Medicine

Additional information

UCAT results are used to select students invited to interview and to rank our post-interview waiting list.

UCAT scores do not need to be included on your UCAS application as we will be informed of your scores directly by Pearsons and UCAS. Please ensure that the name you use to register for UCAT is the same as that used on your UCAS form so results can be matched. We will also be informed of applicants who are exempt from the test or subject to special arrangements.

Historic Overall UKCAT scores

For reference purposes only, we have detailed the overall scores we have required in previous years.

• Registration opens: 1 May 2019

• Testing begins: 1 July 2019

• Registration and online booking closes: 18 September 2019 at 5pm

• Final booking deadline: 1 October 2019 at midday

• Last testing date: 2 October 2019   

• UCAS application deadline: 15 October 2019

Test preparation

UKCAT has developed practice tests and a toolkit to support your test preparation.

View the information on the UKCAT Candidate Preparation Toolkit page.

Details of the exam and register to sit the test can be found on the UKCAT website

You will be required to demonstrate insight into Medicine through relevant work/voluntary experience at interview. You must also provide references for each piece of work/relevant experience you intend to present at interview. Undertaking relevant work experience and gaining insight from such activities helps you to decide whether Medicine is the right choice for you. We expect applicants to have a combination of experience in both healthcare and non-healthcare settings. You should be able to demonstrate why these experiences are relevant to an application for Medicine. Such experience could include, but is not limited to, participation in the following:

• paid/unpaid voluntary placements

• school, college or university societies

• full or part-time employment

• the Guides, Scouts, Red Cross or similar organisations.

• shadowing a healthcare professional

• gap year experience

• caring for a sick relative or first-hand experience of illness.

It is good to have a broad range of experiences in a variety of settings, including hands-on healthcare experience where possible, in order to gain insight into different aspects of skills and qualities needed by a medical student.
 
As a result, you should be able to:

• demonstrate knowledge of your own abilities and limitations

• explain what you have learned and what you have contributed.

We expect you to demonstrate insight into transferable skills such as communication, patience, accuracy, teamwork, leadership and perseverance. You will also need to be able to relate those to your application for Medicine.  Evidence that you have made a consistent effort to participate in such experience as a regular commitment is preferred.If invited to interview, you will be required to provide references for any formal work experience you have carried out within the last two years. This is not a character reference and should only state dates, hours worked and duties undertaken.

For more information about work experience, read the Medical Schools Council's guidance for medicine applicants.

If you studied but did not complete medicine at an alternative university and are re-applying on the basis of A Levels, please provide formal evidence as to why you withdrew from medicine studies previously. Applicants will be reviewed on a case by case basis; however, we're not able to consider individuals who were suspended from previous medicine studies due to fitness to practice issues or failure in assessments/examinations.

Similarly, candidates who are currently enrolled on a degree (or have already been awarded a degree) cannot be considered for this course. These applicants are invited to apply to our graduate entry medicine course.

Typical year one clinical sciences learning week

Selecting the option to study an intercalated BSc allows you to advance your coverage of a variety of topics and undertake in-depth research, resulting in the award of a Bachelor of Science degree (with Honours). You are supervised by academic and research staff in individual research laboratories. Entry is competitive and selection is based on academic results.

A number of opportunities are also available for students who wish to intercalate at an alternative institution.

A wide range of BSc modules is available, below are some examples:

• Diagnostic Microbiology

• Clinically Applied Musculoskeletal Anatomy

• Science of Reproduction

• Cloning, Stem Cell Research and Regenerative Medicine

• Behavioural Medicine

• Therapeutics: protein to patient.

The course is structured across five years. The first two years (clinical science years) provide a thorough understanding of clinical science and first-hand clinical experience through a range of placements, giving you an insight into the patient journey and the role of multidisciplinary teams.

At the start of year three (T year) you will begin your transition from clinical science to clinical practice. You will undertake three five-week clinical attachments (medicine, general practice and surgery) interspersed with problem-based learning and lectures to consolidate and maximise the learning from your clinical experience.

In your fourth year (P year) you will rotate between 10-week clinical attachments in four specialities:

• surgery and surgical specialities

• medicine and medical specialties

• paediatrics, obstetrics and gynaecology

• neurology and psychiatry.

In your final year (F year) you will deepen your understanding of different areas of clinical practice through a series of assistantships where you shadow junior doctors and understand the role for which you are preparing. In this year you can also arrange to undertake elective study anywhere in the world.

We utilise a variety of teaching styles to encourage learning including:

• lectures

• expert tutorials

• clinical and communication skills sessions

• demonstrator-led anatomy teaching using whole-body prosections in the Dissecting Room

• directed self-learning

• student-selected special study

• independent study.

Case-based learning

Each week begins and ends with a tutorial based on a clinical scenario. By applying the taught theory to a clinical context, both your critical skills and learning techniques develop.

Problem-based learning

Given a clinical problem, you use self-directed research to make a diagnosis and suggest an appropriate course of action. Problem-based learning encourages learning in context, self-motivation and deep, rather than surface understanding.

Teaching takes place on our shared site in Tooting. It is supplemented by general practice attachments in London and hospital attachments throughout south London and south-east England, including:

• St George’s University Hospitals NHS Foundation Trust, London

• Epsom and St Helier NHS Trust, Carshalton, London

• Kingston Hospital NHS Trust, Kingston, Surrey

• Croydon Health Sciences NHS Trust, Croydon, London

• South West London and St George’s Mental Health Trust.

The emphasis is on regular formative and summative assessments with detailed feedback throughout.

Assessment methods include:

• short answer questions

• single best answer

• clinical cases – for example, mini-CEX (Clinical Evaluation Exercise), Direct observations of Practical Procedures (DOPS), Case Based Discussion (CBD).

You will also be assessed with Objective Structured Practical Examinations in the Dissecting Room, and Objective Structured Clinical Examinations (OSCEs) where you perform a set of structured tasks, which can include practical procedures, interviewing skills and examination of patients.

You will be assessed in three domains:

• doctor as practitioner: through objective structured clinical examinations (OSCE)

• doctor as scientist: through year-end knowledge tests

• doctor as professional: through longitudinal professional assessment, attendance and case analysis project.

Find out how this course is structured and assessed on the Unistats website.

The GMC is in the process of implementing a national Medical Licensing Assessment (MLA) that all UK medical graduates will need to pass in order to be granted registration with a licence to practise. Currently, indicative timelines suggest this will be applicable to students graduating in 2023 and beyond.

The format and details of the assessment are yet to be decided while the GMC is in consultation with all UK medical schools. However, it is not envisaged that the type or amount of assessment is likely to be significantly different from the existing assessments students undertake in their final year of Medicine. 

You can read more information on the GMC website.

• International applicants must provide a full syllabus/transcript of the subjects they have completed up to year 12 (or equivalent).

• Students from outside the EU/EEA/Switzerland will need a Tier 4 visa to study in the UK.

Read our visa and immigration advice.

After making an application, shortlisted candidates will be invited to a Multiple Mini Interview (MMI).

Multiple Mini Interview (held December to March)

An MMI combines traditional-style questions with task-based activities. The interview consists of eight activities each lasting five minutes (40 minutes in total).

This interview format provides a high level of interaction between you and the interviewer. It gives you a chance to demonstrate more than just a taught knowledge of your chosen field of science.

MMIs are a better predictor of academic performance and professional behaviour than traditional panel interviews. This format also allows us to assess more candidates in a shorter period of time, which means you will get the results of sooner.

Visit Taste of Medicine (Scrubbing Up section) for more advice on preparing for interviews.

Learn more about how to ace your MMI.

We define extenuating circumstances as unforeseen and outside of an applicant’s control. The circumstances must demonstrate that there has been a substantial, serious impact on your academic studies and results.

For example, such circumstances would include: health and personal problems, disability or difficulties with schooling. Whilst St George’s is keen to widen participation for particular groups, we are required to ensure that you as an applicant can cope with the rigours of, and are suited to, the programme you apply for.

Please note that we cannot consider extenuating circumstances in regards to UCAT scores.

Who can complete the form?

You will need to ask a representative or teacher at your school, college or university to complete the Extenuating Circumstances Form for Applicants (please note that this form is only for use by applicants and not current St George's students).

If your school or college is unaware of your circumstances, the form can be completed by another official such as a GP or social worker. Forms completed by family members unfortunately cannot be considered.

How and when the form needs to be submitted

The form needs to be completed and submitted by a representative or teacher at your school or college or university within 15 working days of you submitting your application form (UCAS or direct applications)

Please send the form to admissions@sgul.ac.uk

For medicine MBBS5 (A100) and medicine MBBS graduate entry (A101) - the form must be received no later than the 1^st November in the year of application.

For all other healthcare courses - the form should be received no later than 1 March (in the year of entry).

What else you need to include

It should include any information that is relevant to the application and the circumstances. Formal supporting documentation (e.g. from a GP) can also be attached. This will ensure that the Admissions Tutors are able to accurately assess the circumstances in context with the academic record.

Notes for schools/colleges/universities

When considering endorsing an applicant’s circumstances, please note the following points.

1. Appropriate circumstances would be serious, acute or chronic illness since the age of 14 or recently diagnosed illness (for example, depression) that has led to significant educational disruption.

2. Significant caring responsibilities or a recent bereavement or serious illness of an immediate family member.

3. Serious disruption of educational provision at their school/college/university.