to those who meet entry requirements as they are submitted. If the course is full you may be offered a place on a PgCert Clinical Education programme pathway should it be running in the next academic year.

The ‘Apply’ link at the top of this page takes you to information on applying for taught programmes and to the University's online application system.

If you're unsure about the application process, contact the admissions team for help.

Documents and information you MUST include as part of your application:

A letter of support from your manager at the workplace you will be based at during your Clinical Education programme studies. The letter needs to confirm that you are and will be engaged in teaching in your workplace as part of your role and that you will be given sufficient teaching time to meet the assessment requirements for the course. Additionally, the referee needs to confirm whether you are currently on a professional register relevant to your clinical practice and provide details of this. The reference should be provided on a headed document with either a stamp from the institution or an electronic signature.

A personal statement (minimum one paragraph) – outlining your reasons for wishing to undertake the course, details of relevant experience and how you will be able to satisfy the teaching requirements for the assessment. You should demonstrate through the supporting statement how the course will be of direct benefit to your personal and professional development.

• Sponsorship/funding confirmation letter, where applicable. Find more information about sponsorship here .
• Applicants must upload a copy of their academic certificates upon submission of their application.

Admissions policy

School of Medicine Taught Postgraduate Policy 2024

This course is taught by

School of Medicine

School of Medicine Postgraduate Admissions

Email: [email protected] Telephone:

UK: £4,500 (Total)

International: £10,333 (Total)

Residential accommodation and travel is not included in the course fees.

Read more about paying fees and charges .

Additional cost information

The taught sessions are located on campus and you will be required to travel independently to the venue; details will be sent out after registration.

There may be additional costs related to your course or programme of study, or related to being a student at the University of Leeds. Read more on our living costs and budgeting page .

Scholarships and financial support

If you have the talent and drive, we want you to be able to study with us, whatever your financial circumstances. There may be help for students in the form of loans and non-repayable grants from the University and from the government.  Find out more at Masters funding overview .

Career opportunities

Our graduates have gone on to gain promotion within the area of education and training in their professional fields.

Others have progressed to further study for the Clinical Education MEd or doctoral study.

Careers support

Studying in the School of Medicine at Leeds is an amazing opportunity, but we know that the cost can be difficult for many people to meet. If you are keen to join us, a range of funding opportunities are available.

We encourage you to prepare for your career from day one. That’s one of the reasons Leeds graduates are so sought after by employers.

The Careers Centre and staff in your faculty provide a range of help and advice to help you plan your career and make well-informed decisions along the way, even after you graduate. Find out more about Careers support .

Related courses

Clinical education med (part time), clinical education pgdip (part time), clinical education pgcert (part time).

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• Direct-to-consumer telemedicine: navigating the implications for quality and safety of care
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• http://orcid.org/0000-0002-7107-7211 Ana Luisa Neves
• Department of Primary Care and Public Health , Imperial College London , London , UK
• Correspondence to Dr Ana Luisa Neves, Department of Primary Care and Public Health, Imperial College London, London, UK; ana.luisa.neves14{at}imperial.ac.uk

https://doi.org/10.1136/bmjqs-2024-017374

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• Safety culture
• Patient safety
• Implementation science

Patients are increasingly seeking more accessible, simpler and more streamlined experiences across healthcare. These evolving expectations offer healthcare providers new opportunities to engage with service users, through a growing wave of direct-to-consumer care solutions. The advent of home diagnostics, online pharmacies and, importantly, telemedicine are some key examples of this emerging trend. 1 2

By enhancing accessibility, enabling timely care and improving patient engagement, telemedicine holds the potential to significantly improve health outcomes and, potentially, the overall efficiency of healthcare delivery. 3 In particular, direct-to-consumer telemedicine allows users to independently initiate medical services remotely. By bypassing traditional intermediaries such as referral clinicians or facilitators, users can establish a direct engagement with healthcare providers via text messaging, video or telephone calls. Despite the advancements in telemedicine adoption during the pandemic, 4 its impacts on the various dimensions of quality, as defined by the Institute of Medicine 5 (ie, patient-centredness, effectiveness, efficiency, timeliness, safety and equity), remain largely unexplored.

The study by Zeng et al 6 in this issue of BMJ Quality & Safety makes a valuable contribution to this knowledge gap, by assessing the quality of direct-to-consumer telemedicine services in China. As explained in the paper, direct-to-consumer telemedicine services in China are mainly provided through two models: hospital sponsored (ie, linked to single physical hospitals and primarily using in-house staff) and enterprise sponsored (ie, supported by larger corporations and providing access to a wider network of providers). Specifically, this study compared the impact of the two main models on five of the six domains of quality of care: patient-centredness, effectiveness, efficiency, timeliness and safety. To this end, the authors employed trained individuals to act as standardised patients in announced encounters with telemedicine services. These individuals consistently portrayed 10 specific medical conditions (ie, diabetes, asthma, common cold, gastritis, angina, low back pain, childhood diarrhoea, childhood dermatitis, stress urinary incontinence and postpartum depression) in a total of 170 encounters (52 on enterprise-sponsored platforms, and 118 on hospital-sponsored platforms). The results offer preliminary insights with significant implications for the future adoption and scaling up of telemedicine and of direct-to-consumer telemedicine services in particular.

First, the analysis highlights a low overall correct diagnosis rate of 50%—and low adherence to published guidelines for consultation (15%) and management decisions (30%). Diagnostic errors have a substantial burden globally, with one study estimating that about 5% of US adult patients experience diagnostic errors in outpatient settings every year. 7 Similarly, a retrospective medical record review of 21 practices in North West England reported a possible, likely or certain missed diagnostic opportunity in 4.3% of the consultations evaluated. 8 These findings need to be analysed from a ‘systems thinking’ perspective, as diagnostic errors often reflect healthcare system complexities and vulnerabilities and typically have multiple ‘root causes’ that go beyond the actual service delivery model. 7 Additionally, although the findings of this study by Zeng et al raise important concerns about misdiagnosis rates in direct-to-consumer telemedicine, it is equally important to consider how these values compare with usual care in the same context. Rigorous research should compare the incidence and epidemiology of diagnostic error in similar services delivered through a face-to-face versus direct-to-consumer telemedicine consultation, as well as to understand the role of contributory factors and whether these differ between these service delivery models. 9

Second, the authors highlight concerns about the timeliness of direct-to-consumer telemedicine services, with an initial mean response time of 3 hours and 47 min, and an overall mean interaction time of 12 hours and 19 min. The authors suggest these results could be explained by the fact that direct-to-consumer telemedicine in China operates asynchronously. As for misdiagnosis rates, it would also be important to benchmark these values against face-to-face care and non-direct-to-consumer telemedicine platforms. These findings also call for a careful examination of the system’s ability to triage urgent requests, as well as of the processes and strategies in place to ensure their prioritisation. Importantly, further research should address the ethical and legal implications of these aspects for those receiving and providing care.

Further explorations about the appropriateness and safety of response timings and communication patterns, which may (and likely will) vary according to the clinical characteristics of the clinical encounters, should also be considered. With the advent of artificial intelligence-based approaches in healthcare, 10 11 there is an emerging opportunity to leverage data for risk stratification and improved diagnosis, thus embedding data-driven insights and decision support tools in telemedicine platforms to ensure that those in greatest need receive timely care.

Third, when comparing the models, the authors found that enterprise-sponsored platforms outperformed hospital-sponsored platforms in terms of accessibility, response time and case management. Such differences between the two direct-to-consumer telemedicine models warrant further research: what are the underlying factors driving this variation? Are they structural (ie, resource, capacity) or process related (ie, workflows, patient pathways)? A broader contextual analysis is necessary to comprehend these variations. For example, performing a PESTLE (Political, Economic, Social, Technological, Legal and Environment) analysis 12 of the implementation process could provide more nuanced insights on the drivers for variation, as well as expose opportunities for cross-learning.

While relevant from both a clinical and policy perspective, the findings from the study of Zeng et al are based on only 10 different clinical cases, each representing a specific medical condition. This limited scope may not adequately capture the complexity and variety of presentations seen in a real-world setting. Additionally, while the Institute of Medicine’s framework 5 describes quality across six domains (ie, patient-centredness, effectiveness, efficiency, safety, timeliness and equity), the last domain was not assessed in this study. Digital innovation carries a well-recognised, inherent risk of perpetuating existing inequities for those who might lack access, knowledge or skills to fully embrace the potential of these innovations. 13 Future research should prioritise incorporation of these equity considerations into the scenarios evaluated. Leveraging real-world data could provide additional insights to address the digital divide and ensure that telemedicine interventions benefit all segments of the population equitably.

Moreover, the combination of a direct-to-consumer approach and use of telemedicine as a service delivery model introduces additional complexities to the interpretation of these results. The effects documented in this paper may be partially influenced by the enhanced access provided through a direct-to-consumer route—an influence that might be less pronounced in a telemedicine model that includes traditional intermediaries, such as gatekeepers or referral organisers. An alternative approach to disentangle these different aspects could, for example, involve a three-arm randomised controlled trial comparing face-to-face care, telemedicine with traditional intermediaries and direct-to-consumer telemedicine.

While this study provides a valuable preliminary assessment of the impact of direct-to-consumer telemedicine, the findings call for a more comprehensive evaluation of the safety implications of such solutions. Specific recommendations to further advance this research field could include:

Augmenting the spectrum of metrics considered, including the impact on the wider healthcare system (eg, spillover effects such as costs resulting from follow-up consultations, subsequent admissions and emergency department use).

Using mixed methodologies to gain more nuanced insights, particularly to gain deeper understanding on the impacts on patient-centredness and equity of care.

Leveraging the power of routinely collected healthcare data for impact assessment.

Altogether, these strategies will not only help in mitigating potential unintended safety consequences for patients but, critically, support the intended goal of delivering high-quality and equitable telemedicine services across the continuum of care.

Ethics statements

Patient consent for publication.

Not applicable.

Ethics approval

• Wittman SR ,
• Hoberman A ,
• Mehrotra A , et al
• Campbell K ,
• Greenfield G ,
• Li E , et al
• Jimenez G , et al
• Institute of Medicine (US)Committee on Quality of Health Care in America
• Cai Y , et al
• Meyer AND ,
• Cheraghi-Sohi S ,
• Holland F ,
• Singh H , et al
• Schiff GD ,
• Sumodhee D ,
• Brandao-de-Resende C , et al
• Ge H , et al
• Adedinsewo D ,
• Sokumbi O , et al

X @ana_luisa_neves

Contributors Single contribution.

Funding ALN is funded by the National Institute for Health and Care Research (NIHR) Applied Research Collaboration Northwest London (ARC NWL), and NIHR North West London Patient Safety Research Collaboration, with infrastructure support from Imperial NIHR Biomedical Research Centre.

Competing interests None declared.

Provenance and peer review Commissioned; internally peer reviewed.

Linked Articles

• Short report Assessing quality of direct-to-consumer telemedicine in China: a cross-sectional study using unannounced standardised patients Zhen Zeng Dong (Roman) Xu Yiyuan Cai Wenjie Gong BMJ Quality & Safety 2024; - Published Online First: 30 Apr 2024. doi: 10.1136/bmjqs-2024-017072

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Medicine Personal Statement Example 1

This Medicine Personal Statement was successful for Imperial, UCL, QMUL and King's.

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Have a look at this successful Medicine Personal Statement example for inspiration to help you plan and structure your Personal Statement .

Medicine excites me; it is full of unanswered questions, unsolved problems and potential for growth. It is a limitless field, exploring everything from our biochemistry to our birth and death. Ultimately, however, the relationship between doctor, patient and community alongside the academic inquiry cements my passion for medicine.

My experience volunteering with St John Ambulance over the past 4 years means that I have had to build my own relationships with patients. Over time, I have become more confident and more relaxed about having – sometimes intimate – conversations with patients. For example, one long conversation allowed me to differentiate between heat exhaustion and an undiagnosed stomach ulcer, and another led to the discovery that a young woman’s unusual bruising was from her job as a beekeeper.

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Again, the importance of communication in medicine was echoed in a work experience placement with the Northern Medical Centre, a central London GP practice . The doctor I was shadowing had to talk to her patient in Mandarin while simultaneously typing patient notes in English. I observed the real barriers to successful medical practice in a multicultural community and learnt that the most effective solutions were aided by discussions with patients, who already knew what wasn’t working and what might help. I found it fascinating to see how simple changes, such as inviting multiple family members to consultations, could make a big difference. I was interested to see how this was formalised by medical behavioural economics, which investigates how ‘nudges’ can significantly improve clinical outcomes.

During a hospital placement in gastroenterology at UCLH, I was able to see medical decision-making for myself in an MDT. I was impressed by the efforts of consultants to utilise the diverse skills in the room, using the meeting as an opportunity to liaise with multiple specialists. I was surprised to see that many patients had multiple unrelated conditions that straddled many medical disciplines. There is, I realised, growing room for new specialities on the cutting edge of medicine – one doctor I spoke with had effectively created their job as a consultant neurogastroenterologist. The connections between such disparate fields of medicine and how they come together to help and treat patients intrigue me.

My curiosity piqued, I then went on to look into the gut-brain axis in more depth. I was particularly fascinated by the aetiology of depression, in which gut microflora seem to play a potentially significant role. I particularly enjoyed ‘The Second Brain’, which gave me a deeper understanding of the enteric nervous system, helping me to understand how the gut can have such devastating effects on mental and physical health, and vice versa. This interplay between biological and psychological factors in disease is, for me, one of the most fascinating relationships in medicine. It is one of medicine’s current frontiers, with incredible potential for new discoveries that will improve patients’ lives.

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I have also found that an understanding of my own psychology is valuable. Working long shifts with SJA has shown me how difficult it can be to recognise how tired or stressed you really are, especially when exhausted. Taking breaks and truly relaxing is important for me. Through my rowing and coxing I can unwind and forget everything but the river. I am very protective of my rowing and reading time. I also try to keep the words of the poet Horace in mind: ‘carpe diem, quam minimum credula postero’. 

Medicine is a dynamic, compelling and caring field that I cannot wait to be a part of. I can think of no other ancient practice that has been so changed by modern life, and which is yet rooted in the same principles of kindness, competence and respect. I sincerely and eagerly look forward to following in this tradition.

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