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

Ben Ryan,1 Enam Haque,2 Amy Leggett,1 Sukainah Aamir,3 Saba Rashid,4 Shreya Belgamwar5 1General Practice Training, Friarage Hospital, South Tees Hospitals NHS Foundation Trust, Northallerton, North Yorkshire, UK; 2Community Based Medical Education, University of Manchester Medical School, The University of Manchester, Manchester, Greater Manchester, UK; 3General Practice Training, Northern Care Alliance NHS Foundation Trust, Salford, Greater Manchester, UK; 4General Practice Training, Stockport NHS Foundation Trust, Stockport, Cheshire, UK; 5Department of Radiology, Hull University Teaching Hospitals NHS Trust, Hull, East Riding of Yorkshire, UKCorrespondence: Ben Ryan, Email [email protected] Enam Haque, Email [email protected]: 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.Keywords: widening participation, social mobility, widening access