A Small Group Interview Evaluating the Impact of a Widening Access Programme on Student Confidence and Their Medical School Applications.

Abstract

Background: In the United Kingdom, individuals from deprived backgrounds are under-represented in the medical workforce. Widening participation seeks to address the barriers they face. This study examined Lancashire Access Medics: a widening participation programme in the North-West of England led by junior doctors and medical students for Year 12 and Year 13 pupils.

Materials and methods: The programme used an outcome-based curriculum with regular online group and individual sessions to support pupils. The programme was supported by a local medical school's widening participation team. A small group interview was conducted, using thematic analysis, to explore the experiences of the pupils on the programme.

Results: Positive findings include the continuous pastoral support, supportive learning environment, and overall session structure, which contributed to pupils developing key skills ideal for medical school applicants. The support with personal statement development and interview preparation was commended. However, participants requested more support with their aptitude tests and expressed a preference for in-person sessions.

Conclusion: The programme provides a low-cost model for widening participation, which can reach high-priority areas and can be replicated by other groups. Widening participation initiatives should consider the use of an outcome-based curriculum, with sound session design and opportunities for addressing individual pupil needs. Whilst the virtual learning environment may make such work more feasible to deliver, pupils may find it more difficult to engage compared to being in-person.