The standardised admission ratio for measuring widening participation in medical schools: analysis of UK medical school admissions by ethnicity, socioeconomic status, and sex

Seyan, Kieran; Greenhalgh, Trisha; Dorling, Danny

doi:10.1136/bmj.328.7455.1545

Cited by 61 publications

(75 citation statements)

References 2 publications

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“…9 Despite recent emphasis on 'widening access', 2-4,6,14-17 and the opportunities provided by increasing numbers of medical and dental students, 18,19 it is recognised that further action is required to enable fair access across social groups in society. 5,18,20 This paper will contribute to the current debate by providing a comparative overview of recent data on age, gender, ethnicity, socio-economic status, region and school type of applicants to medicine, dentistry and UCAS in general.…”

Section: Disabilitymentioning

confidence: 99%

Widening access? Characteristics of applicants to medical and dental schools, compared with UCAS

Gallagher¹,

Niven²,

Donaldson

et al. 2009

Br Dent J

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Section: Disabilitymentioning

confidence: 99%

Widening access? Characteristics of applicants to medical and dental schools, compared with UCAS

Gallagher¹,

Niven²,

Donaldson

et al. 2009

Br Dent J

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“…Some of our students' projects have had real impact when published in high-impact journals Seyan et al, 2004;Hooper et al, 2005) and have generated high citation indices (Snowden et al, 2001).…”

Section: Discussionmentioning

confidence: 99%

Undergraduate research in primary care: is it sustainable?

Jones

Singh

Meakin

2008

PHC

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Aim: To describe the research project component of the BSc in Primary Health Care and to discuss the issues faced by students and faculty in attempting to complete a student-led research project. Background: Medical schools increasingly expect medical students to undertake research as part of intercalated BSc's or in self-selected study modules. This research has historically been laboratory based, 'piggybacking' onto existing projects. Projects initiated by students themselves and studies in primary care or community settings are more unusual. Methods: A qualitative study, based on interviews with students and examiners, triangulated with data from the peer review process and personal observations on the running of the course. Setting: A London medical school, running an intercalated BSc in Primary Health Care. Findings: We interviewed 24 of 26 students and two external examiners during the interview period of the study. Students successfully undertook research, from initial question through to publication. Overall, 90 dissertations were completed since 1997, of which half used a qualitative methodology (45/90). Ten projects have subsequently been published; there were also 16 conference presentations and 6 research letters. Themes from the interview data include: the students' strong sense of project ownership, the difficulties of being a novice researcher, the difficulties posed by the research governance hurdles, the beneficial and for some students adverse impact (stress and coping with unsuccessful projects) and finally, the impact on their careers. Conclusion: Students gain considerably from this learning process, not only by undertaking their own research, but they also gain in terms of acquisition of transferable skills such as critical appraisal and improved self-directedness. Project completion and publication rates suggest that programmes developing undergraduate initiated research projects can be as successful as those for other novice researchers. The student-led project is a fragile endeavour, but currently is sustainable.

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“…Applicants from disadvantaged backgrounds (lower SES) are then less likely to obtain good degree grades (Harris, 2010). HE participation is stratified by social class, especially for the most prestigious universities and the most competitive courses (Seyan et al 2004, Zimdars 2007, Gallagher et al 2009, Harris 2010). …”

Section: Parent/carer Occupation or Social Classmentioning

confidence: 99%

Which are the most suitable contextual indicators for use in widening participation to HE?

Gorard

Boliver

Siddiqui

et al. 2017

Research Papers in Education

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The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. AbstractUK universities are increasingly making decisions about undergraduate admissions with reference to various contextual indicators which are intended to identify whether or not an applicant comes from a disadvantaged family, neighbourhood or school environment. However, the indicators used are often chosen because they are readily available, without much consideration of the possible alternatives and their comparative quality. This paper is part of a larger scoping review of existing research literature used to compile a list of potential contextual indicators, and assess these with respect to their quality, availability, and their relationship to outcomes in UK higher education. A search was made of relevant electronic databases, yielding around 120,000 reports initially, and 28 categories of indicators. Each indicator was assessed on the basis of existing evidence concerning its relevance, reach, availability, accuracy, reliability, and completeness -and in terms of whether its use might inadvertently create a different kind of injustice or lower the student outcomes for HEIs.Many possible indicators are not readily available, or not accurate enough for use in policy and practice. In general, indicators concerning individual circumstances are more relevant than area-based or school characteristics. As expected, there is no ideal single indicator. And it is not clear that combining indicators leads to the advantages rather than the deficits of all. Here we list the best available.There are some indicators for very small categories that can be used relatively un-problematically as long as the data can be made available at time of candidate selection, and these include being a recent refugee or asylum-seeker and having spent time living in care. However, neither of these is a solution to the more general issue of contextualised admissions. School type attended (private or state-funded) could also be used relatively safely, but requires clear definition, could lead to inadvertent injustice, and might not be necessary if good individual data on relative advantage is available instead. The category of mature applicant is also relatively unproblematic, but it is not clear that simply being older than traditional age is a disadvantage. The two most general indicators, most suitable for use, are considered to be eligibility for (or receipt of) free school meals, and having a disability or special educational need. However, like school type, both need care and some adjustment from how th...

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The standardised admission ratio for measuring widening participation in medical schools: analysis of UK medical school admissions by ethnicity, socioeconomic status, and sex

Cited by 61 publications

References 2 publications

Widening access? Characteristics of applicants to medical and dental schools, compared with UCAS

Widening access? Characteristics of applicants to medical and dental schools, compared with UCAS

Undergraduate research in primary care: is it sustainable?

Which are the most suitable contextual indicators for use in widening participation to HE?

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