Medicine

Duration

Five years, full time (or six with Intercalated BSc)

Application Deadline

29 October 2020

Location

St George's, University of London

UCAS Code

A100, institution code S49

Start dates

September 2021

Apply via UCAS

Overview

Clinically focused and patient-centred, our five-year undergraduate degree will equip you with essential knowledge, understanding, skills and attitudes to practice medicine competently and professionally.

Your hands-on learning starts with practical classes in our pathology labs, anatomy and dissection rooms, alongside GP and community visits. Over the course of studies, you’ll participate in a comprehensive series of clinical placements in medicine, surgery, general practice, senior health, paediatrics, obstetrics and gynaecology, psychiatry and diagnostics such as radiology, as well as other specialities.

On successful completion, you’ll be granted the primary medical qualification – the Bachelor of Medicine, Bachelor of Surgery (MBBS) – eligible to register with the General Medical Council (GMC) and begin its Foundation Programme.

Established in 1752, St George’s, University of London is the UK’s specialist health university, and we are the only UK university to share our campus with a major teaching hospital, St George’s University Hospitals NHS Foundation Trust, which is both on the clinical frontline for a diverse local community and a centre of excellence for specialist conditions. You’ll study in a clinical setting with like-minded individuals, mixing with the many different healthcare professionals you will go on to work alongside throughout your career.

Read more information about our courses and university services terms and conditions.

Highlights

We offer two routes to obtain the MBBS: this undergraduate five-year degree and a four-year graduate entry programme for those who have already achieved a Bachelor’s or higher degree.
Contact with patients and clinical placements begins in your first year and over subsequent years spans the full range of disciplines – general practice, medicine, surgery, paediatrics, senior health, obstetrics and gynaecology, psychiatry and specialities, such as clinical oncology or
Cutting-edge facilities include our state-of-the-art laboratories, pathology museum and advanced patient simulation centre, which enables you to learn clinical skills and practise techniques in a safe environment.
Learn fundamentals of anatomy through demonstrator-led whole body prosection in our dedicated dissection room.
On graduation from either route, you will be eligible to apply for provisional registration with the GMC and license to practice in approved Foundation Year 1 posts.
Competitive opportunity to intercalate here at St George’s or at an alternative institution, spending an additional year of study on top of your Medicine degree to obtain an iBSc in a variety of related subjects.
St George’s, University of London is the UK’s specialist health university and the only UK university to share our campus with a major teaching hospital providing a unique opportunity to study and work alongside the full range of clinical professionals boosting your multidisciplinary understanding and context.
Teaching is informed by our world-class research which informs practice, and often delivered by working clinicians and scientists who have recently been using their expertise in the fight against COVID.

Course info

A career in medicine is a calling like no other: the chance to harness science and make a real difference, often saving people’s lives. Perhaps you are drawn to the many practical and intellectual challenges this well respected and rewarding profession offers, where no day is ever the same.

Whatever your motivations, our Medicine degree offers a unique opportunity to study in a multidisciplinary clinical setting together with students across the full range of healthcare professions, building your appreciation of what it means to work as part of a team.

Our transformative education blends academic and practical clinical skills training with on-the-job placement learning. This provides the knowledge, understanding, skills and professional competencies to help you become a confident, resilient doctor. Students tell us that this early patient contact and rotation across a comprehensive range of medical services and specialities which begins in the first year is what makes our course stand out from the rest.

We take pride in being clinically and patient-focused with a strong emphasis on communicating with patients from a range of backgrounds so that, on graduation, you provide excellent, compassionate care, and are ready to work with colleagues and equipped to adapt to rapidly changing science and society.

As well as the option for teaching, research and management, medicine offers a wide choice of careers with over 60 different specialities – from general practice, surgery, emergency or intensive care medicine, to focused practice in areas such as ears, nose and throat surgery (ENT) and ophthalmology.

That we are the only UK university based on a hospital site ensures your experience is diverse and broad, so you can identify where your passions truly lie. St George’s Hospital is the largest healthcare provider in southwest London, providing acute hospital services, specialist care and community services to patients of all ages, nationalities and ethnicities.

Our degree also offers two opportunities to undertake student-selected components (SSC) of study on areas of interest to you, spending a few weeks exploring a topic of your choice in-depth, which could be basic science, a clinical or service improvement project or a humanities module.

You can also apply competitively to intercalate with us or an alternative institution, inserting an additional year of study to obtain an iBSc or even a master’s degree in a very wide variety of related subjects.

Find out more

Learn more about what it’s like to study at St George’s, University of London. Sign up for our free intro email series.

Introduction to Medicine MBBS

Hear from subject specialists who shared insights into both our five-year undergraduate, and four-year graduate, medicine programmes.

“I honestly never realised how ready I would feel to be a doctor after my time at St George’s! Learning from a textbook and lectures is great, but the placements offered by St George’s are what makes you a doctor. Interacting with patients who have a whole host of illnesses, you get to use and develop all your skills in the medical, surgical and GP placements.”

- Jai

Medicine MBBS

“At St George's, you really benefit from problem-based learning in your transition year. I found it a perfect complement to the lectures and clinical teaching. It’s very student-led, enabling us to discuss and make decisions about managing our patient which, as students, helps us to work in a team and think like a doctor. ”

- Jozel

Medicine (Graduate Entry MBBS)

Fees and funding

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Home (UK) tuition fees

Academic year	UK (per academic year)	Total fee*
2021/22	£9,250	£46,250

*Tuition fees for Home (UK) students are determined by UK government policy. Tuition fees are charged for each year of your course. Fees for second and subsequent years are likely to increase annually in line with UK inflation as measured by the Retail Price Index (RPI-X) and subject to maximum regulated fee rates set by the government.

For more information, see our fees and funding pages

International (including EU) tuition fees

Academic year	International (per academic year)	Total fee*
2021/22	£37,000	£185,000

*Tuition fees for international students are set by St George’s, University of London. Tuition fees are charged for each year of your course. Fees for second and subsequent years are likely to increase annually in line with UK inflation as measured by the Retail Price Index (RPI-X) and will not normally increase by more than 5 per cent each year, except when the rate of inflation is significantly more than that projected in the preceding year.

For more information, see our fees and funding pages

Additional costs

The following table gives you an indication of additional costs associated with your course. These costs are not included in your tuition fees.

Item

Description

Admissions costs

DBS - £40
Post office verification - £5
Administration fee - £6

Technology requirements

Find out more about technology requirements associated with online learning.

While it is not essential that students have access to a smart phone, it is recommended and will be useful, particularly in later years.

Clubs, Societies and Community Projects at St George's

Visit the Students' Union website

Students' Union

As a student at St George's you're also automatically a member of our Students' Union, which offers over 120 clubs, societies and community projects.

Find out more

Aviation & Space Medicine Society

We provide specialist clinical knowledge of aviation and space medicine, through lectures, forums and tutorials.

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Cheer & Gym Society

The Firebirds are an all-inclusive level 1 cheer team who stunt, tumble, jump and dance both competitively and recreationally.

Find out more

Afro-Caribbean Society

The Afro Caribbean Society (ACS) aims to empower people from a variety of backgrounds by bringing people together to appreciate the culture and heritage of different African and Caribbean countries.

Find out more

Marrow

Marrow is a voluntary student organisation that works with Anthony Nolan to recruit potential donors onto the stem cell register. We organise donor recruitment clinics here at St George's and also raise charitable funds to run the events and support the charity.

Find out more

Henry Gray Anatomy Society

If you are interested in Anatomy, Surgery, or just want to further your anatomical education, then this is the perfect society for you!

Find out more

Athena SWAN Student Network

Our Athena SWAN (Scientific Women’s Academic Network) chapter is a student society that fundamentally promotes racial diversity and the equality of all genders within STEMM career advancement.

Find out more

Yoga Society

Namaste! The Yoga Society is one of the most active societies at St George's, with students and staff taking part in the three weekly yoga sessions.

Find out more

Craft Society

This is the home of all different crafts at George's. We meet every Monday in the Dragon Bar from 5pm to craft. We welcome everyone, experienced or not and are always happy to teach!

Find out more

Vegan and Vegetarian Society

We hope to create a community for vegans, vegetarians & anyone interested in moving towards a more cruelty free lifestyle and to provide support in adopting a plant based lifestyle.

Find out more

Catholic Society

We're a family of Catholic (and non-Catholic) students from St George's who gather occasionally to pray the rosary, share stories, food and encouragement.

Find out more

Christian Union

We are a group of Christians from multiple denominations - united around the gospel of Jesus Christ. Our mission and aim is to build each other up in our faith and to spread the gospel of Jesus Christ to the St Georges community.

Islamic Society

Our aim is to help students develop academically, socially and most importantly spiritually as they progress through university.

Find out more

St George's Jewish Society

The Jewish Society aims to be a family away from home for all of the Jewish students on campus! We are warm, welcoming and inclusive, and invite anyone from any background to join us.

Find out more

Our entry requirements for 2021 entry and 2022 entry may differ. Please scroll down if you would like to view our 2022 entry criteria.

Entry criteria: 2021 entry

If you meet our minimum academic requirements, you will be invited for an interview. For non-graduate applicants, with the exception of GCSEs, all qualifications must have been completed within the previous five years, including the year of application.

As of 2021 entry, we’re excited to be accepting graduate applicants onto the 5-year Medicine MBBS programme. Previously, this programme has only accepted applicants who have not completed a degree, and all graduate applicants were encouraged to apply for the 4-year graduate entry programme. However, we recognise that there has been an increasing number of people wanting to pursue medicine after having completed an undergraduate degree, and some graduates would prefer to take an extra year of study towards their medical degree.

We require a 2:1 in an undergraduate degree or 2:2 with a Masters or PhD for the 5-year Medicine MBBS programme. Applicants who are applying with a degree do not need to meet our GCSE and A-level requirements. The aptitude tests are different for the 5-year and 4-year programmes:

5-year programme: UCAT
4 year-programme: GAMSAT.

As the UCAT doesn’t require prior science-based knowledge, the 5-year programme has more of an emphasis on science in the first 2 years.

Graduate-entry Medicine programmes are often more competitive than undergraduate programmes due to their small size, so we hope expanding our graduate intake across both programmes will encourage strong graduate applicants who will thrive at St George’s.

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Our admissions process

At St George’s, we strive to ensure our admissions process is fair and transparent. In order to make sure every applicant is treated equally, we use a process based on objective measures. For example, while we take the time to read your personal statement, it is not formally assessed, or used to determine whether you will be invited for a Multiple Mini Interview (MMI).

The steps below outline our general admissions process and the way by which we determine which applicants will receive an offer to study Medicine MBBS / Graduate Entry Medicine at St George’s.

Each applicant that meets our academic entry criteria (see below) is ranked by their UCAT score for Medicine MBBS or by their GAMSAT score for Graduate Entry Medicine.
We have a set number of interview places available each year:

we interview 800 – 1,000 applicants for our five-year Medicine programme;
we interview 300 – 400 applicants for our four-year Graduate Entry Medicine programme.

Our UCAT/GAMSAT cut-off scores are determined by the number of available interviews. Interview places will be allocated to applicants who have the highest UCAT/GAMSAT scores until all of our available interview places are filled.
If, as a result of the number of MMIs we plan to offer, the cut-off score falls at a point where a group of applicants have achieved the same UCAT/GAMSAT score, we may increase or reduce the number of MMIs we conduct to accommodate all applicants who have received that score. This means that all eligible applicants with the same UCAT/GAMSAT score are considered equally.
You will then be invited to attend an MMI which is a values-based recruitment process and reinforces objectivity.
Once all of our interviews are conducted, we rank MMI scores and the highest performing applicants are made an offer to study Medicine at St George’s.

GCSEs

Grades	5 subjects graded B (6) or above
Subjects	Five subjects which must include English Language, Maths and Science (Double or Triple Award).
Additional information
We accept resits of GCSEs. We do not accept Adult Literacy and Numeracy or Functional Maths instead of GCSEs.

A Levels

Grades	AAA
Subjects	Including Chemistry and Biology or Human Biology.
Contextual admissions	At St George’s, we want to attract students who share our mission to improve the health of society, regardless of their background. That’s why our Contextual Admissions schemes take into consideration additional information from your application, like the school you attended or the area you live in or if you have been in care, to make the admissions process fairer. Further details on Contextual Admissions are available here. If you live in an area of deprivation If you are an undergraduate applicant applying for Medicine (5 Year Programme) and live in a pre-defined area of deprivation in England, you may also be eligible for a Contextual Offer. We use the English IMD system, the Government’s official measure of how deprived areas in England are relative to each other, to determine if you are eligible. English IMD divides up the country into 32,844 local areas, bringing together a wide variety of information for each area about income, employment, education and training, health and disability, crime, how easy it is for people to get the housing and services they need, and their living environments. It uses this information to rank each area in the country, from least deprived to most deprived. To be eligible for a Contextual Offer, you must live in a decile 1 or 2 area. In other words, an area that is in the bottom 20% of areas according to the IMD. You can find out where your area is ranked by putting your home postcode into the Government’s website. (Make sure you are looking at the information for 2019). You do not need to provide any extra information. Our Admissions Team will be able to identify eligible applicants when offers are made.
Additional information
Please note, the above states our minimum entry requirements, but you may receive an offer ranging between AAA – A*AA at A Level. A Levels must be completed within one sitting across a maximum of two years. We do not accept resits which require a third year of study.

International Baccalaureate

Award

Full Award Diploma

Scores

Overall score of 36

Subjects

18 points at Higher Level, including a minimum grade 6 in Biology and Chemistry.

A minimum score of 5 must be attained in Maths and English, if at least a 6 (Grade B) grade has not previously been attained in GCSE/IGCSE/O Level Maths and English.

Access Diploma

Award	Full award diploma (Access to Medicine)
Scores	60 credits at level 3 (45 graded and 15 ungraded)
Subjects	30 credits at Distinction and 15 at minimum Merit. All Chemistry and Biology credits must be at Distinction.
Additional credits	Any additional level 3 credits outside of the 60 credit diploma will not be accepted.
Additional information
You are required to have GCSEs in English Language and Maths alongside the Access Diploma as per the requirements outlined above. Students studying an Access Diploma need to provide a detailed transcript. All units must be verified by the local Open College Network (OCN)

Other qualifications

Cambridge Pre-U Diploma	D3, D3, D3 Three principal subjects to include Biology and Chemistry. Either: an additional AS level at grade B or a Pre-U short course at grade M2 or above.
Scottish Highers	Highers: AAA including Chemistry and/or Biology Advanced Highers: AA including Chemistry and/or Biology Subjects: Must include Chemistry and/or Biology. English Language at Standard Grade 2 or higher is required.
Open University	120 units in total, including: Level 1: Exploring/Discovering Science module, 60 units; Level 2: Any other science-based module, 30 units; Any other subject area (including humanities or arts) 30 units. All results must be received and verified by us by 1 September the year of entry.
European Baccalaureate	EB with 8.5/10 or 85% overall including minimum 8.5 in Biology and Chemistry. 8.5/10 or 85% in English when EB taught in English; non-native speakers of English may alternatively offer IELTS with 7.0 overall including 7.0 in Writing and 6.5 in each other section.
University degrees	Undergraduate degree at 2.1 honours or higher (any discipline and subject), or Postgraduate degree at Pass or higher (any discipline and subject). Degrees must be completed and fully awarded (including re-writes) by 31 August. Please note, funding options differ for graduates on an undergraduate degree. More information can be found from the Medical Schools Council.
UCL Undergraduate Preparatory Certificate in Science and Engineering (international students)	75% overall with no less than 60% in Biology, 60% in Chemistry, 68% in Academic Skill and 68% in Science and Society. Plus IELTS with 7.0 overall including 7.0 in the written element and 6.5 in all other elements, or gain 68% in Skills.
EU and international qualifications	Please contact us for details.
Other tests	Please contact us for further information.

UCAT (University Clinical Aptitude Test)

Both the section scores and the overall cut-off score must be met.
Section score	Minimum 500 in each individual section
Overall score	Minimum overall UCAT score (calculated every year)
Additional information
We will not be using the 'Situational Judgement' (SJT) section for 2021 entry. We will not consider any extenuating circumstances in relation to UCAT test scores.

Additional information

UCAT results are used to select students invited to interview and may be used to rank a 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.

For reference purposes, we have provided the 2021 UCAT cut off scores, as well as the overall scores we have required in previous years, on our Admissions Statistics page.

Registration opens: 4 May 2020
Testing begins: 1 July 2020
Registration and online booking closes: 22 September 2020 at midday
Final booking deadline: 5 October 2020 at midday
Last testing date: 6 October 2020
UCAS application deadline: 15 October 2020

Test preparation

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

View the information on the UCAT Candidate Preparation Toolkit page.

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

English language

If English is not your first language and you have not sat a GCSE/IGCSE, you must provide evidence of your proficiency via the tests listed below. The test is valid for a period of two years.
GCSE / IGCSE	English Language grade 6 / B or above. Please note: all components (speaking, listening, reading and writing) must be completed and assessed.
IELTS (International English Language Testing System)	7.0 overall (including 7.0 in Writing and Speaking component and a minimum score of 6.5 in all other components) You are able to take two attempts to achieve your IELTS qualification per year and your test results are valid for two years.
Pearson’s Test	Overall score of 67 overall (with at least 67 in Writing element, and no section with a score below 61).

Non-academic criteria

Work experience

Please see below.

Health and police screening

Satisfactory clearance in both, including immunisation against Hepatitis B, MMR, Meningitis, TB and Chicken Pox
Enhanced Police Disclosure via the Disclosure and Barring Service.

Candidates accepted onto healthcare courses are required to pass an occupational health screening. When admitting candidates to study and practice as a health practitioner, we have an obligation to both patients and to the individual student. Candidates who are concerned about a health issue are strongly advised to contact us prior to applying. All offers of places are made subject to satisfactory health clearance and an agreement to undergo appropriate blood tests and immunisations.

All candidates will be asked to be immunised against Hepatitis B for personal safety, so please contact your general practitioner (GP) to arrange a screening. You should begin a course of Hepatitis B immunisation as soon as you submit your UCAS application, as it consists of three injections over a six month period. If you firmly accept an offer you will be sent a confidential health questionnaire and further information about the process of screening for Hepatitis B.

This course will include work with children and vulnerable adults so all applicants will be required to have an enhanced DBS (Disclosure and Barring Service) check. More information about this is sent to applicants as part of the admissions process.

Contextual admissions

Find out more about our contextual admissions schemes.

Entry Criteria: 2022 Entry

To be eligible for the Medicine MBBS (5-year) programme, you must meet the requirements outlined under Entry Qualifications, Other Academic Requirements, and Non-academic Requirements below.

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Our Admissions Process

The steps below outline our general admissions process and the way by which we determine which applicants will receive an offer to study Medicine MBBS (5-year) at St George’s.

Each applicant that meets our entry criteria (see below) is ranked by their UCAT score. As we have graduate and overseas number caps on our Medicine MBBS (5-year) course, the below groups are ranked separately, and may be required to achieve different UCAT scores:

Home non-graduates
Overseas non-graduates
Home graduates
Overseas graduates

The number of interviews we run each year may vary. In previous years, we have interviewed approximately 750-950 applicants. Our UCAT cut-off scores are determined by the number of available interviews. Interview places will be allocated to applicants who have the highest UCAT scores within the groups above, until all of our available interview places are filled.
If, as a result of the number of MMIs we plan to offer, the cut-off score falls at a point where a number of applicants within the same group have achieved the same UCAT score, we may increase or reduce the number of MMIs we conduct to accommodate all applicants who have received that score. This means that all eligible applicants with the same UCAT score within each group are considered equally.
Applicants will then be invited to attend an MMI which is a values-based recruitment process and reinforces objectivity.
Once all of our interviews are conducted, we rank MMI scores and the highest performing applicants within each group are made an offer to study Medicine at St George’s.

Entry Qualifications

For non-graduate applicants, with the exception of GCSEs, all qualifications must have been completed within the previous five years, including the year of application.

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A Levels

If you are applying on the basis of A Levels, you must meet both the A Level and GCSE requirements below.

Grades	AAA
Subjects	Including Chemistry and Biology or Human Biology.
Contextual admissions	At St George’s, we want to attract students who share our mission to improve the health of society, regardless of their background. That’s why our Contextual Admissions schemes take into consideration additional information from your application, like the school you attended or the area you live in or if you have been in care, to make the admissions process fairer. Further details on Contextual Admissions are available here.
Additional information
Please note, the above states our minimum entry requirements, but you may receive an offer ranging between AAA – A*AA at A Level. A Levels must be completed within one sitting across a maximum of two years. We do not accept resits which require a third year of study. Exceptions may apply if your education has been impacted by the Covid-19 pandemic. Please visit our Covid-19 FAQs for further information.

GCSEs

Grades	Five subjects graded 6 (B) or above
Subjects	Five subjects which must include English Language, Maths and Science (Double or Triple Award).
Additional information
We accept resits of GCSEs. We do not accept Adult Literacy and Numeracy or Functional Skills instead of GCSEs.

International Baccalaureate

If you are applying on the basis of International Baccalaureate, you need to meet both our Higher Level and Standard Level requirements, as outlined below.

Award

Full Award Diploma

Scores

Overall score of 36

Subjects

18 points at Higher Level, including a minimum grade 6 in Biology and Chemistry.

At Standard Level, a minimum score of 5 must be attained in Maths and English, if at least a 6 (B) has not previously been attained in GCSE/IGCSE Maths and English. We accept both Mathematics: analysis & approaches and Mathematics: applications & interpretations.

Access Diploma

If you are applying on the basis of an Access Diploma, you must meet both the Access Diploma and GCSE requirements below.

Award	Full award diploma (Access to Medicine)
Scores	60 credits at level 3 (45 graded and 15 ungraded)
Subjects	39 credits at Distinction and 6 credits at Merit. All Chemistry and Biology credits must be at Distinction.
Additional information	Any additional level 3 credits outside of the 60 credit diploma will not be accepted.

GCSEs

Grades	Two subjects graded 6 (B) or above
Subjects	English Language and Maths
Additional information
We accept resits of GCSEs. We do not accept Adult Literacy and Numeracy or Functional Skills instead of GCSEs.

University Degree

If you are applying on the basis of a degree, you do not need to meet our GCSE or Level 3 (A Level) requirements.

Degree	Undergraduate
Grade	2:1 Honours
Subjects	Any discipline and any subject
Additional information	Degrees must be completed and fully awarded (including re-writes) by 31 August of the academic year of application.

Degree	Postgraduate
Grade	Pass
Subjects	Any discipline and any subject
Additional information	In addition, applicants must have an undergraduate degree at 2:2 honours or higher (any discipline and subject). Degrees must be completed and fully awarded (including re-writes) by 31 August of the academic year of application.

Funding options differ for graduates on an undergraduate degree. More information can be found from the Medical Schools Council.

Applicants who are currently enrolled on a degree, but are not in their final year, cannot be considered for this course. In order to be considered, these applicants can apply later as a graduate, or withdraw from their degree, and apply with their previous qualifications.

Other UK Qualifications

Cambridge Pre-U Diploma

If you are applying on the basis of a Cambridge Pre-U Diploma, you must meet both the Diploma and GCSE requirements below.

D3, D3, D3

Three principal subjects to include Biology and Chemistry.

Five GCSEs at grade 6 (B) or above. Subjects must include English Language, Maths and Science (Double or Triple Award).

Scottish Highers

If you are applying on the basis of Scottish Highers, you must meet the Highers, Advanced Highers and National 5 requirements below.

Highers: AAA including Chemistry and Biology

Advanced Highers: AA including Chemistry and Biology

English Language and Maths National 5 at grade B

International Qualifications

We welcome applications from applicants around the world. For information on the requirements for your country, please visit our International Qualifications page.

Other Academic Requirements

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UCAT (University Clinical Aptitude Test)

Both the section scores and the overall cut-off score must be met.
Section score	Minimum 500 in each individual section
Overall score	Minimum overall UCAT score (calculated every year)
Additional information
We will not be using the 'Situational Judgement' (SJT) section for 2022 entry. We will not consider any extenuating circumstances in relation to UCAT test scores.

Additional information

UCAT results are used to select applicants invited to interview and may be used to rank a 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 Pearson 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 receive any annotations UCAT include with your scores, however we are unfortunately unable to consider these as part of your application.

For reference purposes, we have provided the 2021 UCAT cut off scores, as well as the overall scores we have required in previous years, on our Admissions Statistics page.

Below are some key dates that you may find useful. These are correct as of February 2021, however please do check the UCAT website for the most up to date information.

Registration opens: 2 June 2021
Testing begins: 26 July 2021
Registration and online booking closes: 22 September 2021 at midday
Final booking deadline: 28 September 2021 at midday
Last testing date: 29 September 2021
UCAS application deadline: 15 October 2021

Test preparation

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

View the information on the UCAT Candidate Preparation Toolkit page.

Details of the exam and how to register to sit the test can be found on the UCAT website.

English Language

If you are applying from outside of the UK, you will need to meet the English language requirements outlined here.This is a group 1 course.

Non-academic Requirements

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Work Experience and Insight

We understand the challenges for our prospective applicants for medicine and allied health courses trying to gain work experience at this time, particularly in clinical settings.

Occupational Health Check

Should you receive an offer to study at St George’s, you will be required to complete a health check and be declared fit to study and practise by the Occupational Health (OH) department before you begin your studies.

The following vaccinations are mandatory for all healthcare students before you begin your studies:

MMR (measles, mumps and rubella)
Meningococcal meningitis
Diphtheria
Pertussis (whooping cough)
Poliomyelitis
Tetanus

As part of the process, you will also be screened by the OH team for Chickenpox, Tuberculosis, HIV and Hepatitis B and C.

When admitting candidates to study and practice as a health practitioner, we have an obligation to both patients and to the individual student. Candidates who are concerned about a health issue are advised to contact us.

Disclosure and Barring Service Check & Additional Declarations

This course will include work with children and vulnerable adults, so you will be required to submit a series of declarations.

If you are invited to an interview, we will request some additional information from you, regarding your criminal record, educational history and employment history. You will also have the opportunity to make any other declarations that you’d like us to be aware of. We may not able to consider applicants who were suspended from previous study/work due to fitness to practise issues or failure in assessments/examinations.

If you are made an offer, you will be required to complete an enhanced Disclosure and Barring Service (DBS) check. More information about this is sent to applicants as part of the admissions process.

Previous Studies in Medicine

If you studied but did not complete Medicine at an alternative university and are re-applying on the basis of your Level 3 (e.g. A Level) qualifications, please provide formal evidence as to why you withdrew when you apply, and no later than 1 November in the year of application. Please email the team ensuring you include your UCAS personal ID number and programme name in the subject line. Applicants will be reviewed on a case by case basis.

Our MBBS five-year course provides a well-rounded base of scientific medical education and practice, equipping you with the latest skills and techniques to bring benefits to patients and populations, with particular emphasis given to developing you as a professional and person over and above the role of the doctor. It is made up of core curriculum elements and opportunities for in-depth study in areas of your choice.

Year 1 and 2

The early years, known as the ‘clinical science years’, are underpinned by three main themes:

Basic and clinical sciences: Provides core professional knowledge of the structure, function and development of the normal human body and the changes that occur as the result of disease, injury, abnormal development and ageing.
Professional skills: Equips you with the core patient-centred communication, clinical and procedural skills integral to becoming a doctor, developed and integrated first through simulated practice involving diverse and authentic clinical scenarios, then actual placement experience.
Patients, populations and society: Provides a firm understanding of the health behaviours, attitudes, cultural beliefs and socio-economic factors that influence health outcomes in individuals and communities. You’ll learn to appreciate the need for a partnership with patients and communities that takes account of these components, understands evidence for harms and benefits of medical intervention and can work professionally in a complex, uncertain and evolving field.

In Years 1 and 2, these themes are delivered through seven modules: Introduction to Medicine; Life Cycle; Life Protection; Life Support; Life Maintenance; Life Structure; and Life Control. During the first two years, the emphasis is on lectures, tutorials and group activity, but there is a strong underlying focus on patient care and early patient contact through short clinical and community-based placements.

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Year 1 modules

Delivery	Weeks	Modules/placements
Taught	12	Broad introductory syllabus covering all modules, themes and teaching strands. First two days in each of the first ten weeks involve interprofessional education
Clinical		Half day general practice and community visits
Taught	5	Life Support Module (Cardiovascular and Respiratory Systems)
Clinical	2	Good Medical Practice Clinical Attachment (Paediatrics and Geriatrics, Medicine, Surgery)
Taught	6	Life Maintenance Module (Endocrine and Alimentary Systems, Kidney and Body Fluids, Metabolism)

Typical year one clinical sciences learning week

Monday	Tuesday	Wednesday	Thursday	Friday
Anatomy/Dissecting room	Expert tutorials	FREE	Case-based Learning tutorial	Lectures
Lectures	Lectures	FREE	Clinical skills and communication	Small group tutorial

Year 2 modules

Delivery	Weeks	Modules/placements
Taught	5	Life Structure module (Musculoskeletal and Integument, Genetics)
Clinical	2	Good Medical Practice clinical placement continuation
Taught	5	Life Control module (Neuroscience and Psychiatry)
Self-directed	6	Student selected components; study an area of interest in depth, developing research and presentation skills and to gain insight into possible careers
Taught	6	Life Cycle module (Inheritance, Reproduction, Growth, Ageing and Disability)
Clinical	2	Good Medical Practice clinical placement (continuation)
Taught	5	Life Protection module (Infection, Immunity, Mechanisms of Disease)
Self-directed	6	Student selected components; study an area of interest in depth, developing research and presentation skills and to gain insight into possible careers

Year 3

From Year 3 – the ‘transition year’ – the emphasis shifts away from lecture-based activity to a combination of problem based learning and SSCs of study based on your own interests, rotating with clinical attachments. Problem based learning in Year 3 covers:

Foundations of Clinical Practice: Establishes core knowledge and skills for safe transition to clinical placements.
Mechanisms of disease: Reviews and extends learning in life protection topics.
Body systems: Revisits learning in each major organ system to support generalist clinical history and examination skills.
Specialties: Contains key cases from areas covered in penultimate year placements: paediatrics, obstetrics and gynaecology, neurology, psychiatry and rheumatology.

As well as a three-week block based around your SSC, you will undertake five-week clinical placement blocks in Medicine, Surgery and General Practice (outlined below). These incorporate a weekly half-day lecture and tutorial programme to support the development of planning and interpreting core investigations and prescribing common drugs. These sessions are delivered by leading practitioners in their fields and focus on analytical skills and practical knowhow.

Medicine: Includes cases from all core body systems: cardiovascular, respiratory, gastrointestinal (GI), renal, endocrine, musculoskeletal and neurological systems. Interpretation of basic investigations such as electrocardiograms (ECGs), chest x ray and common blood tests is practised at the bedside and supported by transition to practice (TTP) and investigation of disease (IOD) teaching.
Surgery: You’ll participate in the work of your assigned clinical team, on ward rounds, attending operating theatre, radiology and pathology meetings. Bedside teaching, supervised and self-directed patient contact provide the stimulus for learning about common and important surgical conditions, including pre- and post-operative care, GI and urological conditions.
General Practice: Themes include using approaches from the humanities to focus on understanding the patient experience, clinical reasoning skills required for the first/early presentation of illness, patient-centred consultation skills, therapeutic relationships, and the impact of the ever-changing health care system on the patient journey.

Intercalated iBSc degree: optional additional year

You have the opportunity in your third or fourth year to undertake an intercalated iBSc of your choice. You can study here at St George’s or at a selection of other institutions. This 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.

We offer degree pathways in Anatomy, Cell and Molecular biology, Genomics, Global Health, Infection and Immunity, Medical Ethics and Law, Physiology and Pharmacology, and Psychology, Psychiatry and Neuroscience.

Modules include the following.

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Modules

Behavioural Medicine
Big Data in Biomedicine
Biology of Cancer
Biomedical Research Techniques for Drug Development
Cardiovascular and Respiratory Diseases
Cell and Molecular Biology
Clinical Applications of Genomics
Clinical Neuroscience
Clinically Applied Musculoskeletal Anatomy
Conflict and Catastrophe Medicine
Development and Disease
Genes and Gene Expression in Eukaryotic Cells
Global Governance for Health
Global Health and Comparative Health Systems
Global Health Diseases
Global Health Justice
Human Medical Genetics
Images of Anatomy
Immunity and Infection
Learning and Teaching: Student and Professional
Medical Ethics and Law
Neglected Tropical Diseases (subject to validation)
Neuroscience of Sensation and Perception
Personalised Medicine
Pharmacology and Physiology of Drugs of Abuse
Primary Care: Diversity and Complexity
Psychology, Psychiatry and the Mind
Science of Reproduction
The Role of Biomedical Science in Contemporary Society

Intercalated iMSc degree: optional additional year

As an alternative to an intercalated bachelor’s degree, high performing students can choose after their fourth year to aim for an iMSc, again internally or externally. All taught components of this intercalated master’s programme must be completed before the start of your final year in August and we would also expect you to have completed your research project by this point in time, despite the usual end date being October each year. All of St George’s master’s programmes meet these requirements, as do some external courses.

Years 4 and 5

Subsequent years have increasing amounts of clinical exposure and are known as the ‘clinical practice years’.

Year 4, the penultimate year, features rotation through a series of clinical attachments in: medicine, senior health, cardiology, surgery (including surgical specialties), palliative care, neurology, neurosurgery, neurorehabilitation, psychiatry, obstetrics and gynaecology, and paediatrics.

In the final year, five-week assistantships in medicine, surgery and general practice offer the opportunity for a one-to-one apprenticeship with a foundation (junior) doctor or GP. You’ll also experience rotations in critical care and anaesthetics, accident and emergency, and public health.

After finals assessments, you will undertake a five-week elective activity. This is an opportunity for you to explore, in a practical setting, an aspect of medicine of particular interest to you or relevant to your future career in medicine, anywhere in the world.

Clinical attachments are based at healthcare trusts, hospitals and other community-based sites mostly in south London and the south east of England. In the later years of the course, placements can include more distant sites in order that students gain experience in a range of urban and more rural settings.

Clinical placements

Learning from patients, clinicians and other healthcare professionals in practice is a fundamental part of training to become a doctor. It is the variety and volume of clinical placement opportunities we offer that students tell us they like most about our course. Teaching and learning is initially supplemented by and later dependent on attachments throughout South West London and beyond in areas of general practice, hospitals and other community settings, for example, palliative care hospices, sexual health clinics or community hospitals. You will gain experience of working as part of a team, demonstrating professional behaviour and performing (under supervision) a range of procedures, beginning with routine procedures and culminating in more advanced, highly skilled techniques by the end of your course.

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Years 1 and 2

During the first two years, you will undertake short clinical and community-based placements with local providers, which mark the beginning of your career long clinical and professionalism learning. Building on your clinical communication skills and clinical skills, you will learn and practise simple clinical procedures. You will not yet be expected to clerk patients and present their problems in the ways you will be during the clinical practice years, but instead will be encouraged to talk and listen to patients and their carers as people, and learn from them in their role as ‘experts by experience’. In particular, we want you to learn about their experiences of their care, good and bad and their expectations of the various professionals caring for them. Understanding the significance of working in true partnership with patients is at the heart of good medical practice.

Learning the importance of working collaboratively and effectively with other professionals in the health care team is also an essential part of your training. You will have opportunities to extend your knowledge of the roles of the various members of the health care team, and seek their views on the role of the doctor within the team. You will take part in nursing shifts, so that you can fully orientate yourself to the hospital environment, take an active part and contribute to ward life under nursing supervision.

General Practice

Year 1: Two sessions for M5 in October.

Year 2: Three sessions from January onwards.

Hospital placements

Year 1 and 2: Three one-week early years clinical experience in any of a broad range of hospital specialities.

Year 3

During Year 3, your transition from the academic environment to learning in the workplace continues, with longer placements during which you become more able to learn effectively and safely from direct patient contact, establishing the trust of patients and colleagues. By the end of this year you should be fluent in taking a history and examining adult patients, and giving a basic list of potential diagnoses and initial management plans.

General Practice

Year 3: Five weeks rotates throughout the year

Hospital placements

Year 3: Two five-week placements in each of medicine and surgery

Year 4 and final year

In Year 4 almost all learning is on clinical placements, including your first exposure to a range of specialist areas, so that by the end of the year you are able to tailor your diagnostic skills and outline investigation and management plans for common conditions, with expanded skills in the specialities you have encountered.

Your final year then lays the groundwork preparing you to be a foundation doctor, with assistantships in general practice, medicine and surgery, and advanced clinical practice experience in emergency medicine, critical care and anaesthetics as well as a public health block.

General practice

Year 5: Five weeks rotates throughout the year.

Hospital placements

Year 4: 11 weeks integrated medical specialities, 10 weeks general surgery and surgical specialities, one week palliative care, and five-and-a-half weeks each neurology stroke and rehabilitation, psychiatry, paediatrics, obstetrics and gynaecology.

Year 5: Three five-week assistantships in each of medicine, general practice and surgery, four weeks critical care and anaesthetics, four weeks emergency medicine

You should be prepared to travel for your placements across Greater London, neighbouring counties and beyond.

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Practice placement locations include:*

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
East Kent Hospital
East Surrey Hospital
Frimley Park Hospital
Ashford & St Peters

You are supervised by experienced clinicians and trained mentors. You also receive support from your University personal tutor, specialty and year leads with a mixture of fixed and student initiated contacts.

*This list is subject to change and should be used as a guide of where students may be able to go. In the final year, placements are also provided at more distant sites, including Maidstone, Royal Devon and Exeter, Yeovil and Torbay.

During your course, you will acquire the scientific and clinical expertise to keep abreast of the changes in diagnostic and therapeutic medicine required for our rapidly changing societies. We will equip you to apply for the specialty training you desire and support you to become future healthcare leaders.

The curriculum is organised into integrated learning weeks, supported by case-based and problem-based learning tutorials. We use a variety of teaching styles to encourage learning, including directed self-learning, student-selected study and independent study:

Lectures and seminars: Lecture based teaching from specialist scientists and clinicians is designed to support your depth of learning and the relevance to clinical practice of each core subject. Complementary sociology, psychology, professionalism, ethics and critical appraisal sessions run alongside and stimulate analysis and critical thinking.
Small group teaching: Wherever possible, teaching and learning occurs in small groups. Weekly clinical skills and communication skills sessions all occur in the small group format allowing a high degree of learner engagement, role play and reflection.
Inter-professional learning: In the first year, you will take part in shared learning with students from other healthcare professions, including interactive workshops on the themes of professionalism and ethics. This interprofessional focus aims to demonstrate fundamental principles that are essential to all healthcare workers, especially those that form the foundation for safe practice, effective and appropriate patient-centred care.
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.
Clinical and communication skills sessions: At St George’s we are proud of our emphasis on clinical communication in the MBBS curriculum. What used to be called a ‘good bedside manner’ is now recognised as an evidence-based core clinical competence. We work with you to develop empathic practice and a relationship of trust with your future patients. You will learn to sensitively draw out the patient’s illness and clinical history, how to give information and clear explanations, and how to negotiate with patients and relatives in order to share decisions about their healthcare.
Demonstrator-led anatomy teaching: Observing and participating in whole-body prosection in the dissection room.
Expert tutorials: These cover the full breadth of topics over the year and feature expert patients, practising clinicians and sometimes representatives from the third sector, for example, the Alzheimer's Society or alcohol support teams.
Online learning: Staff at St George’s have designed a number of Massive Open Online Learning Courses (MOOCs) to support your learning and interest in particular areas, such as genomics or organ donation. We make use of online resources, such as Speaking Clinically, which has a huge number of videos in which patients talk about their conditions, and have also developed virtual anatomy lessons. Our anatomists have videoed dissection resources and overlayed the images with X-rays and 3D computational graphics to aid your learning and engagement.

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Our expertise

The extensive experience of our teaching team spans the full breadth of medical and surgical specialists, GPs, biomedical scientists and research scientists. For example, our transition year is led by an A&E consultant, the penultimate year by a renal and acute medicine physician, and final year by a urological surgeon.

Course Director Professor Hannah Cock is a consultant neurologist in the Atkinson Morley Regional Epilepsy Network, based at St George’s hospital. In addition to her educational roles, she has research interests in status epilepticus (prolonged uncontrolled seizures), the treatment of drug-resistant epilepsy, and improving services and care for people with epilepsy.

Our researchers are contributing to the University research focused on advancing the prevention and treatment of disease in the fields of population health, heart disease and infection – three of the greatest challenges to global health in the 21st century. Our focus on health and biosciences has recently been targeted at helping

to understand the immunology, virology, and genetics of Covid-19 to inform advances in new diagnostics, new treatments and a vaccine. We are also influencing public health policy and providing evidence-based information and advice to frontline healthcare practitioners.

During the course, you’ll also have the opportunity to study alongside highly experienced clinicians and learn directly from junior doctors on the job, something our students particularly enjoy.

Assessment methods

You will be assessed in three domains:

Professional Skills: through objective structured clinical examinations (OSCE)
Professional Knowledge: through Year-end specific knowledge tests (YSKT) in Years 3, 4 and 5
Becoming a Doctor: through longitudinal professional assessment, attendance and case analysis projects.

Knowledge assessments during Years 1 and 2 occur at the end of each semester. Exams at the end of the first semesters of each year provide a formative opportunity to practise and get feedback on performance, prior to the summative end-of-year exams. Assessment methods include short answer questions, single best answer, clinical cases, for example, mini-CEX (Clinical Evaluation Exercise), direct observations of practical procedures (DOPS), and case based discussion (CBD).

At the end of Years 2, 3, 4 and 5, there is simulated clinical OSCE assessment, in which you perform a set of structured tasks, which can include practical procedures, interviewing skills and examination of patients. Your knowledge of anatomy is tested in the dissection room via the objective structured practical examination (OSPE), which incorporates both written and practical components.

Workplace supervision of tasks and activities during placement provides an opportunity to receive expert feedback, reflect on and discuss events and your own experiences in the real clinical environment. Together with attendance, behaviour, a personal and professional development portfolio, and variety of projects, this forms part of the Becoming a Doctor domain, which builds and assesses professional behaviour each year.

MBBS graduates who wish to undertake the UK foundation programme must pass the situational judgement test (SJT), which is a national assessment. Assessments for progression include the written knowledge proficiency test, the national prescribing safety assessment, the integrated clinical practice OSCE and the clinical placement based aspects of the Becoming a Doctor domain. Competence in all foundation year clinical procedures must be achieved on at least one occasion.

Course Director

Professor Cock is course director for MBBS, a consultant neurologist (epilepsy), and research active

View profile

A medical qualification from St George’s is quality-assured and recognised internationally. With our MBBS degree you will be perfectly placed to contribute to the ongoing development of medicine and healthcare provision globally.

At the end of the undergraduate course, you will receive your MBBS degree, which is a primary medical qualification (PMQ). Holding a PMQ entitles you to provisional registration with the General Medical Council (GMC), as long as the GMC has no concerns relating to your fitness to practise. Provisionally registered doctors can only practise in approved Foundation Year 1 posts; the law does not allow provisionally registered doctors to undertake any other type of work.

Through an integrated study programme of medical sciences and clinical sciences, graduates are fully equipped to perform well in the GMC Foundation Programme and further develop the essential knowledge and competencies needed to pursue a specialist discipline. Alternative career options include a career in academia, teaching or conducting research, or within hospital management. The majority of our MBBS graduates choose to remain in the south London area, and to complete their two-year Foundation Programme at one of our affiliated healthcare trusts.

To obtain a Foundation Year 1 post, you will need to apply during the final year of your undergraduate course through the UK Foundation Programme Office selection scheme, which allocates these posts to graduates on a competitive basis. So far, all suitably qualified UK graduates have found a place on the Foundation Year 1 programme, but this cannot be guaranteed.

Successful completion of the Foundation Year 1 programme is normally achieved within 12 months and is marked by the award of a Certificate of Experience. You will then be eligible to apply for full registration with the General Medical Council. You need full registration with a licence to practise medicine unsupervised in the UK in the NHS or private practice.

Regulations in this area change from time to time so we recommend visiting Medical Careers NHS, which also provides information on working as a doctor.

Career Profiles

Our courses can lead students to a diverse range of career options. Read about the experiences of St George's alumni and see where this course could take you.

Medical Licensing Assessment

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.

Facilities

St George’s is the only UK university based on a hospital site, St George’s Hospital, which is where the Channel 4 television series 24 hours in A&E is filmed. We offer a unique opportunity to study and work alongside the full range of clinical professionals and their patients. Based in the thriving multi-cultural hub of Tooting in South West London, our location has the added advantage of being just a short tube ride from Central London and all the city lifestyle has to offer.

We also have a range of specialist health and academic facilities to support your learning, listed below.

Clinical skills room

This self-directed learning room provides a space where you can practise clinical skills outside of the formal teaching sessions. Equipment needed is available in the room or can be borrowed from our Teaching Services team. This facility provides an excellent opportunity for peer practice and shared learning.

Laboratories

Our science laboratories are fully fitted with equipment for biological, chemistry, biomedical, molecular biology and pharmacy practicals. This includes microscopes, spectrophotometers, DNA amplifiers, organ baths and specialist glassware. We also have audio visual equipment installed, so that microscope images can be projected on to large screens.

Dissection room

The dissection room is where present and future healthcare professionals and scientists in the hospital and University learn or refresh their anatomy knowledge directly from the human body, through access to cadaveric material and models, and plastinated (preserved) specimens.

Pathology museum

Our on-site museum houses a collection of over 2,000 pathological specimens, including a number of original specimens donated by Sir Benjamin Collins Brodie in 1843. This space is used for small group tutorials by students across all of our courses as an educational tool to help you understand the mechanisms of disease.

Imaging simulation suite

Our £1.8 million simulation facilities include two fully functioning ceiling-suspended X-ray tubes, four ultrasound machines, a mobile C-arm X-ray machine and mobile image intensifier, digital (DR) and computed (CR) radiography systems and picture archiving and communication system (PACS). Students can familiarise themselves with and practise using all of the different equipment available in a safe, supervised environment. This enables them to get a real feel for how to manoeuvre the different parts and components of the machines, as well as practise patient positioning, imaging techniques and communication skills, both on mannequins and also safely on each other.

Advanced Patient Simulator Centre

Our £350K Advanced Patient Simulator Centre allows students to test their skills in practical scenarios based on real-life situations including surgical and medical emergencies. You’ll work with computer-controlled patient manikins, both adult and child models, that realistically mimic a wide range of health problems. Trainers can remotely control the manikins to instantly change the scenarios and introduce new problems to tackle.

Library and learning technology

Our modern health sciences library offers a wide range of books, e-books, academic journals and other resources to support you. You will also have access to online resources, such as the Canvas virtual learning environment

and our Hunter discovery service to help you find the information you need. The library is open 24 hours a day, seven days a week, and comprises silent, quiet and group learning areas, as well as four group discussion rooms.

IT facilities

We have five computer suites housing 260 workstations. Three of these suites are accessible 24 hours a day. It’s easy to find a free space with our handy real-time computer locator. We also have 75 self-service laptops available. Free Wi-Fi covers the whole campus, including all accommodation. You can use these resources to access your course materials, discussion boards and feedback through Canvas.

Student support

Whether you are heading off to university straight from school or college, or returning to education as a mature student, we want to ensure your experience is positive from the outset. At St George’s, you’ll be welcomed by a multicultural student and staff body of different ages, ethnicities, nationalities and backgrounds, all with one thing in common – an interest in healthcare, science and medicine.

Students frequently tell us they greatly appreciate the diversity of our student and staff body, as well as the patients who access healthcare services in the borough of Wandsworth. The University attracts both school leavers as well as a ‘mature’ students, aged 21 or over when they start; many have family and caring responsibilities.

We offer a full range of academic support and student services across all institutes, departments and faculties, some of which are listed below. We take pride in offering a transformative educational experience underpinned by cooperation and collaboration between staff and students. Our innovative Student-Staff Partnership Grants (SSPGs), for example, provide funding for small projects led jointly by students and staff. Previous projects involving our students have included the creation of a handbook to highlight the often different presentation of clinical signs on black and brown skin, as well as a series of video profiles of doctors and healthcare professionals in different specialities at various stages of their careers.

Personal tutor

On arrival, you will be allocated a personal tutor – someone with whom you can have regular contact, who you ask questions and discuss problems with, both academic and personal. The main purpose of a personal tutor is to monitor your progress, pick up and help you resolve any problems, whether academic or welfare related. Even if they don’t have the answer they will point you in the right direction towards the best people to deal with specific problems.

Induction programme

Within your first week at St George’s, you’ll take part in an induction programme to help with your orientation and introduce you to various study skills, including interprofessional learning and use of the Dissecting Room. Additional sessions provide advice and guidance about the Registry, Students’ Union, personal tutor system, safety, occupational health and sexual health awareness.

Academic staff support

In addition to scheduled sessions, you’ll have access to your lecturers, module and placement leads usually by arrangement via email. The senior leadership team (course director, deputy, assessment and year leads) also hold regular drop in sessions for students.

Clinical Teaching Fellows

Clinical Teaching Fellows (CTFs) are fully qualified junior doctors, who deliver teaching within St George's, University of London and St George’s Hospital. They are also employed at many of our partner sites, including Ashford and St Peter’s, Croydon, Epsom and St Helier, East Surrey, Kingston, and Springfield hospitals.

Mums and dads scheme

‘Mums and dads’ is a buddy scheme organised by the Students’ Union. Every fresher (first year student) has the choice of being assigned a ‘parent’ from the year above in their respective course. The returning student then acts as a ‘go to’ for advice about courses and university life, providing an additional support system during your first year, both academically and socially. They have been in your position and know the struggles of starting university; they also know all of the best pubs, clubs, restaurants, gyms and will help introduce you to your new St George’s family.

Student Life Centre

Our Student Centre team can help you with almost any aspect of student life: finances, accommodation, exams and assessment, academic procedures, admissions, international queries, careers, disability and wellbeing, even finding your way around – whatever it takes to make you feel at home.

Careers service

Our careers service works to support current students and recent graduates to find and maintain a rewarding and successful career. As well as general workshops on topics such as writing a CV and developing interview skills, the service works with careers tutors from each course area to ensure there are careers activities specific to your programmes and future profession. You will also be able to book a one-to-one appointment with a careers consultant to discuss all aspects of careers and employability. This might include investigating options and making career decisions, gaining advice and guidance on where to look for jobs, CV and application checking, or booking in for a practice interview.

Over and above central careers support, the MBBS team has collated a range of targeted medicine resources for our students, including prompts for personal tutors, careers sessions in every year of the programme, a dedicated area of our virtual learning environment with tips on expanding and developing skills beyond the core curriculum, and now a virtual ‘careers fair’ with input from a broad range of specialities available to all students.

Apply for this course through UCAS. We welcome applications from mature students.

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UCAS checklist

Information to include on your form

You must provide:

full details of your Level 2 (GCSE equivalent qualifications) with grades
full details of your Level 3 (A Level or equivalent qualifications) with achieved/predicted grades
a personal statement (more information about this document is available on the UCAS website)
an academic reference from your current or most recent institutions with predicted grades.

After submitting your application to UCAS

log in to UCAS Track and check your application to see if all your academic details have been included
if any subjects or predicted results are missing, email the Admissions Officer with your UCAS number and missing subjects and grades

International applicants

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.

Interviews

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).

Example MMI tasks

Pack a suitcase for a trip, where the case can only contain half of the items available.
Travelling on the London Underground, one of your friends has become separated from the group – it’s their first time in London – describe your plan of action.
You have a list of 15 individuals, giving their sex, age and occupation – you can save five of them from nuclear attack – which five and why?
As captain of a football team, inform a member of your team that they have not been selected to play in the final.
Inform your neighbour that you have just (accidentally) run over and killed their cat.

Key competencies assessed

Academic ability and intellect.
Empathy.
Initiative and resilience.
Communication skills.
Organisation and problem solving.
Team work.
Insight and integrity.
Effective learning style.

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.

Extenuating circumstances

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.

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.
Significant caring responsibilities or a recent bereavement or serious illness of an immediate family member.
Serious disruption of educational provision at their school/college/university.

Make your application stand out

Read our guidance for highlighting your skills and building a strong application.

We have been working hard to find ways to teach our courses without disruption, while keeping our staff and students safe and making sure we follow government guidance on Covid-19. We won’t be making any significant changes to the content of our programmes, but there will be some changes to the way they are delivered. Please see below for further details of how this may affect this course.

If government advice changes, we may need to update our plans. If we do so, we will update this information, and will keep current students and offer holders informed by email.

We will also continue to update our frequently asked questions page for applicants and offer holders and current students as more information becomes available.

Course content

We are not making any significant changes to the content of the Undergraduate Medicine programme.

The first two years of the course comprise a series of compulsory modules in which there is integrated teaching from the core educational themes which drive the knowledge and skills to achieving qualification as a doctor.

There are placements in the community, primary and secondary care from the start of the course. For 2020/21, community and primary care placements in Year 1 will be replaced with virtual placement experiences, but we anticipate they will be delivered for students in year 2, and all students in years 3, 4 and 5 students are re-starting placements from August 2020. We anticipate that secondary care placements may be possible for Year 1 students in Spring 2021, but this depends on the prevalence of Covid-19 and NHS service capacity at the time and the consequent risks to students of being on placement, infection control policies, and capacity for teaching junior medical students. We have already prepared remote learning experiences to cover learning normally delivered in these environments if it is not possible to attend clinical environments, and so the content will be unchanged.

All students will also have an initial orientation visit to the dissection room but, at least in the first term of 2020/21, practical dissection sessions will be replaced with remote learning, including new filmed content and online resources, until such time as it is practical for the cohort to be accommodated safely in the dissection room. Similarly, some early years clinical and communication skills will be delivered remotely or rescheduled until later in the course as determined by the situation at the time.

We have not made any major changes to the curriculum of the clinical practice years (Years 3, 4 and 5). The content of the course, the skills to be acquired, and development of the professional attitudes, abilities and behaviours to be acquired are unchanged. There will be minor changes to the detail of some skills – for example some clinical procedures are currently unsafe to be performed on real patients within the Covid pandemic (e.g. airway management, throat examination), and so simulation may be used instead of learning with real patients. For the same reason clinical experience of critical care and anaesthetics has been removed, with the content and skills being taught by lectures and small group teaching, with simulation instead of experience in the clinical environment.

There are student-selected components threaded through the course, and due to reduced capacity for students at placement sites, we anticipate there will be reduced opportunities to do clinical attachments for these components of the course, but an expanded range of remote opportunities covering similar areas, including in clinical sciences, health service delivery, research and humanities.

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Module changes

Module/component	Academic year to which the change will apply	Description of change
Anatomy teaching across all year 1 and 2 modules	2020/21	Dissection room practical experience replaced with online resources, filmed sessions and remote tutorials, at least for term one
Anatomy teaching across all year 2 modules	2020/21	Dissection room practical experience replaced with online resources, filmed sessions and remote tutorials, at least for term one

Supporting vulnerable students

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Incoming students (starting September 2020)

Prospective students with disabilities which may impact on their learning or ability to progress in the course are normally invited to discuss their disability prior to accepting a place on the course, to ensure that we are able to make any reasonable adjustments to facilitate their progression through the course.

Students considered to be most at risk from Covid-19 should work at home wherever possible in line with government advice. Students who are going on placement will be required to complete an individual risk assessment and others may choose to do so. In addition, students from vulnerable groups, including care leavers, students estranged from their families and students with disabilities, are prioritised for help from the University’s Hardship Funds and for accommodation in Horton Halls. Priority for loans of laptops from the University will be given to those eligible to receive a hardship grant; those registered as disabled, care leavers or with caring responsibilities; and international students who may have difficulty sourcing an appropriate device on arrival in the UK.

We recognise the impact that the current circumstances may have on mental health and have expanded our counselling provision, offering remote appointments to any student. In addition, every student will be allocated a personal tutor to offer individual pastoral and academic support from the start of their studies. (Further information about health and wellbeing advice during Covid-19 is available here).

Priority consideration has been given to support for students with disabilities when accessing teaching and learning online, through the provision of automatic live captioning and British Sign Language within our primary technologies of Panopto, MS Teams and Big Blue Button. These can benefit a range of students, especially those who are deaf or hard of hearing, as well as students with an Autistic Spectrum Condition (ASC), memory processing issues, and for whom English is an additional language.

Human-level captioning is also available where a need has been established through the Disability Advisory team. Human-level captioning requests are processed by the Learning Technology Services (LTS) section and can be requested by email to lts@sgul.ac.uk.

Current students

We have screened all students entering clinical placement years (Years 3, 4 and 5) for susceptibility to serious Covid disease. We are liaising with Occupational Health to review the educational experience of those who are vulnerable to ensure that, where possible, they are able to continue with their course safely. This is aided by the increased remote provision we have developed. However, for some students learning in clinical environments may not be safe, and they may need to take a break in studies.

How the course will be delivered

The existing learning outcomes for our modules and courses will remain in place. The same curriculum is being used in 2020/21 as in previous years, with a similar amount of contact time, though some of this will now be delivered remotely.

From September to December 2020 all students will primarily access their learning, including learning materials, via the Virtual Learning Environment (VLE), Canvas. Hands-on practical teaching and learning activities will be delivered on campus with appropriate social distancing and personal protective equipment (PPE) measures put in place, and with controls on the number of people in each location.

The online components of the course will be designed to balance interactive real-time sessions with lecturers and other students, with self-paced independent study. Students will have clear learning pathways through the activities they are expected to engage with, and there will be opportunities to check learning and progress.

We will undertake health screenings of all our students, appropriate to their learning environments, to optimise their health and safety while on this course.

Students in Years 1 and 2 will come to the campus for face-to-face teaching for only those sessions which require a physical presence and/or direct interaction with others – for example, learning clinical skills. All Year 1 students will have an initial orientation visit to the dissection room, but (at least in the first term) practical dissection sessions will be replaced with remote learning, including new filmed content and online resources, until the cohort can be accommodated safely in the dissection room. Similarly, some early years clinical and communication skills will be delivered remotely, or rescheduled until later in the course, as determined by the situation at the time.

In the clinical practice years (Years 3, 4 and 5), the curriculum is driven by 15 clinical outcomes which change in content each year and by speciality. These outcomes, together with the list of priority conditions for each speciality, drive your learning as you progress through the course and ultimately graduate. In 2020, using those 15 outcomes and priority case framework, we will teach to the same outcomes using a blended approach, informed by the St George’s online educational framework, which involves:

remote delivery for teaching where suitable: knowledge dissemination, clinical interventions and videos of operations, case discussions, clinical reasoning, diagnostic investigations, treatments, presentations, debates, and quizzes. Staff have been trained in adapting teaching for remote learning using the online education framework.
More focused clinical placements which are orientated to the safety of the student and the learning and practice of skills which medical students need to develop as doctors in the clinical workplace: witnessing and participating in patient safety processes; clinical communication and examination of patients; real-time investigation and treatment of patients; teamworking; multi-disciplinary team working; and practical procedures. we anticipate providing all speciality placements except for Critical Care and Anaesthetics and ENT which are deemed to be too high risk for students. We are also not allowing students to learn in areas with confirmed Covid-positive patients, for the student’s safety. The nature of placements will change as health services continue to change, and the Covid pandemic waxes and wanes.
Enhanced provision of digital resources on Canvas, our virtual learning environment. We are steadily increasing the digital resources relating to clinical medicine which are available for medical students to review, if clinical experience available to the students on placement dips again, as it did in March 2020.
Increased face-to-face, remote, low and high-fidelity simulation.

Even if the Covid-19 pandemic disappears, the success of our blended learning programme while placements were closed has led us to continue with parts of the blended delivery that were considered valuable by students, e.g. video tutorials about operations, but returning to the delivery of clinical education in healthcare environments for those clinical outcomes which cannot be otherwise taught.

Additional teaching about personal protective equipment (PPE), Covid-19, and how to learn effectively in a remote or blended environment has been developed.

Personal tutor support and all other student support, such as the Academic Success Centre, will also be online for this period, using a range of methods for staying in touch, such as telephone, email and the University’s web conferencing systems BigBlueButton and MSTeams.

Clinical placements in years 3, 4 and 5* years are restarting from August 2020, and there is strong support from our NHS providers, backed up by Health Education England and the GMC to keep students on placement now organizations have had time to prepare. All students on placement will be expected to undertake a risk assessment and adhere to local Trust working patterns and guidance. We are aiming to restart visits to primary care for Year 2 students after Christmas 2020.

To get the most from online study, hardware requirements have been established and communicated to all existing students and offer holders. Students will need their own personal computer or laptop and an internet connection in their place of accommodation. This needs to be in place at the start of the course. Once enrolled, students will have the ability to use Office 365 as part of our institutional licence, and access software required for their modules/courses via AppsAnywhere. In addition, we offer Office for Mac via Ofice365, but only the following applications are available for Mac: Teams, Word, Excel, Powerpoint, Outlook, OneNote. Web-based Office applications are available on Mac. Full details are available here. There is a provision for students who may struggle to meet the hardware requirements to contact our IT Hardship team.

Risk assessment

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Incoming students (starting September 2020)

Students with pre-existing illnesses or disabilities, or who are shielding

If you suffer, or have suffered, from a serious illness (physical or psychological) or have a disability, or have been required to shield due to Covid-19, please let us know. St George’s is committed to supporting our students and will explore all reasonable adjustments to support you to thrive on your course.

Please contact our Disability Advisor as soon as possible with details to help us establish whether your health history or disability is likely to affect your ability to study or practise. This will also give us sufficient time to carry out a detailed assessment, obtain reports and organise additional expert assessments if required.

Attendance at site

Most of our courses include elements of teaching for which you will be required to attend the University site. Attendance at these sessions will be essential to enable you to engage with the course and undertake assessments.

Placements

You will be required to undertake a personal risk assessment before you can attend any placement that is part of your course (or undertake certain other activities, such as those which include the practice of clinical skills or require the use of PPE). Where a health concern arises, every effort will be made to identify alternative placement arrangements, but your health and safety will be the first priority, and alternative arrangements may not be possible. This may have implications for the continuation of your study. If you are clinically vulnerable or have been shielding, we strongly encourage you to contact the Disability Advisor now to undertake an assessment.

Current students

Students with pre-existing illnesses or disabilities, or who are shielding

If you're a student with a pre-existing illness or disability, or who is shielding, your course team will contact you to ask if you would like to complete a personal risk assessment before you return to the site. If you suffer from a serious illness which may increase your level of risk, or have been required to shield due to Covid-19, we recommend that you complete a personal risk assessment. St George’s is committed to supporting our students and will explore all reasonable adjustments to support you to thrive on your course.

Attendance at site

For the majority of our courses, we will delivering an element of face to face, hands-on teaching on campus in line with social distancing guidelines which you are required to attend. If you will be unable to attend teaching on-site due to a health reason, you must let us know by the start of the academic year so we can consider alternative arrangements to ensure you progress through the course. Mitigating Circumstances can still be submitted for unforeseen illnesses; however, being unable to attend the site due to shielding or being at heightened risk from a pre-existing illness or disability will not be accepted as grounds for Mitigating Circumstances. Please discuss this with your course team and complete a personal risk assessment so that all reasonable adjustment can be made.

Placements

You will be required to undertake a personal risk assessment before you can attend any placement (or undertake certain other activities, such as those including the practice of clinical skills or requiring the use of PPE) that is part of your course. Where a health concern arises, every effort will be made to identify alternative placements arrangements, but your health and safety will be the first priority, and where alternative arrangements are not possible, there may be implications for your studies. If you are clinically vulnerable or have been shielding, we strongly encourage you to contact your course team now to undertake a personal risk assessment.

Course length

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Incoming students (starting September 2020)

At this stage, we expect to deliver the course within the planned timescales to enable successful students to progress through the programme and graduate without delay.

We have developed an alternative assessment strategy to enable students to complete assessments remotely without coming on to campus. These cover all the essential elements for Year 1, and many of those for Year 2 should that still be necessary.

In subsequent years of the course, the programme does include essential practical elements (clinical examination skills, procedures and communication skills) that require some learning and assessment on campus, as well as on clinical placements in a range of NHS settings. We have identified the elements or learning and assessment essential to progression and graduation that have to be delivered on-site, and aim to deliver these as planned in 2020/21 with appropriate social distancing and personal protective measures. We are also planning for at least some assessments to be undertaken remotely (by video) in the event that changing government advice precludes on-site assessments.

Clinical placement providers are continuing to offer placements as they have in previous years, but with reduced capacity in some areas, and with substantial changes to how services are delivered. Their capacity to offer placements may change if, in the event of a further outbreak of Covid-19, delivering care to affected patients becomes the overriding priority.

If that happens, it is expected that students will remain on their placements and continue to benefit from the experience of apprentice-style learning in a clinical environment, although opportunities in some specialist areas may be reduced. We will limit the impact on students where possible. We will rotate students through the sites that are continuing to accept students and, where necessary and possible, we will use remote and simulation facilities to offer a comparable clinical experience. For continuing students, it may be possible to delay placements until the following academic year to protect their safety. However, there is a possibility that graduation for some final year students may be delayed until such time as they are able to complete all placements.

Current students

At this stage, we expect to deliver the course within the planned timescales to enable successful students to progress from one year of the programme to the next and to graduate without delay.

We have developed an alternative assessment strategy to enable students to complete written assessments remotely and without coming on to campus, should that still be necessary.

The programme does include practical elements (clinical examination skills, procedures and communication skills) that require delivery on campus, as well as experience in clinical placements in a range of NHS settings. We have identified the elements or learning and assessment essential to progression and graduation that have to be delivered on-site, and aim to deliver these as planned in 2020/21 with appropriate social distancing and personal protective measures. We are also planning for at least some assessments to be undertaken remotely (e.g. by video) in the event that changing government advice precludes on-site assessments.

Clinical placement providers are continuing to offer placements as they have in the previous years, but with reduced capacity in some areas, and with substantial changes to how services are delivered. Their capacity to offer placements may change if, in the event of a further outbreak of Covid-19, delivering care to affected patients becomes the overriding priority.

If that happens, it is expected that students will remain on placements and continue to benefit from the experience of apprentice-style learning in a clinical environment, although opportunities in some specialist areas may be reduced. We will limit the impact on students where possible. We will rotate students through the sites that are continuing to accept students and, where necessary and possible, we will use remote and simulation facilities to offer a comparable clinical experience. For continuing students, it may be possible to delay placements until the following academic year to protect their safety. However, there is a possibility that graduation for some final year students may be delayed until they are able to complete all placements.

Additional costs

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Incoming students (starting September 2020)

We do not expect students to incur any extra costs over and above those that we have advertised on the course page.

As a result of our courses beginning with the majority of teaching online, you will need a personal laptop or computer and access to the internet to participate in online lectures. Information is available on recommended device specification. If you are worried you might struggle to meet these requirements, you should email IThardship@sgul.ac.uk so we can look at support options for you.

Personal protective equipment in line with guidance at the time will be provided to students who attend for onsite practical sessions at the university, and also to those on clinical placements, as long as the NHS supply chain to those placements is maintained.

Current students

We do not expect students to incur any extra costs over and above the normal level, as previously advertised on the course page.

Personal protective equipment in line with guidance at the time will be provided to students who attend for onsite practical sessions at the university will go on clinical placements, as long as the NHS supply chain to those placements is maintained.

Assessment methods

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Incoming students (starting September 2020)

We assess the applied clinical and scientific knowledge, clinical skills and professional attributes of our students in a variety of ways. These include formal written examinations (mainly Single Best Answer with some Short Answer Questions), Objective Structured Clinical Examinations (OSCEs) and a professionalism portfolio that varies in content over the duration of the course.

We intend to carry out all of the assessments as outlined in the programme specification for students in 2020/21, and new students joining in 2021/22.

Written assessments will be in the format previously specified, but may be delivered online rather than on-campus if local or national health conditions preclude large gatherings at the time. We successfully delivered online assessments this year. We intend to use remote proctoring for invigilation if online delivery is required.

If conditions mean large scale OSCEs are not possible, our contingency plan is to either use remote clinical examinations or to defer assessment till later in the academic year, or even following year. Decisions on this will depend upon the degree and extent of disruption at the time and throughout the academic year.

Your professionalism portfolio will be assessed as described in the programme specification. Again, if health conditions interrupt the academic year, we may have to modify certain elements of this assessment. In the first year, however, major changes should not be required.

Current students

We assess the applied clinical and scientific knowledge, clinical skills and professional attributes of our students in a variety of ways. The methods that we use include formal written examinations (mainly Single Best Answer with some Short Answer Questions), Objective Structured Clinical Examinations (OSCEs) and a professionalism portfolio that varies in content over the duration of the course.

We intend to carry out all of the assessments as normal for students in 2020/21, and new students joining in 2021/22.

Written assessments will be of the same format as specified, but may be delivered online rather than on-campus if local or national conditions preclude large gatherings at the time. We successfully delivered online assessments this year. We intend to use remote proctoring for invigilation if online delivery is required.

If conditions mean large scale OSCEs are not possible, our contingency plan is either to use remote clinical examinations, to use a clinical portfolio-based approach, or to defer assessment. Decisions on this will depend upon the degree and extent of disruption at the time and throughout the academic year. If that happens, graduation for some final year students may be delayed until you are able to complete all assessments, because we have any obligation to our regulators to confirm that our students have met the clinical and practical outcomes for the programme before they graduate.

The professionalism portfolio will be assessed as described in the programme specification. Again, if health conditions reduce clinical contact time on placements, we will have to modify certain elements of this assessment. We may need to use ‘student selected components’ and ‘elective time’ to ensure you have adequate clinical placement time. Where this is required, and a student has as a result not been able to complete an SSC or elective, any associated assessment requirements will also be amended to reflect the change. Workplace-based assessments are another important part of this assessment which may be affected by reduced clinical contact time where the make-up and numbers may need to be modified proportionally to any disruption. All other strands of this portfolio will be delivered as normal.

Award

The Undergraduate MBBS programme is accredited and quality assured by the General Medical Council. We have discussed the changes that we are making with our regulators who have confirmed that the programme continues to meet their standards. Graduates will, therefore, be eligible to apply for provisional GMC registration when they complete the programme.

Location of study

In Years 1 and 2, all face-to-face teaching will take place at St George’s, University of London on the campus that we share with St George’s Hospital in Tooting with appropriate social distancing measures in place, or in general practice. We have not explored alternative locations for teaching and have no immediate plans to do so. If government advice on social distancing changes, we will consider ways in which we can deliver teaching on-site in a manner that is safe for students and staff.

For the clinical practice years (Years 3, 4 and 5), clinical placement providers will continue to offer placements as they have in the previous years. We will use our existing procedures for allocating students to placements. It is possible that if there is permanent health care configuration change as a result of Covid-19, that placement providers may necessarily change, but this will be done to achieve the required clinical experience and curricular outcomes for students.

Consenting to these changes

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Incoming students (from September 2020)

The changes that we are making are the consequence of current public health advice, and our capacity to offer alternatives is limited by that advice. If you wish to avoid these changes by deferring your offer please contact admissions@sgul.ac.uk.

Current students

The changes that we are making are the consequence of current public health advice, and our capacity to offer alternatives is limited by that advice. You will be required to consent to these changes as part of your re-enrolment. If you wish to avoid these changes (e.g. by taking a year out from your studies) please discuss this directly with your course team in the first instance. We remain, as always, focused on the best experience and outcomes for our students.

Duration

Five years, full time (or six with Intercalated BSc)

Application Deadline

29 October 2020

UCAS Code

A100, institution code S49

Apply via UCAS