HomeMedical EducationMedical SchoolHow do the post-graduation outcomes of students from gateway courses compare to...

How do the post-graduation outcomes of students from gateway courses compare to those from standard entry medicine courses at the same medical schools? – BMC Medical Education


  • Griffin B, Hu W. The interaction of socio-economic status and gender in widening participation in medicine. Med Educ. 2015;49:103–13.

    Article 

    Google Scholar
     

  • Buchman S, Woollard R, Meili R, Goel R. Practising social accountability: From theory to action. Can Fam Physician. 2016;62:15–8.


    Google Scholar
     

  • Milburn A, Shephard G, Attwood T, Carrie AM, Cleal P, Gregg P, Johnston D, Guy C, Hamilton D, Williams C. State of the Nation 2013: social mobility and child poverty in Great Britain. Social Mobility & Child Poverty (SMCP) Commission. 2013.

  • Weetman T. The selecting for excellence executive group. Selecting for Excellence Final Report. London; 2014.

  • Medical Schools Council. Medical Schools Council. Entry requirements for UK medical schools 2020.

  • Connell-Smith A, Hubble S. Widening participation strategy in higher education in England. London; 2018.

  • Anthony BF, Surgey A, Hiscock J, Williams NH, Charles JM. General medical services by non-medical health professionals: a systematic quantitative review of economic evaluations in primary care. Br J Gen Pract. 2019;69:e304–13.

    Article 

    Google Scholar
     

  • Dueñas AN, Tiffin PA, Finn GM. Understanding gateway to medicine programmes. Clinical Teacher. 2021;18:558–64.

    Article 

    Google Scholar
     

  • Dueñas AN, Tiffin PA, Finn GM. Understanding gateway to medicine programmes. Clin Teach. 2021;18:558–64.

    Article 

    Google Scholar
     

  • Curtis S, Smith D. A comparison of undergraduate outcomes for students from gateway courses and standard entry medicine courses. BMC Med Educ. 2020;20:4.

    Article 

    Google Scholar
     

  • Patterson R, Price J. Widening participation in medicine: what, why and how? MedEdPublish. 2017;6.

  • Selection Alliance. Entry requirements for UK medical schools: 2022 Entry. [Online]. 2021;:1–189.

  • Garrud P. Entry requirements for UK medical schools: 2018 entry Standard Entry Medicine. 2018.

  • Garlick PB, Brown G. Widening participation in medicine. BMJ. 2008;336:1111–3.

    Article 

    Google Scholar
     

  • Beedham C, Diston A, Cottrell D, Drew C. Widening participation in medicine: the bradford leeds partnership. Clin Teach. 2006;3:158–62.

    Article 

    Google Scholar
     

  • Krstić C, Krstić L, Tulloch A, Agius S, Warren A, Doody GA. The experience of widening participation students in undergraduate medical education in the UK: A qualitative systematic review. Med Teach. 2021;43:1044–53.

    Article 

    Google Scholar
     

  • NHS England. General practice forward view. 2016.

  • Dowell J, Norbury M, Steven K, Guthrie B. Widening access to medicine may improve general practitioner recruitment in deprived and rural communities: survey of GP origins and current place of work. BMC Med Educ. 2015;15:1–7.

    Article 

    Google Scholar
     

  • Smith DT, Tiffin PA. Evaluating the validity of the selection measures used for the UK’s foundation medical training programme: a national cohort study. BMJ Open. 2018;8: e021918.

    Article 

    Google Scholar
     

  • ARCP – UK Foundation Programme. https://foundationprogramme.nhs.uk/curriculum/arcp/. Accessed 17 Sept 2021.

  • Conference of Postgraduate Medical Deans. A Reference Guide for Postgraduate Foundation and Specialty Training in the UK The Gold Guide 8th edition incorporating the “Purple Guide” for foundation training version: 2019 A Reference Guide for Postgraduate Foundation and Specialty Training in the UK. 2020.

  • Specialty Training > Recruitment. https://specialtytraining.hee.nhs.uk/Recruitment/Application-guidance]. Accessed 20 Feb 2022.

  • Viney R, Rich A, Needleman S, Griffin A, Woolf K. The validity of the annual review of competence progression: a qualitative interview study of the perceptions of junior doctors and their trainers. J R Soc Med. 2017;110:110–7.

    Article 

    Google Scholar
     

  • Holsgrove G. Guide to postgraduate exams: Royal College exams. Br J Hosp Med. 1992;48:188–92.


    Google Scholar
     

  • Mapara R, Munro C, Ajekigbe M, McLachlan G. Sexism, racism, and homophobia at the Royal College of Surgeons of England. BMJ. 2021;373:998.

    Article 

    Google Scholar
     

  • Norcini JJ, Boulet JR, Opalek A, Dauphinee WD. The relationship between licensing examination performance and the outcomes of care by international medical school graduates. Acad Med. 2014;89:1157–62.

    Article 

    Google Scholar
     

  • Hutchinson L, Aitken P, Hayes T. Are medical postgraduate certification processes valid? a systematic review of the published evidence. Med Educ. 2002;36:73–91.

    Article 

    Google Scholar
     

  • Esmail A, Everington S. Eradicating ethnic disadvantage in medical education and regulation. BMJ. 2021;374: n1725.

    Article 

    Google Scholar
     

  • Woolf K, Potts HWW, McManus IC. Ethnicity and academic performance in UK trained doctors and medical students: systematic review and meta-analysis. BMJ. 2011;342:584.

    Article 

    Google Scholar
     

  • Adeleke S, Gao C. COVID-19 and its impact on the clinical specialty training recruitment process: lessons learned and the shape of future specialty recruitment in the UK. J R Soc Med. 2021;114:323–6.

    Article 

    Google Scholar
     

  • The educational backgrounds of Britain’s leading people. 2019.

  • Rodriguez-Santana I, Chalkley M. The socioeconomic and demographic characteristics of United Kingdom Junior Doctors in training across specialities. Discussion
    Paper. CHE Research Paper. York: Centre for Health Economics, University of York; 2015.

  • 2013 Competition ratios | Medical Education Hub. https://medical.hee.nhs.uk/medical-training-recruitment/medical-specialty-training/competition-ratios/2013-competition-ratios. Accessed 11 Dec 2022.

  • Rich A, Viney R, Needleman S, Griffin A, Woolf K. ‘You can’t be a person and a doctor’: the work–life balance of doctors in training—a qualitative study. BMJ Open. 2016;6: e013897.

    Article 

    Google Scholar
     

  • Lowe C. GP recruitment crisis: the importance of widening participation. Br J Gen Pract. 2019;69:519–20.

    Article 

    Google Scholar
     

  • Tasker F, Dacombe AP, Goddard AF, Burr B. Improving core medical training – innovative and feasible ideas to better training. MEDICAL TRAINEES Clinical Medicine. 2014;14:612–9.


    Google Scholar
     

  • Progression reports – GMC. https://www.gmc-uk.org/education/how-we-quality-assure/royal-colleges-and-faculties/progression-reports. Accessed 27 Feb 2022.

  • Kumwenda B, Cleland J, Prescott G, Walker K, Johnston P. Relationship between sociodemographic factors and specialty destination of UK trainee doctors: a national cohort study. BMJ Open. 2019;9: e026961.

    Article 

    Google Scholar
     

  • Cooter R, Erdmann JB, Gonnella JS, Callahan CA, Hojat M, Xu G. Economic diversity in medical education: the relationship between students’ family income and academic performance, career choice, and student debt. Eval Health Prof. 2004;27:252–64.

    Article 

    Google Scholar
     

  • Cleland J, Prescott G, Walker K, Johnston P, Kumwenda B. Are there differences between those doctors who apply for a training post in foundation year 2 and those who take time out of the training pathway? A UK multicohort study BMJ Open. 2019;9: e032021.

    Article 

    Google Scholar
     

  • Rizwan Ahmed
    Rizwan Ahmed
    AuditStudent.com, founded by Rizwan Ahmed, is an educational platform dedicated to empowering students and professionals in the all fields of life. Discover comprehensive resources and expert guidance to excel in the dynamic education industry.
    RELATED ARTICLES

    LEAVE A REPLY

    Please enter your comment!
    Please enter your name here

    Most Popular

    Recent Comments