Abstract
BackgroundCOVID-19 has disrupted medical education in the United Kingdom (UK). The pandemic may result in a long-term disproportionate negative impact to students applying to Medical School from a low-socioeconomic background. In addition, the upsurge in Medical School applications increases the likelihood of stricter University entry criteria over the coming years. There is no current research to determine how widening participation of Medicine to students from low-socioeconomic backgrounds can be improved virtually. The aim of this study is to establish the impact of COVID-19 on students enrolled in UK widening access schemes and the role of virtual student led initiatives in widening participation.MethodsA voluntary online survey was distributed to UK Sixth Form students (N = 31) enrolled in a widening access scheme who attended Sheffield Neuroscience Society International Virtual Conference in February 2021. The event was free to attend. The five-domain survey consisted of questions determining demographics, career aspirations, impact of COVID-19, academic skillsets and an educational manipulation check.ResultsThere were 30 pre-conference and 26 post-conference responses. 76.7 % had work experience cancelled due to COVID-19. A total of 36.7 % of participants reported participating in virtual work experience. ‘Observe GP’ and ‘Medic Mentor’ were each specified as attended virtual opportunities in 20 % of answers. Post conference, students felt significantly more confident in applying to Medical School (p = 0.008) and more prepared to undertake a presentation (p = 0.002). Educational manipulation check scores increased significantly (p = 0.003). 100 % of students felt inspired to do further CV building activities.ConclusionsCOVID-19 has negatively impacted pupils enrolled in UK Medical School widening access schemes. Virtual student led initiatives can instill confidence in delegates from low socio-economic backgrounds, increase their career knowledge and inspire them to take part in further CV building exercises. Both Medical Schools and medical students play a key role in widening participation. This study recommends Medical Schools promote access to virtual events, urge private and state schools to declare offered opportunities and act mindfully when determining student’s academic potential in the context of their socioeconomic and/or educational background.
Highlights
COVID-19 has caused an unprecedented disruption to medical education in the United Kingdom (UK)[1]
Delegate Demographics 30 Responses were received to the pre-conference survey and 26 responses to the post-conference survey from pupils enrolled in the Discover Medicine Widening Access Scheme
All students indicated they were in Year 12, the penultimate year of UK education prior to University. 90 % of participants were eligible for the widening participation scheme because they ’Are from a low progression to Higher Education area and the lowest socio-economic groups’ whilst the remaining 10 % ‘have individual circumstances that mean they will need to overcome other barriers to learning/
Summary
COVID-19 has caused an unprecedented disruption to medical education in the United Kingdom (UK)[1]. In light of the COVID-19 restrictions, the introduction of full-time virtual learning has further exacerbated the gaps in opportunity between different societal groups[3] This educational transition adds pressure to families who face the challenge of balancing financial and homeschooling difficulties[4]. In 2019, the Medical School’s Council (MSC) report recognised that certain demographic characteristics remain small and there is still progress to be made These underrepresented groups include those coming from neighbourhoods of low participation in higher education, receiving free school meals/income support or not having universityeducated parent[7]. The pandemic may result in a long-term disproportionate negative impact to students applying to Medical School from a low-socioeconomic background. The aim of this study is to establish the impact of COVID-19 on students enrolled in UK widening access schemes and the role of virtual student led initiatives in widening participation
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