Medicine (graduate entry)

You must be eligible for ‘home’ tuition fees. You must be a citizen of the UK, or have indefinite leave to remain in the UK. You must also have been ordinarily resident in the UK for a minimum of three years before 1 September in the year of entry to the programme.

You may apply to graduate entry medicine if you have achieved either an undergraduate degree or postgraduate degree.

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. 

GAMSAT overall cut-off scores for previous years can be found on our Admissions Statistics page.

If you have a degree from a country deemed by either the UK Home Office or St George’s, University of London to be ‘majority English speaking’, listed here, you will not be required to further evidence  your English Language ability. If your degree is from a country not listed on the page above, you will be required to meet one of the English Language requirements below.

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. 

If you have previously studied, but not completed, medicine at another university, you will need to provide formal evidence as to why you previously withdrew from your studies when you apply, or before 1^st November in the year of application. Please email the team at: admissions@sgul.ac.uk. Applicants will be reviewed on a case by case basis. We are not able to consider applicants who were suspended from previous study due to fitness to practice issues or failure in assessments/examinations. 

If you studied but did not complete Medicine at an alternative university, please provide formal evidence as to why you withdrew. Applicants will be reviewed on a case by case basis. We are not able to consider applicants who were suspended from previous study due to fitness to practice issues or failure in assessments/examinations.

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 outlined here. 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.

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 degree classification or GAMSAT score for application to this programme.

Who can complete the form?

You will need to ask a representative or teacher at your 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 college or university 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 college or university within 15 working days of you submitting your application form (UCAS or direct applications). For the two MBBS courses, the form must be received no later than 1 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.)

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

What else you need to include

The form should include any information that is relevant to the application and the circumstances. Formal supporting documentation (eg 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 that 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.

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 progress.

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.

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.

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.  

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.

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 be 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.

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.

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.

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 on-site practical sessions at the university, and also to those on clinical placements, as long as the NHS supply chain to those placements is maintained.

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 on-site practical sessions at the university will go on clinical placements, as long as the NHS supply chain to those placements is maintained.

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 assessments as normal 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.

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 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.

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.

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.