1381 How effective are programmes aimed at widening participation of under-represented groups within medicine?

Abstract

<h3>Aims</h3> This literature review aims to anaylse the existing evidence on the effectiveness of widening participation (WP) programmes, aimed at disadvantaged school students, prior medical school entry. Within medicine, under-representation of disadvantaged groups, such as those from lower socio-economic backgrounds and certain minority ethnic groups, is common (1). Awareness and concerns about these disparities are growing, leading to an increasing number of WP programmes (1,2). However, recruitment and admission of WP students is a complex issue, and change is slow (1-3). Despite this, there is little literature reviewing the effectiveness of WP programmes. You can be a doctor (YCBAD) is a Scottish Charitable Incorporated Organisation (charity number: SC046620) that aims to ensure social diversity in medicine by increasing awareness, aspiration, and attainment in school students. YCBAD strongly believes in the importance of social diversity within the medical profession, and that it has the potential for myriad benefits, for the individuals we work with directly as well as wider society. These wider society benefits are due to both increasing cultural understanding within the medical workforce and reducing healthcare inequalities. This literature review comes from a desire to better understand if the resources provided for WP students, including our own resources at YCBAD, are effective. <h3>Methods</h3> Potential papers were screened for relevance to the research question. We included any literature, in the English language, that reported on the effectiveness of WP interventions aimed at school students prior to medical school entry. We excluded all papers which described entry route WP schemes, such as contextual admissions for standard entry, and alternative entry routes to medicine such as foundation, gateway, or mature student entry to medicine. We used Bourdieus’s sociological theory of capital, alongside science capital, to structure our analysis of the identified literature (5). <h3>Results</h3> Very little literature exists on this topic. Secondary school WP pupils who already have an interest in medicine were the most common population. Most papers stated positive outcomes, which ranged from increased confidence and aspirations to increased application and entry to medical school, following the programme. Multiple interventions within one programme appear to be successful at reducing disadvantage, increasing numerous forms of capital at once. However, loss to follow-up was common; therefore, results should be interpreted with caution. <h3>Conclusion</h3> Available literature suggests that WP programmes can be effective at increasing capital and reducing disadvantage. Further research on this topic would be beneficial. <h3>References</h3> Selection Alliance 2018 Report An update on the Medical Schools Council’s work in selection and widening participation. 2018 [cited 2022 Feb 5]; Available from: www.medschools.ac.uk British Medical Association. Have you thought about studying medicine? [Internet]. 2021 [cited 2022 Feb 17]. Available from: https://www.bma.org.uk/media/4763/bma-scotland-widening-participation-booklet-nov2021.pdf Stevenson J, O’Mahony J, Khan O, Ghaffar F, Stiell B. Understanding and overcoming the challenges of targeting students from under-represented and disadvantaged ethnic backgrounds. London: Office for Students. 2019 Feb. Bourdieu P. The forms of capital.(1986). Cultural theory: An anthology. 2011;1:81-93.