Medicine (graduate entry)

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) at St George’s.

1. Each applicant that meets our entry criteria (see below) is ranked by their GAMSAT score.
2. The number of interviews we run each year may vary. In previous years, we have interviewed approximately 250-350 applicants.
3. Our GAMSAT cut-off scores are determined by the number of available interviews. Interview places will be allocated to applicants who have the highest GAMSAT score, until all of our available interview places are filled.
4. 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 have achieved the same 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 GAMSAT score are considered equally.
5. Applicants will then be invited to attend an MMI which is a values-based recruitment process and reinforces objectivity.
6. 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 MBBS (graduate entry) at St George’s.

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

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

Please find the UK equivalent of your qualification(s) by visiting the UK NARIC website. Your qualification(s) will need to be equivalent to the requirements outlined above.

Additional Information

GAMSAT is a professionally designed and marked written entrance test based on a model developed for Australian graduate-entry medical schools. It tests knowledge, reasoning and communication skills across a range of disciplines.

We accept test scores achieved in the year before application, as long as you make the request when you apply to UCAS. We will only accept scores communicated directly by ACER, so please ensure you follow the guidance they provide. 

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

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

You must be eligible for ‘home’ tuition fees. Please visit the UKCISA website for further information.

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.    

In response to the government’s social distancing guidelines, which have a significant impact on all areas of life, we have chosen to relax our work experience requirements for prospective applicants for our courses which would normally require these.    

Despite the relaxed requirements, we still require our applicants to have an understanding of the realities of working as a healthcare professional and to show they have the necessary skills and attributes for their chosen career. Online resources can give you valuable insight into working in the healthcare sector and outline the wide range of careers and courses available. You can find a number of suggested resources for each of our courses here.

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 practise 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.

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.

If you studied but did not complete Medicine at an alternative university, 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.

Due to the demanding nature of the Medicine MBBS (graduate entry) programme, it is important that applicants can demonstrate recent engagement in education. If your degree was awarded more than five years ago, we will accept any of the following qualifications, in any subject (excluding General Studies), awarded between summer 2017 and summer 2022, as evidence of recent education.

• One A Level (grade B)
• One Cambridge Pre-U Certificate (grade M2)
• One Scottish Advanced Higher (grade B)
• One Irish Leaving Certificate (grade H2)
• Access Diploma (D30 M15)

If the above qualification is pending at the point of application, your offer will be conditional on successful completion of this at the grade specified. Other recognised programmes of study may be accepted, please contact us for details.

Alternatively, you may wish to apply for our Medicine MBBS (5-year) programme, which does not include a five-year time limit for graduates.                                   

During the first year, you will undertake short clinical and community-based placements, 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: Community and general practice visits throughout the year

During Year 2, 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 2: Five weeks rotates throughout the year

Hospital placements

Year 2: Two five-week placements in each of medicine and surgery

In Year 3 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. 

Hospital placements

Year 3: 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.

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 4: Five weeks rotates throughout the year

Hospital placements

Year 4: Three five-week assistantships in each of medicine, general practice and surgery, four weeks critical care and anaesthetics, four weeks emergency medicine.

• 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

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.

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.

During Year 1, knowledge is assessed in two summative written assessments which cover all themes. Testing periods occur halfway through the year and at the end of the year. Formative assessments are offered via first term written assessments to prepare you for summative assessment later in the year. 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 each year, there is simulated clinical assessment, known as an objective structured clinical

examination (OSCE), in which you perform a set of structured tasks, which can include practical procedures, interviewing skills and examination of patients. A formative OSCE is offered in second term of Year 1 to familiarise you with the OSCE format for your first end-of-year assessment.

At the end of Years 2, 3 and 4, 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.

Applicants to all courses must provide:

• 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.

Applicants to graduate entry MBBS (UCAS code A101) must also provide:

• full details of your undergraduate education with achieved/predicted grades (and postgraduate qualifications, if applicable).

After submitting your application to UCAS:

• log in to UCAS Track and make sure all your academic details have been included
• if any subjects or predicted results are missing, email admissions with your UCAS number and missing subjects and grades 

• 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 immigration and visa advice.

After making an application, shortlisted candidates will be invited to a Multiple Mini Interview (MMI). These are held from December to April. They combine traditional-style questions with task-based activities. The interview consists of up to eight activities each lasting five minutes (40 minutes in total).

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

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

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

Learn more about how to ace your MMI.

Medical students at Oxford University and Cambridge University may apply for direct entry to the third year of our Medicine MBBS course through the Metropolitan Oxbridge Common Admissions Group (MOCAG) admissions scheme. Information and application forms can be obtained from individual tutors at Cambridge colleges or from the Oxford Medical School at John Radcliffe Hospital.

With the exception of the MOCAG Admissions Scheme, we are unable to consider transfers from other courses or from other institutions.

Information about applying with extenuating circumstances can be found on the How To Apply webpage.

In Year 1, university-based 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 and infection control measures in place.

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 onsite in a manner that is safe for students and staff. 

T, P and F year students (on home and international programmes) 

The detail of this is shared on the MBBS5 template, as these are shared years between the programme, and cohorts from these years receive the same communication about the course and changes impacting the student experience. 

MBBS4 Year 1 students 

We are not making any significant changes to the content of the Graduate Entry Medicine programme in relation to Covid-19.

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

We have been able to incorporate student and staff feedback from the experience of online teaching delivery during the pandemic to inform which content continues to be delivered online, and which will be delivered face-to-face, subject to any Covid-19 related restrictions. This is detailed in the next section.

We anticipate Problem-Based Learning (PBL) will be delivered with a combination of remote and face-to face tutorials in Year 1, with the proportion determined by government guidance for social distancing and infection control at the time. We will rotate PBL groups to ensure that all students have the opportunity for onsite face-to-face PBL, shared across students over the year should it be necessary to have only a proportion of the cohort onsite at any one time.

Non-Covid-19 health and safety factors are impacting on access to the dissection room, as detailed on the main course pages. At least for the first term, anatomy delivery will take the form of online, interactive practical sessions, recorded dissection room videos and guided virtual dissection using ‘Complete Anatomy’ until the cohort can be accommodated safely in the dissection room.

When it is safe to do so, which is not expected to be any sooner than early 2022, Year 1 students will have an initial orientation visit to the dissection room, and practical dissection sessions will resume.

There are primary and secondary care placements within the community from the start of the course. We are planning for all primary and secondary care placements to be delivered as scheduled in 2021-22. If for any reason this is not possible, some may be replaced with virtual placement experiences.

Alternative virtual experiences are also already prepared for any community placements that are not able to host students in person during 2021/22. 

All students on placement will be expected to undertake a Covid-19 risk assessment and adhere to local NHS provider working patterns and guidance.  In some instances, placement experience may be supplemented by remote learning experiences.

We have already prepared to cover learning normally delivered in these environments if it is not possible to attend clinical environments if temporary local restrictions are required, such that the content will be unchanged.

Apart from the annual review and refresh cycle, we have not made any major changes to the curriculum of the clinical practice years (Years 3 and 4).

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 during the Covid-19 pandemic (e.g., airway management, throat examination), and so simulation may be used instead of learning with real patients. 

Although critical care and anaesthetics placements (final year) were suspended during 2020/21, with the content and skills being taught via lectures, small group teaching and simulation instead of experience in the clinical environment, this is returning for the 2021/22 academic year and we anticipate should continue beyond that.  

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

We cannot predict at this stage how the pandemic might impact on the potential for overseas travel in the final year SSC (elective) in the future but we will support this providing it is safe to do so and will ensure alternative local opportunities if required.

T, P and F year students (on home and international programmes) 

The detail of this is shared on the MBBS5 template, as these are shared years between the programme, and cohorts from these years receive the same communication about the course and changes impacting the student experience. 

MBBS4 year 1 students 

The learning outcomes for our modules have undergone the normal annual review and refresh cycle and remain largely the same. There is a similar amount of contact time, though some of this will now be delivered remotely. 

Year 1 of the course comprises of a series of compulsory modules, in which there is integrated teaching from the core educational themes which drive the knowledge and skills to achieve qualification as a doctor. The online components of the course will be designed to balance interactive real-time sessions with lecturers and other students alongside 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. 

Access to course materials, including curriculum information, learning resources, and where applicable recordings of live lectures/sessions will continue to be via the Virtual Learning Environment (VLE), Canvas. Hands-on practical teaching including clinical and communication skills, and many small group tutorials (dependent on government guidance for universities) 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. 

If restrictions increase, some early years sessions may be delivered remotely, or rescheduled until later in the course. Students in Year 1 should expect to come to the campus on average at least twice a week for scheduled face-to-face teaching for sessions which require a physical presence and/or direct interaction with others – for example, learning clinical skills, communication skills sessions, and a proportion of small group tutorials.

Currently we anticipate all the clinical and communication sessions will be onsite throughout the first year.

We are planning for all primary and secondary care placements to be delivered as scheduled in 2021/22. If for any reason this is not possible, some may be replaced with virtual placement experiences. Alternative virtual experiences are also already prepared for any community placements that are not able to host students in person during 2021/22. 

Primary and secondary care placements for students in Years 3 and 4 have been continuing on site since early autumn 2020, including through pandemic peaks, and we expect this to remain the case in the future.

All our providers are now experienced in continuing to provide an educational experience, and adapting this as required depending on the prevalence of Covid-19 and NHS service capacity during peaks, and the consequent risks to students of being on placement.

This is supported by now well-established infection control policies, and the ongoing commitment of our providers, backed up by Health Education England and the General Medical Council (GMC) to keep students on placement now that organisations have had time to prepare.

In the clinical practice years (Years 3 and 4), 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 2021, using those 15 outcomes and priority case framework, we will teach to the same outcomes using a blended approach to support clinical placement experience, informed by the St George’s online educational framework, which involves: 

1. 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. 
2. 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, including contact with patients who may have, or do have Covid-19, where this is essential for student learning.
3. 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. 
4. Increased face-to-face, remote, low and high-fidelity simulation where required. 

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.  

Changes published for Year 1*

*This was Covid-19 related in 2020/21, but changes to non-Covid-19 health and safety regulations have precluded return to the dissection room until these are resolved as detailed on the main course pages.

T, P and F year students (on home and international programmes) 

The detail of this is shared on the MBBS5 template, as these are shared years between the programme, and cohorts from these years receive the same communication about the course and changes impacting the student experience. 

MBBS4 Year 1 students 

We expect to deliver the course within the planned timescales to enable successful students to progress through the programme and graduate without delay. Information about contingencies for teaching, placement experience and assessments to facilitate this in the event of further outbreaks of Covid-19 are detailed in other sections.

T, P and F year students (on home and international programmes) 

The detail of this is shared on the MBBS5 template, as these are shared years between the programme, and cohorts from these years receive the same communication about the course and changes impacting the student experience. 

The applied clinical and scientific knowledge, clinical skills and professional attributes of our students is assessed 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 assessments as normal for students joining in 2021/22.  

Written assessments will be in the format previously specified, and delivered online, as will be the case for the national Medical Licensing Assessment (MLA) at Finals. Whether cohorts are required to be on campus, or expected to access assessments remotely will depend on local or national health conditions restrictions in relation to large gatherings at the time, and site capacity depending on social distancing requirements. We successfully delivered online assessments in 2020 and 2021. All assessments will be invigilated either in person (on site), or via remote proctoring if students are sitting remotely.  Students with special circumstances (meaning they would find it difficult to find suitable space and facilities to sit assessment remotely) will be able to take assessments on campus.

If conditions mean large-scale OSCEs for all cohorts are not possible, our contingency plan is to either use remote clinical examinations or to defer assessment until 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. The 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. 

The Graduate Entry Medicine MBBS4 programme is accredited and quality assured by the General Medical Council (GMC). 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. 

T, P and F year students (on home and international programmes) 

The detail of this is shared on the MBBS5 template, as these are shared years between the programme, and cohorts from these years receive the same communication about the course and changes impacting the student experience. 

In all 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 of learning and assessment essential to progression and graduation that must be delivered on-site, and aim to deliver these as planned in 2021/22 with appropriate social distancing and personal protective measures.

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.  

Currently it is anticipated that students will resume face-to-face General Practice placements (11 visits throughout the first year), in-line with public health guidance. 

T, P and F year students (on home and international programmes) 

The detail of this is shared on the MBBS5 template, as these are shared years between the programme, and cohorts from these years receive the same communication about the course and changes impacting the student experience. 

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 most lectures and some tutorials being delivered online, you will need a personal laptop or computer and reliable access to the internet to participate in online learning.

Information is available on the 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 for free to students who attend 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. 

T, P and F year students (on home and international programmes) 

The detail of this is shared on the MBBS5 template, as these are shared years between the programme, and cohorts from these years receive the same communication about the course and changes impacting the student experience. 

The MBBS4 is a full-time course.

In Year 1 skeleton timetables will be released a month before the scheduled teaching; due to the nature of the pedagogy underpinning the curriculum, detailed content is published during the learning week. Skeleton timetables allow students to plan their lives outside of the university and will distinguish between what is delivered onsite and what content will be delivered remotely.

While we make every effort to ensure that timetables are as student-friendly as possible, students should expect to be on placement, or available for virtual or campus-based teaching Monday through Friday during normal working hours, apart from Wednesday afternoons which are normally reserved for sports and cultural activities.

In later years of the course some placements also offer, or occasionally require out-of-hours shifts with on-call teams (other than for students with approved exceptional circumstances).

It is the course team’s intention, in-line with current public health advice, to deliver small group face-to-face teaching on site. This currently includes twice weekly Problem Based Learning (PBL), clinical and communication skills.

As covered elsewhere, we hope at least some anatomy lessons may also resume on site, though no earlier than January 2022. All lectures for at least the first two terms will be delivered online. 

The situation will be reviewed throughout the first term and, should there be a need to increase or reduce face-to-face teaching, all student cohorts will be informed in good time.

T, P and F year students (on home and international programmes) 

The detail of this is shared on the MBBS5 template, as these are shared years between the programme, and cohorts from these years receive the same communication about the course and changes impacting the student experience. 

Academic terms dates can be found on this page.

T, P and F year students (on home and international programmes) 

The detail of this is shared on the MBBS5 template, as these are shared years between the programme, and cohorts from these years receive the same communication about the course and changes impacting the student experience. 

At enrolment or re-enrolment you consented to the changes we anticipated as a result of the pandemic, which were outlined on the ‘Covid-19 updates’ tab of your course page at: https://www.sgul.ac.uk/study/courses.

The changes that we are making are the consequence of current public health advice and our need to anticipate changes to that advice. Our capacity to offer alternatives is therefore limited. We do not feel that the changes will adversely affect students.  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.  

T, P and F year students (on home and international programmes) 

The detail of this is shared on the MBBS5 template, as these are shared years between the programme, and cohorts from these years receive the same communication about the course and changes impacting the student experience. 

If you have concerns about the quality of course delivery, please use the existing feedback mechanisms which will be explained to you at the start of your course to raise these with your course team in the first instance.

If you wish to take a more formal route, guidance is available to you in our student concerns and complaints procedure.

T, P and F year students (on home and international programmes) 

The detail of this is shared on the MBBS5 template, as these are shared years between the programme, and cohorts from these years receive the same communication about the course and changes impacting the student experience.