liverpool medicine personal statement

Life of a Medic

Sharing my journey through medical school + dropping nuggets of advice along the way…

What’s it Really Like To Study Medicine at Liverpool Medical School?

Welcome to the 8th week of the Virtual Medicine Open Day : giving you an insight into each of the UK medical schools and the opportunity to ask current medical students about the realities of studying there!

This post is written by Shantanu Kundu a 2nd year medical student at Liverpool .

Medicine at Liverpool has been a great experience so far. From the course to the people, the hospitals to the city, Liverpool offers a lot to any aspiring medic. This post will explore the course, atmosphere and give you an insight into life as a Liverpool student doctor. 

• An Overview of Teaching Methods
• Typical Timetable of a 1st year Medical Student at Liverpool

The Non-Medical Stuff

3 top tips for applying to liverpool, an overview of how we are taught.

Originally, I wasn’t sure how medicine was going to be taught at Liverpool. Much to my surprise, I really love the course and the way it has been structured. The first two years focus on physiology and pathophysiology whilst providing 6 weeks of placement in hospital within year 2. The course is integrated with a mix of lectures, small group teaching and Case Based Learning (Basically the same as PBL but with a more patient friendly word). The first two years are taught system by system.

3 rd  year onwards are mostly clinical with lectures and small group teaching provided at hospitals and on campus in short bursts. All the sessions are really interactive, and all the lectures are recorded. Clinical skills are taught heavily in the first two years. You get it once every few weeks in first year and then once a week in second year. Here you have the opportunity to learn skills in a safe place (normally on dummies or each other).

The team are friendly, bubbly and super helpful. Lectures in first year are on physiology, public health, psychology/sociology and the history of medicine. Second year, lectures cover pathophysiology and most of these lectures are provided by Consultants from University Hospitals. Anatomy is taught for the first two years in the Human Anatomy Resource Centre. Pro-sections of cadavers are used to aid learning and you get sessions every couple of weeks. There are also online quizzes and resources that help learning. 

A Typical Timetable of a 1st Year Medic

Liverpool is a vibrant city that offers so much to all its students. First off, the medical school are really pro-active. They have recently refurbished the School of Medicine, providing amazing facilities for social gatherings and self-study. There are plenty of modern accommodation blocks on campus and there are private ones too. The Liverpool Guild consists of students from universities across Liverpool. There are lots of societies to get involved with as well as meeting new people at events. Liverpool is also improving a lot of its mental health resources. I run a mental health charity called the Be Free Campaign that does a lot of work with mental health in the North West. There are many societies, charities and university resources that can help look after you when you get here. Liverpool is a picturesque city with lots to offer in terms of tourism, live music and edgy shops. My picks would be Bold St where you can see amazing restaurants, boutique shops as well as my favourite live music venue, Jimmy’s. Liverpool is also famous for music with the Cavern Club and Parr St Studios for anyone who wants to try that! 

Pros of Studying at Liverpool

• Liverpool has so much to offer. The new Dean, Prof Hazel Scott is amazing and is really changing the University for the better. She has introduced a new course, new buildings and really cares for and listens to all of her students. The course is also great with lots of support from lecturers and year leads, there’s always someone there to help.

• The city is by far one of the best in the country . It’s not too busy and expensive but has lots to do and has a blend of urban landmarks and beaches. Medicine is a vocational course; you will spend at least 5 years at an University. You want to make sure it is a great place to live, has great hospitals and is somewhere you want to be. Liverpool was the best choice for me.  

• It has lots of hospitals that are very well known (Alder Hey, Royal Liverpool and Aintree) as well as recently being filmed for two series of BBC’s Hospital and the most recent series of Ambulance. It is a lovely welcoming city to be in and you will never regret it.

Cons of Studying at Liverpool

• You don’t have as much support. Whilst there is so much to love, University is a big change from School or College. You very rarely meet one on one with professors or tutors and self-motivation is what you need to get through it. This is something that will be hard wherever you go, so it’s about building a strong support network and trying your best. Help is out there if you need it, it’s just about being proactive in getting it.

• Unfortunately in the first year there isn’t much experience in hospital. There is one taster day but this doesn’t offer a clinical environment in which one would want to get used to. Second year does make up for it though!

• Whilst the HARC team are great, personally I don’t think learning through prosections is best for my learning. I think dissection would be better for my learning. Liverpool isn’t the only medical school that offers it and some of the newer medical schools will only offer a computer based anatomy course with 3d models.

1. Make sure you have a strong personal statement. Liverpool focusses heavily on the personal statement pre-interview and has a station on it in the Interview too!

2. Make sure you are up to date on your healthcare awareness . Liverpool and a lot of Universities will have a station on this.

3. Make sure medicine is the right course for you, most interviewers can tell if you aren’t fully into it. 

Thank you Shantanu for writing all about Liverpool! Find out more about his campaign here:

Your Turn To Ask Any Questions!

Thank you for submitting your questions, they’ve now been answered by a current student – click below to read the answers!

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Medical School Profiles: Applying To Liverpool Medical School

Applying to liverpool medical school.

Welcome to our series of medical school profiles. These are completely free as part of Medicine Answered’s commitment to making information on a career in Medicine free and readily available. These medical school profiles can used be in conjunction with our free guide “ choosing which medical schools to apply to ” which covers 19 points that you can systematically run through when considering if a medical school is an excellent choice for you to apply to.

What this guide to applying to study Medicine at Liverpool Medical School covers

This medical school profile provides key information for applying to study Medicine at Liverpool Medical School. We begin by discussing the courses on offer at Liverpool Medical School. We also discuss the entry requirements for studying Medicine at Liverpool Medical School. This includes how Liverpool Medical School uses applicants UKCAT results or GAMSAT results, in the case of Graduate applicants; the interview process at Liverpool Medical School; how Liverpool Medical School uses Medicine personal statements and other key details and statistics that will help you to apply to study Medicine at Liverpool medical school. We cover topics such as the Liverpool open day; information for international Medicine applicants and Graduate Entry Medicine applicants to Liverpool medical school. Finally, we cover tips on how to write a Medicine personal statement for Liverpool Medical School and tips on how to pass the Liverpool Medical School MMI interview.

Courses on offer at Liverpool Medical School:

Standard Entry Medicine (5 years). UCAS course code A100

Accelerated Graduate Entry Medicine (4 years) UCAS course code A101

Foundation to Health & Veterinary studies (1 year) UCAS course code 789S – Only for students meeting certain widening participation criteria. Can lead to application for entry to 5-year Medicine course

There are also entry routes to study Medicine at Liverpool for existing Science students of Liverpool university. Liverpool medical school also provide a shortened three-year pathway for Dentists wishing to study Medicine in order to pursue a career in oral and maxillofacial surgery.

The competition for offers for a place to study Medicine at Liverpool Medical School:

5-year Standard Entry Medicine Course at Liverpool:

Number of applicants per interview: 1.6 (home/EEA) 2.7 (international)

Number of applicants per place: 8.5 (home/EEA) 12 (international)

4-year Accelerated Graduate Entry Medicine Programme at Liverpool:

Number of applicants per interview: 2.7 (home/EEA only)

Number of applicants per place: 12 (home/EEA only)

International Applicants to study Medicine at Liverpool Medical School

Liverpool Medical School welcomes international applications to its standard five-year Medicine programme. International students are not eligible to apply to Liverpool Medical Schools accelerated Graduate Entry Medicine programme. This is only open to applicants from the European Economic Area (EEA) which includes the UK.

Graduate Entry Medicine at Liverpool Medical School:

Liverpool Medical School offer an accelerated four-year Graduate Entry Medicine programme. This is for graduates who as a minimum hold a good 2:1 honours degree in a Biological, Biomedical or Health Science subject. This is only open to home students (which includes students from the EEA). The Liverpool Graduate Entry Medicine course structure involves Graduate Medicine students attending a two-week summer school and then directly joining the second year of the five-year standard entry Medicine programme. In this way, the Medicine degree is four years instead of five, as Graduates skip the first year of the standard Medicine degree.

We have an entirely free guide on applying to Medicine if you are a graduate. This is a comprehensive guide and includes everything from fees, funding, making a decision to study Graduate Entry Medicine , deciding between four-year programmes and standard entry Medicine programmes and much more. We also have a comprehensive and entirely free guide on how to write a graduate entry Medicine personal statement .

Liverpool Medical School open days and taster days

Liverpool Medical School offer several open days. They also offer taster days where you can get a taste of what it is like to be a Liverpool medical student. A Liverpool Medicine open day is also a great way for you to get to know the city better.

Liverpool Medical School course structure:

Liverpool Medical School’s course structure is often associated with PBL as it was one of the pioneering UK medical schools to use PBL. However, the course structure at Liverpool Medical School is now centred around an integrated curriculum. This is the most common type of course structure for UK medical schools. Integrated course structures mean that basic sciences and clinical concepts are taught together instead of the traditional (and now rare) approach of separating the teaching of the sciences with the teaching of Clinical Medicine. This means students learn about medical sciences in the context of how patients present clinically. As a result, Liverpool Medical School gives medical students early patient contact.

A wide range of teaching methods and settings are used in the Liverpool Medical School curriculum including lectures, seminars, lab sessions, case-based learning and more. Liverpool Medical School is increasingly using virtual reality learning, simulation and other modern technology enhanced learning methods.

Intercalation at Liverpool Medical School

Liverpool Medical School gives medical students the opportunity to intercalate during their time studying Medicine. This includes masters level programmes. Many medical schools give students the chance to intercalate, and it is a popular option. We discuss this further in our free blogs. Intercalation allows students to interrupt their medical studies and gain a degree in a chosen subject and then return to the Medicine degree. By intercalating in a BSc for example, medical students can gain this qualification in only one year compared to the typical three years it would take a non-intercalating student to be awarded this degree.

Electives at Liverpool Medical School and studying abroad.

As with other medical schools, Liverpool medical school course structure includes an elective. This can be in the medical school, elsewhere in the UK or as most students choose, abroad. Liverpool Medical School also offer other chances for students to spend time studying abroad.

Entry Requirements for Liverpool Medical Schools 5-year Medicine programme:

You must carefully understand the entry requirements for Liverpool Medical School before you make an application there. Meeting the minimum entry requirements for Liverpool medical school does not guarantee an interview as the application process is highly competitive. Below are some headline details about the entry requirements for Liverpool Medical School for 2019 entry. You can see the full information on their prospectus or website.

Degree requirements for Graduate applicants: If applying with a graduate degree, a minimum of a good 2:1 in a honours degree in a Biological, Biomedical or Health Science subject is necessary.

A-Level entry requirement for Liverpool Medical School: For those applying without a degree, A-level offers at Liverpool medical school are typically AAA. Note that Liverpool medical school require both Biology and Chemistry at A level.

GCSE entry requirements for Liverpool Medical School: GCSEs are scored where A*/A = 2 and B = 1. Candidates require a minimum of fifteen points from nine GCSEs. This includes Maths, English and Science all at a minimum grade B. Dual award subjects or Maths and Further Maths will only gain two points with the exception of Dual Science where up to four points may be awarded.

Admissions tests – how does Liverpool Medical School use UKCAT scores?

Non-graduate applicants to Liverpool medical school are required to sit the UKCAT exam. Students with a graduate degree applying to Liverpool medical school for either the standard or Graduate entry Medicine programme are required to sit the GAMSAT. For more information about the UKCAT and GAMSAT and how to prepare for the UKCAT and GAMSAT, see our free admissions tests guide and FAQ .

How does Liverpool Medical School use the Medicine personal statement?

Liverpool medical school does not use the Medicine personal statement in deciding who to interview. However, it is used at the Liverpool Medicine interview which we discuss later in this guide.

Tips on how to write a successful Medicine personal statement for Liverpool Medical school

• Our entirely free guide, how to write a Medicine personal statement in 10 steps, takes you from step 1 – no plan and nothing written down, all the way to step 10 – a completed excellent personal statement ready for you to submit to UCAS.
• You can also use our analysis of a successful Medicine personal statement if you are looking for some inspiration on getting started. As well as providing an example of a Medicine personal statement that received four offers it also details our analysis of the strengths of the statement.
• The meaning and insight gained from experiences such as work experience or extracurricular activities are the most critical thing admissions tutors are looking for, even more so than what you actually did. Merely making long lists of achievements or diary accounts of activities is not what admissions tutors at Liverpool medical school or any other medical school are looking for. It is up to you to make the most of what you have done and show the medical school admissions panel how your experiences will make an excellent candidate to study Medicine. Our free article: How to show the attributes of self-reflection and personal insight into your Medicine application, will help you to write in the manner that admissions tutors are looking for.
• You can consider a Medicine personal statement review service. These are offered by various companies. They are not essential, so do not believe any company that tells you otherwise. However, services by competent providers can add real value to your Medicine application. When looking at providers ensure that they are by experts in Medicine admissions and have professional skills in editing and reviewing. Medicine Answered provide an excellent medical school personal statement review service with a unique level of expertise. A professional editor and then a doctor (who received all four offers to study Medicine) will examine the personal statement line by line and make the appropriate corrections. After making sure the grammar and writing are flawless, they will also comment on the overall strength of the application and make suggestions of things which may be asked at your Medicine interview based on your medical school personal statement.

What type of interview does Liverpool Medical school use?

Liverpool medical school uses MMI interviews.

Tips for passing a Liverpool medical school MMI interview

Success at a Liverpool medical school MMI interview (or at any other medical school interview) is not random. It involves a tried and tested set of steps that you can also follow:

• A strategic plan on how to prepare for your Medicine interview  – This is covered in our free guide on how to prepare for your Medicine interview in seven steps.
• Learning key Medicine interview strategies –  We have plenty of free articles covering Medicine interview strategies as well as a free database of real Medicine interview questions with examples of full competent answers, analysis, and advice on how to approach these Medicine interview questions. We also have a free guide to Medical Ethics and blog articles such as how to deal with hostile interviewers, how to answer opinion questions and more.
• Avoiding common Medicine interview pitfalls – See our free guide on common Medicine Interview pitfalls and how to avoid them.
• Intelligent, reflective Medicine interview practice  – Use our free exclusive database of Medicine interview questions and answers .
• Execution on the interview day  – Preparation and practice are one part of success. The other part is peak performance and execution on the day. Read our free article about dealing with nerves in your interview .

If you prefer a face to face approach, Medicine Answered also provide excellent doctor delivered one-day Medicine interview courses as well as one to one private tutoring online or in person. All of our courses and tutoring are delivered only by doctors who passed all four of their Medicine interviews. For more information see our services section.

Study  ›   Undergraduate courses

Medicine and surgery mbchb.

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Course details

• A level requirements: AAA
• UCAS code: A100
• Study mode: Full-time
• Length: 5 years
• Apply by: 16 October 2023
• International deadline: 16 October 2023
• Starts: 23 September 2024
• Get a prospectus

Related courses

Apply for this course.

Although the UCAS equal consideration date has now passed, many of our courses are still accepting applications from UK students for 2024 entry through UCAS.

The deadline for international students was 16 October 2023 .

There are eighteen courses related to Medicine and Surgery that you might be interested in.

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Bachelor of medicine, bachelor of surgery.

Bachelor of Medicine, Bachelor of Surgery (MBChB) is a bachelor’s degee awarded for an undergraduate programme in medicine and surgery.

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Course overview

Study medicine at Liverpool and prepare to deliver outstanding patient care, in both current and future healthcare systems. Learn how to apply a compassionate, evidence-based and patient-centred approach to your clinical practice as a doctor. The main medicine programme is our A100 ( 5-year) programme but graduates with home-status may consider their eligibility to apply to our A101 (4-year) programme which is re-opening in August 2024 and is currently open to applications via UCAS.

Introduction

Your interest and skill in medical scholarship will be actively developed with us, underpinned by a vision to harness expertise from far and wide. You’ll learn the necessary knowledge, skills and professional behaviours to safely and ethically practice medicine.

Our students benefit from GP-led small group teaching sessions, access to some of the best specialist clinical units in the UK, and enhanced learning opportunities through our state-of-the-art facilities.

We ensure our graduates are able to meet the core requirements set out by the General Medical Council, and become lifelong learners committed to their own professional development.

Programme in detail

The curriculum is delivered under a spiral model, under which concepts are introduced at an appropriate level, and revisited with increasing levels of complexity as the course progresses.

The curriculum is organised and delivered through a number of supra-themes, which fall into specifically defined themes.

In years one and two, all students follow the same lecture timetable, and are allocated to smaller groups for workshops, seminars and practical skills (eg clinical skills and anatomy) sessions. All teaching in year one takes place on the University of Liverpool campus.

Throughout years two-five students undertake clinical placements. Local NHS Trusts, GP practices, hospices, specialist services and community services deliver the placement components of the programme. Each hospital placement takes place at one, or more, of the North West hospital sites. During the course of their studies, students will be expected to rotate through the different clinical providers for variable lengths of time, dependent upon placement block requirements and length. This block rotational model has been designed to allow improved student ability in managing transitions and working across different clinical environments to help prepare them for junior medical postgraduate training.

What you'll learn

• How to deliver outstanding patient care
• The knowledge, skills and values essential for a confident medical career in a 21st-century healthcare environment
• A core foundation in basic and clinical science
• An understanding of the human body that will underpin your future skills
• An understanding of how illness and disease presents in different settings
• How chronic disease is managed within the community using a team approach

Teaching Excellence Framework 2023

We’re proud to announce we’ve been awarded a Gold rating for educational excellence.

Course content

Discover what you'll learn, what you'll study, and how you'll be taught and assessed.

The aim of the first two years is to ensure that students have established a core knowledge base, skills and understanding, fit for learning in the clinical environment and their future careers.

In years one and two, the emphasis of the programme’s study is on basic and clinical sciences. These are taught using an integrated ‘Systems’ approach. Each System Block includes physiology, biochemistry, pathology, microbiology, immunology, pharmacology and anatomy, genetics and cell and molecular biology. The emphasis of year one teaching is on the structure and function of the human body under ‘normal’ conditions. Teaching is delivered by lectures, practical and small group sessions and clinical skills sessions (where students will learn how to examine the components of the systems studied, as well as take part in simulation exercises). Communication for Clinical Practice sessions in small groups with simulated patients prepare students for the clinical placements. Students in year one also take part in a unique leadership development course, which is run in collaboration with 208 Field Hospital.

In year two, the integrated ‘Systems’ teaching approach, begun in year one, is expanded to enable students to understand abnormality and illness-related change and the interaction with the environment. Secondary care placements also start in year two as an experiential programme, with specific hospital-based tasks, recorded in our e-portfolio, aimed at enabling student to integrate safely into the clinical environment and begin to apply theoretical knowledge, skills and professional behaviour in clinical practice.

Alongside preparing students for clinical practice, the first two years of the programme also introduce students to the foundations of research.

Years three and four have an increasing focus on the application of skills learnt in the first two years of the programme into clinical practice, across a range of core and increasing complex clinical presentations and encounters.

In year three, students gain exposure to the key principles of medicine and surgery, with the focus on understanding core clinical concepts.

Students spend a series of four-week blocks on clinical placement, where each placement block is preceded by an ‘Academic‘ week. This week incorporates approximately 1.5 days of lectures delivered to the whole cohort, and then rotation-specific teaching, eg pre-placement sessions, Community Clinical Teaching (Primary Care), clinical skills preparation, simulation sessions and time for student-led Research and Scholarship projects. This ‘Just in time’ approach to teaching, which encourages students to revisit and develop knowledge and skills just before they are needed, prepares students to learn to recognise health problems, develop the skills needed to diagnose illness and disease, and manage patients.

Students rotate through a variety of integrated hospital and community-based settings in order to complete placements. Students are expected to participate fully in clinical care in these settings, both through timetabled activities and additional opportunities (in agreement with supervising clinical staff). All of these placements provide opportunities (and expectations) to work with clinical teams and care for patients in a variety of healthcare settings.

In year four, the combination of academic weeks and placement blocks is again used to provide students with more specialist and challenging placement experiences, including a focus on mental health, specialist placements in neurology, paediatrics and obstetrics and gynaecology and a nationally-recognised placement of excellence in palliative care.

At the end of year four, students are also able to undertake a four-week elective. Many students choose to study abroad during this period.

The final year is spent gaining intensive clinical experience in hospitals and the community to students transition successfully and begin work as a doctor.

Students experience Emergency and Acute Medicine, Surgery, GP and Psychiatry placements during this year, and have a ward shadowing experience block that allows them to consolidate complex clinical skills and professional attributes required of them for their Foundation Year post. Students are also able to undertake a five-week research project such as an audit or Quality Improvement Project, a community based project or a specialist placement of their own choosing.

Placement experiences are supported by academic “Preparation for Practice” weeks, support for the required national examinations and a full week of interprofessional simulation, ensuring students are able to demonstrate the skills need to deliver complex, acute care within a multi-professional team.

How you'll learn

The School uses an integrated teaching model. The learning of medical sciences is enhanced by the clinical context of a systems-based approach. The development of understanding of clinical practice is supported by a ‘just in time’ model of academic weeks that relate to each clinical placement and case-based teaching within each placement. Specialist clinical centres from across the region provide students with a wide range of exceptional placement experiences during which students complete structured learning activities as well as taking advantage of near patient learning opportunities.

The School is at the forefront of technology enhanced learning, utilising mobile learning, virtual reality, simulation and a personalised e-portfolio to provide our students with the best possible experience and prepare them for the technological developments that will shape their future careers in healthcare.

We take the development of clinical leaders seriously and use a programme of experiential learning opportunities to develop students’ leadership and followership skills in a range of situational contexts.

The remainder of the course is delivered using a mix of interactive and didactic lecturing; case based learning, small group teaching, clinical skills and simulation workshops, Human Anatomy Resource Centre (HARC) sessions, communication skills practicals and a staged programme of research skills development.

The breadth of learning and teaching activities used within the Medical School ensures students have the underpinning knowledge and skills to become the safe clinical practitioners of tomorrow.

How you're assessed

Both formative and summative assessment take place within the programme. There is an emphasis on assessment for learning through the use of subject specific tests such as quizzes, anatomy spotters and formative Objective Structured Clinical Examinations (OSCEs).

Summative assessment takes place at the end of each year and includes written papers and practical exams in the form of OSCES and LOCAS.

We use technology to facilitate online marking and annotated feedback of written assignments, deliver formative online tests for students at the end of each teaching block and collate and deliver OSCE data, providing students with more useful feedback as a result.

A bespoke electronic portfolio, integrated throughout the curriculum provides students with a personalised learning space where they can collect evidence and develop their skills through reflective activities. The e-portfolio charts the student learning journey over the course of the programme.

Liverpool Hallmarks

We have a distinctive approach to education, the Liverpool Curriculum Framework, which focuses on research-connected teaching, active learning, and authentic assessment to ensure our students graduate as digitally fluent and confident global citizens.

Learn more about our Liverpool hallmarks.

Our curriculum

The Liverpool Curriculum framework sets out our distinctive approach to education. Our teaching staff support our students to develop academic knowledge, skills, and understanding alongside our graduate attributes :

• Digital fluency
• Global citizenship

Our curriculum is characterised by the three Liverpool Hallmarks :

• Research-connected teaching
• Active learning
• Authentic assessment

All this is underpinned by our core value of inclusivity and commitment to providing a curriculum that is accessible to all students.

Course options

Studying with us means you can tailor your degree to suit you. Here's what is available on this course.

Global opportunities

Choose from an exciting range of study placements at partner universities worldwide.

Language study

Combine this course, take language modules or short courses.

Intercalation available

Earn an additional undergraduate or master’s degree on a year-long intercalated course.

Global Opportunities

University of Liverpool students can choose from an exciting range of study placements at partner universities worldwide.

What's available on this course?

Year in China

Immerse yourself in Chinese culture on an optional additional year at Xi'an Jiaotong Liverpool University in stunning Suzhou.

• Learn Chinese
• Study in a bustling world heritage city
• Improve employment prospects
• Study Chinese culture
• 30 minutes from Shanghai
• Learn new skills

Read more about Year at XJTLU, China

Year abroad

Broaden your world by spending an additional year of study at a partner university abroad following your second year of study.

• Choose from up-to 26 countries
• Experience another way of life
• Inspire your future career or studies
• Improved prospects of earning a 2:1 or First
• More likely to earn higher salary
• More likely to be employed after graduating

Where can I spend a year abroad on this course?

• South Korea

More about taking a year abroad

Summer abroad

Spend a summer abroad on a study placement or research project at one of our worldwide partner institutions.

• Spend a summer abroad in addition to your degree programme
• Study abroad without adding an extra year
• Choose any summer between your first and final year of study
• Get the chance to study subjects outside your discipline

Where can I spend a summer abroad on this course?

More about taking a summer abroad

Every student at The University of Liverpool can study a language as part of, or alongside their degree. You can choose:

• A dedicated languages degree
• A language as a joint or major/ minor degree
• Language modules (selected degrees)
• Language classes alongside your studies

Read more about studying a language

Earn an additional undergraduate or master's degree by adding a year of intercalated study. Once you've completed your intercalation year - usually following your third year - you'll finish the rest of your programme.

• Pursue in-depth study in a subject that interests you
• Complete an additional degree in only one year
• Available to students from any UK university
• Pay the standard full-time fee for one academic year.

Learn more about intercalation

Your experience

The School of Medicine is one of the largest providers of medical education in the country. Students have access to facilities such as the unrivalled Human Anatomy Resource Centre and Clinical Skills Resource Centre, as well as our Virtual Learning Environment. We also offer access to a comprehensive placement network with nationally recognised centres of excellence.

Explore where you'll study

Virtual tour

Supporting your learning.

From arrival to alumni, we’re with you all the way:

• Careers and employability support , including help with career planning, understanding the job market and strengthening your networking skills
• A dedicated student services team can help you get assistance with your studies, help with health and wellbeing, and access to financial advice
• Confidential counselling and support to help students with personal problems affecting their studies and general wellbeing
• Support for students with differing needs from the Disability advice and guidance team . They can identify and recommend appropriate support provisions for you.

What students say...

It always said in the brochure that there would be early clinical contact, but I never really expected how much. It really is great to be on the ward - and that’s how you learn. The Medical School is very good and very supportive. It’s definitely set me up well for my future career, and I’m looking forward to getting into the job. Tom Marks , MBChB Medicine and Surgery

Chat with our students

Want to find out more about student life? Chat with our student ambassadors and ask any questions you have.

Match with an ambassador

Careers and employability

Our programmes are for individuals who wish to become qualified medical practitioners. A diverse range of careers are open to you as a medical graduate, varying from medical science, perhaps laboratory-based research, through public health and the development of health care strategies to clinical practice in the hospital and community.

99% of medical students find their main activity after graduation meaningful.

Fees and funding

Your tuition fees, funding your studies, and other costs to consider.

Tuition fees

Tuition fees cover the cost of your teaching and assessment, operating facilities such as libraries, IT equipment, and access to academic and personal support. Learn more about paying for your studies. .

Additional costs

We understand that budgeting for your time at university is important, and we want to make sure you understand any course-related costs that are not covered by your tuition fee. This includes the cost of a stethoscope, travel to placements, and any additional sets of scrubs.

Find out more about the additional study costs that may apply to this course.

Additional study costs

The School provides some equipment free of charge, but students should expect to cover the following costs.

Lab Coat: Each student will be given a lab coat for use in the Human Anatomy Resource Centre free of charge. There is a £15 charge for any replacement lab coats.

Stethoscope: Students will need to purchase a stethoscope (approximately £90 plus).

Scrubs: Five sets of scrubs are issued per student during the programme. They are issued as follows: one set in year one and the further four sets in year two. If students require an additional set then they are required to purchase this themselves at a cost of £29.95.

Travel to Placements: Placement travel costs will vary from student to student. Some students in receipt of a bursary from the NHS may be eligible to claim placement travel related expenses from the NHS too. For students who are not in receipt of any other funding/reimbursement for placement travel, the School of Medicine is able to provide a contribution towards placement travel costs. This contribution is capped and the cap is established each year based on the funding available. As a guide, in academic year 2022-23, contributions were made on the basis of calculated public transport costs. The average total travel costs for primary and secondary care placements for one year of the programme was calculated as approximately £775. The average contribution towards these costs provided by the School for 2022-23 was approximately £595.

For academic year 2024/25, placement travel contributions will be based on actual expenditure. Electives: Elective costs will vary from student to student and could include, travel costs to the placement, agency costs to find the placement, accommodation and living costs, and public liability insurance costs.

Find out more about additional study costs.

Scholarships and bursaries

We offer a range of scholarships and bursaries to provide tuition fee discounts and help with living expenses while at university.

Check out our Liverpool Bursary , worth up to £2,000 per year for eligible UK students. Or for international students, our Undergraduate Global Advancement Scholarship offers a tuition fee discount of up to £5,000 for eligible international students starting an undergraduate degree from September 2024.

Check out our Undergraduate Global Advancement Scholarship . This offers a tuition fee discount of up to £5,000 for eligible international students starting an undergraduate degree from September 2024. There’s also the Liverpool Bursary which is worth up to £2,000 per year for eligible UK students.

Discover our full range of undergraduate scholarships and bursaries

Entry requirements

The qualifications and exam results you'll need to apply for this course.

Please note that individuals applying to our Medicine programmes must consult our full guidelines .

Please note: Non-graduate applicants applying to the A100 programme must sit the UCAT admissions test.   Graduates applying to the A100 programme are subject to different entry criteria. and are currently required to have taken GAMSAT. For further details please see www.liverpool.ac.uk/medicine/study-with-us/undergraduate/admissions-information

Compliance with GMC Guidance: Achieving Good Medical Practice

In the interests of public safety, and your own best interests, information pertinent to your educational achievements and to your fitness to practise may be shared by Liverpool Medical School with training providers, employers and regulatory organisations. In the event of termination of studies, student details are shared with regulatory bodies and other medical schools via the MSC Excluded Students Database. Any offer for the medical programme will be conditional on applicants having disclosed any previous fitness to practise findings against them.

English language requirements

You'll need to demonstrate competence in the use of English language, unless you’re from a majority English speaking country .

We accept a variety of international language tests and country-specific qualifications .

You'll need to demonstrate competence in the use of English language, unless you’re from a majority English speaking country.

We accept a variety of international language tests and country-specific qualifications.

International applicants who do not meet the minimum required standard of English language can complete one of our Pre-Sessional English courses to achieve the required level.

You'll need to demonstrate competence in the use of English language, unless you’re from a majority English speaking country

About our entry requirements

Our entry requirements may change from time to time both according to national application trends and the availability of places at Liverpool for particular courses. We review our requirements before the start of the new UCAS cycle each year and publish any changes on our website so that applicants are aware of our typical entry requirements before they submit their application.

Recent changes to government policy which determine the number of students individual institutions may admit under the student number control also have a bearing on our entry requirements and acceptance levels, as this policy may result in us having fewer places than in previous years.

We believe in treating applicants as individuals, and in making offers that are appropriate to their personal circumstances and background. For this reason, we consider a range of factors in addition to predicted grades, widening participation factors amongst other evidence provided. Therefore the offer any individual applicant receives may differ slightly from the typical offer quoted in the prospectus and on the website.

Alternative entry requirements

• If your qualification isn't listed here, or you're taking a combination of qualifications, contact us for advice
• Applications from mature students are welcome.

Have a question about this course or studying with us? Our dedicated enquiries team can help.

• Chat with us
• Phone: +44 (0)151 795 4370
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Last updated 13 March 2024 / See what's changed / Programme terms and conditions

Changes to Medicine and Surgery MBChB

See what updates we've made to this course since it was published. We document changes to information such as course content, entry requirements and how you'll be taught.

New course pages launched.

The Aspiring Medics

Medicine Personal Statement

📋 47 lines., 📝4,000 characters., 🏆 an opportunity to sell yourself..

Experience Bank

Self-Review

Introduction

Work Experience

Supercurricular

Extracurricular

Medicine Personal Statement Review for 2023 Entry

Reviewed by experts get feedback from those who know what medical schools want to see, quantitative mark scheme used our experts use a mark scheme to ensure your personal statement is perfect, get feedback within 48 hours fast feedback to give you plenty of time to improve , personal statement importance,  “no one can determine your destiny but you. will it be easy of course not. can you do it of course you can. but it requires patience and persistence. seize this moment of crisis as your opportunity to start fresh, and live your dreams.” – les brown.

🏆An opportunity to sell yourself

The Medicine personal statement is the first time admissions tutors will assess you as an individual and not a set of grades and results, so it is important for you make a good impression.  You will have 4,000 characters (around 500 words) over 47 lines to show how you possess the qualities needed to become a doctor. You should demonstrate your suitability to study medicine, for example, by showing your commitment , team-working skills and excellent communication skills to the admissions panel. Most importantly you should explain your motivation behind studying medicine and use your relevant volunteering and online work experience to show how you have explored the career path.   

🏛️ Different universities will use it at different stages in their application process and with different weightings

Some universities do not use it at all, such as Brighton and Sussex*   and St Georges* , whilst other universities, such as Manchester* , require an alternative form similar to the personal statement but not your personal statement itself. Universities including Leicester*  use it as part of a scoring system alongside other academic components to select applicants for interview. Other universities, such as Liverpool* , use your personal statement in one of their MMI stations at interview. Your personal statement, at universities such as Hull York* , may also be used for shortlisting at any point in the application process. Similarly, at Bristol* , the personal statement may be used to differentiate between applicants with identical interview scores. It is useful to be aware of how the medical schools that you are applying to will use your personal statement.

(*More information will usually be made clear in each of the universities online admissions procedures guidance. Always check the university website for up-to-date information!)

👇 We have provided a table below to give you guidance👇

(The information on the table was accurate at time of writing)

We at The Aspiring Medics do our best to ensure our information is up to date; always check the university website for up-to-date information

🔗Useful Links:

The Experience Bank

🏗️Build your experience bank

An experience bank is essential in order to give you the framework to base your personal statement reflections around. It will help to ensure that your personal statement is as concise as possible. Without a clear strategy or intention, it can be very easy to write waffly answers that just waste the character count as opposed to showing your realistic insight or skills that you have developed. 

💱Learning to reflect is a skill 

Learning to reflect is an essential skill as a doctor. The greater you are able to build up the habit of using the STARR technique, the better your insights will be. This will not only help you when writing your personal statement, it will also be effective for interviews at your chosen medical schools. 

⬇️Download your FREE Experience Bank

Our FREE Experience Bank gives you a framework to help you reflect upon your answers; it is based on the Medical School's COuncil Statement on the core values and attributes needed to study medicine. Check it out! 

Personal Statement Tips

💯Quality not quantity 

One of the most common questions we get from A-Level students thinking of applying for medicine is: ‘What work experience should I do?’ While work experience is very important the reassuring caveat is that you don’t necessarily need month long experience in hospital wards or surgical theatres to get into the med school of your dreams. The way you reflect and present it in your personal statement or talk about it in an interview makes all the difference!  

🏛️ Reflect using the STARR technique

Try and consider at least all of these things:

What did you learn?

About yourself?

About medicine as a career?

About your motivations to be a doctor?)

What skills were you able to develop?

What did you observe in others that impacted you?

The way you saw people operate in the real world may have surprised you or motivated you or even just shown you an aspect of the caring professions that you hadn’t thought of before.

How did it impact your view of the medical/care based/customer focused profession?

What downsides did you observe? What are the challenges faced by the people you saw?

Med schools want students who are aware of the realities of medicine before they sign up to a long degree. After all, the students are an investment and they don’t want students who will drop out when they realise a doctor isn’t like the TV shows. Having everything written down in front of you then allows you to really pick out what stood out and what you want to talk about . Allowing you to be concise in your personal statement and clear in interviews .

What universities want to know is what you’ve learned from your work experience. Our second top tip is to sit down with a blank piece of paper and reflect on the experiences you’ve had even before you consider putting it in your personal statement. ​

💉 Relating it to Medicine

Here is where you really stand out when talking about work experience. A strong and personal link from the work experience to how it influenced your desire to be a doctor is where you really show off. It doesn’t matter whether you’ve got experience in a hospital, a care home, a primary school or even a morgue - the way you relate it to medicine is what matters.

Our top tip here is don’t get bogged down in exactly what you did , procedures you saw or niche operations you shadowed - hopefully med school will teach you all of that anyway! Instead, really focus on showing or telling them what you learnt or observed and how that relates to your ambitions in a clear but concise way. If you can convince them that you can gain valuable skills and insight from work experience then your much more likely to convince them that you’re suited to their course where they hope to train you to be a doctor from time spent on a ward.

💬 Avoid Cliches

This is a tough one and hard to judge but definitely worth thinking about. It’s a fine line that you have to walk between making sure you get across the points they want to hear but also ensuring that you stand out . In an interview, it is especially important that you don’t sound too rehearsed when discussing work experience but still give off the impression that you have reflected upon it.

👼 Tell the Truth; Do NOT lie

Make sure that what you’re saying is really true! You will always sound more genuine and be more comfortable discussing your experience if the things you say you noticed and learned are real. Don’t feel that this is a box ticking exercise where you have to be able to give examples of a doctor responding well to a mistake, or carers showing kindness and compassion , or the team working well together. Instead, talk about what genuinely stood out to you .

🗣️ Crystallise your thoughts by talking to others 

Talk to others ; not only is it a great way of great way to crystallise your thoughts to help you write your personal statement, it will also serve as good practice for practice for interviews. Whether that be friends , who may also be applying for medicine, or family or teachers, anyone that is interested will do! Just the act of talking over and being comfortable discussing your work experience will help you realise what stood out to you as well as how best to present it to others.

❌ Write a bad first draft

At first, don't worry about how good your first draft. Bullet point your ideas, put everything down and then that will then remind you of other experiences as well as help you to think about what you have learned. 

✅Use the selection criteria of medical schools and NHS values to guide you 

The medical schools literally tell you what they are looking for; it's essentially a mark scheme. Know their selection criteria inside out and ensure that you are demonstrating each quality and are fully explaining them. Useful links can be found below

🦅 Show NOT tell

Do not just list off your experiences or just mention buzz words; ensure that you are really demonstrating how you developed personally and what new insights you have now gained as a result of the experience. It is NOT a CV!

💡 Conclusion

Overall, work experience is something that most med school applicants will have and it is likely to feature in your personal statements and any interviews you are invited to attend. What is going to make you stand out is presenting it in an impactful way that highlights the things you learned from it and how it affirmed your decision to be a doctor.

Personal Statement Structure

💬 Importance of the Introduction and Conclusion 

Writing a good introduction and conclusion is vital in achieving personal statement success. They are arguably the most important paragraphs in your Medical school application. Your introduction is your chance to make a good first impression on the admissions panel. Until now, they have only received your grades/UCAT/BMAT score, so it is a chance for them to get to know you on a personal level and demonstrate to them why you want to be a doctor and believe that you have the necessary skills and qualities to achieve this.

Your introduction should make the panel want to read on further and not simply discard your application. Your conclusion is the last impression that the panel will have of you, so you want to make it a good one! Ultimately it is after this closing paragraph when the panel will score your personal statement against their criteria and, depending on how the Medical school you have applied to uses the personal statement, their decision to interview you or not will be made. 

✍️ Writing your Introduction 

The opening paragraph of your personal statement should explain to the admissions panel what motivates you to want to study medicine. You should make it personal to yourself, rather than generic.

Instead of writing what every applicant would say (i.e. that you want to make a difference to other people's lives), make it specific to you. It could be that a particular life event sparked your interest or reading a specific book or studying a specific topic at school , for example. One of the qualities of a doctor is to act openly and honestly , so the admissions panel would rather an authentic explanation of your motivations specific to you . 

While the introduction is there to set the scene for your personal statement, it does not stand alone. The rest of your personal statement needs to match the high quality of your introduction. Similarly, if the rest of your personal statement is of a high quality, then do not stress, your introduction is bound to be of that standard too.

🔚 Writing your Conclusion

The conclusion paragraph of your personal statement should not bring any information that you have not already previously mentioned. It should highlight the important points that you have mentioned and provide an overview. We suggest that this paragraph should be short, perhaps three sentences.

As a guide you could highlight the following points:

Your positive qualities and that you believe that these would make you a suitable candidate

The perspectives and insight that you have gained about being a doctor from your volunteering and work experience 

Most importantly your passion and commitment for studying medicine

Reflecting on your Own Drafts

Writing a personal statement is a difficult but necessary part of the medical school application process, which is often partly used to select candidates for an interview. It is therefore the first chance that applicants get to become more than just a statistic to the panel, and ultimately demonstrate to them why 5 / 6 years of time and money should be invested in you .

It is a chance for applicants to show the insight into the role of the doctor that you have acquired from various work experience and volunteering placements and, crucially, that they uphold the necessary values and have the work ethic to succeed in a career of lifelong learning. 

Being the only part of the medical school application process where there is unlimited time and resources available , it is understandable that applicants put a lot of pressure on themselves to make their personal statement as perfect as possible. This article hopes to address and give advice on some common barriers that applicants might face when reviewing their own personal statement.

📇 Keeping within the Word Count 

The word count for the personal statement is 4,000 characters and 47 lines . At first this might seem a generous amount, but can quickly become a challenge. With a lot of relevant experience and skills demonstrating your capabilities and knowledge of the role of a doctor, it can be difficult to decide which to include.

A good starting point is removing any duplicated information. For example, if you have already spoken about the importance of having good teamworking skills earlier in your personal statement, you do not need to reiterate this again. Secondly, make sure that you are reflecting at every opportunity. 

The admissions panel will gain no information about an applicant from them simply listing what they did on work experience. Instead, by describing what they learnt from their work experience placement, such as “the importance of team working skills between different members of the multidisciplinary team”, the applicant has shown that they have insight into the role of a doctor.

Similarly if candidates are talking about their hobbies/extra-curricular activities they should not just state everything that they do, but should relate that to the role of a doctor. For example, saying that in their free time they “run for their county and play the piano”, although impressive is using valuable characters by not adding much to the application. Saying that they “understand that medicine can be a demanding career and am planning to continue playing the piano as a stress relief” would be a much better use of the word count.  

📇 Receiving Conflicting Advice

 It can be difficult to know which advice to take when preparing your final draft for submission. The biggest advice we can give is that it is YOUR personal statement. Ultimately it is the applicants decision what is going to represent them and be submitted to their chosen universities.

Applicants should consider the source of the advice and whether it is someone's opinion that they value and trust before changing their work. Conflicting advice can be seen in a positive way by making the applicant think more deeply about the direction that they want to take their work. 

⚠️ Taking Constructive Criticism

It can be difficult to take criticism on something that you have worked so long and hard on such as your personal statement. However it is easy to be blindsided by your own work and is important to get feedback to help you to improve. Obviously this feedback does not have to be incorporated into your work, but it is important to acknowledge the points that have been made . It is good to remember that as a doctor and medical student you will constantly be receiving feedback from colleagues , mentors and patients to help better your own practice. 

Medical Schools Council - Values

The Medical Schools Council has outlined a list of core values and attributes they expect from medical students. This is not an exhaustive list and individual schools may have some extra qualities that they're looking for. It is important for you to show that you have spent considerable time developing these skills through your Personal Statement and your Interview. It is also important for you to reflect on experiences that helped you develop these skills. These experiences can include: work experience placements, experience of paid employment, volunteer work, participation in social activities and educational experiences. 

These values have been categorized into the following:

Personal Statement Examples

10 Tips for Writing a Teacher's Reference

Imperial Medicine Personal Statement (Teesta)

The Positive Aspects of Medicine

Oxford Medicine Personal Statement (Tolu)

Cambridge Medicine Personal Statement (Zute)

Oxford Medicine Personal Statement (Aaron)

The opportunity for lifelong learning in an evolving field, the chance for patient contact and a desire to deepen my understanding of the human body is what initially drew me to a career in medicine. My work experience and volunteering convinced me that medicine is a challenging yet ultimately rewarding vocation positively impacting the lives of people everyday.

Oxford Medical Student

By volunteering at a dementia care home for the past year, I have realised how important a holistic approach can be in improving the welfare of the residents. I felt truly rewarded while reading a book to one of the residents and to see her spirits rise for the duration of that afternoon. The experience brought home the importance of considering the emotional wellbeing of a person and how it can be just as important as their physical wellbeing. I will never forget that moment, as it filled me with such pride to have improved this lady's day which further set in stone my aspiration to do the same for other patients as a doctor.

Bristol Medical Student

Completing my Silver CREST and Industrial Cadet awards I have learned how to develop my independent research skills, as well as structure projects and meet deadlines. Seeking advice and scouring websites as part of my EPQ on pain receptors, I sought to compare sources and comprehend the etymology of medical terms. Doctors continually face ethically and emotionally challenging situations which I explored first hand, writing an article for Medic Mentor on whether death should be normalised for doctors. Considering contrasting viewpoints broadened my understanding of end of life care and the duties of a doctor.

Further to my studies, I enjoy playing several sports and pushing myself physically. I’ve completed a double marathon, Gold DofE and an ascent of Mt. Toubkal in Morocco. Most moving to me however, were my experiences volunteering in Namibia which inspired me through the impact a small group of us could have on a community. I have gained a distinction in Grade 8 piano and am proud to be a Senior Prefect, organising weekly guest lecture series alongside my leadership role. I am also the chairman at my Explorer unit; responsible for the schedule and camps throughout the year.

For pursuing a medical degree, the UK is my primary choice owing to its tailored courses that provide students with maximum practical exposure. The link with the NHS makes the program more research-oriented. Upon becoming a doctor, my dream is to set up a research facility for cancer.

King's College London Medical Student

Guides & Info

Medicine Personal Statement Examples

Last updated: 29/6/2023

• Is Medicine Right for Me?
• What do Doctors do?
• The Daily Life of a Doctor
• How to apply to medical school
• Different Routes into Medicine
• Factors to Consider
• Medicine at Oxford and Cambridge
• Your Fifth UCAS Choice
• Getting Your Grades
• Extra-curricular Activities
• What is the UCAT?
• Preparing for Your UCAT Test Day
• After Your UCAT
• BioMedical Admissions Test (BMAT)
• Work Experience and Dental Schools
• NHS Work Experience
• Personal Statement
• Medicine PS Examples
• Dentistry PS Examples
• UCAS References
• Medical and Dental School Interviews
• Multiple Mini Interviews (MMIs)
• Medical School Interview Questions
• Dental School Interview Questions
• Graduate Entry Courses
• Foundation and Access Courses
• International students
• Taking a Gap Year
• Medicine in Australia and NZ
• Medicine in Ireland Medicine in Eastern Europe
• Other Roles in Healthcare
• What Our "Plan B" Looked Like

Your UCAS personal statement is a chance to showcase the skills, attributes, and experiences which make you suited to studying medicine. This can be quite a daunting prospect, especially when you have to boil all that down to just 4,000 characters, or 47 lines. 

In this article, we will:

• Examine examples of strong and weak medicine personal statements (interested in dentistry? Check out dentistry personal statement examples )
• Help you learn what you should and shouldn't include in your medicine personal statement

Want to explore more examples? Our Personal Statement Course has over 100 personal statement examples to help you find your voice.

What you'll find in this article:

Personal statement example 1 – introduction

Personal statement example 2 – introduction, personal statement example 1 – main body, personal statement example 2 – main body, personal statement example 1 – conclusion, personal statement example 2 – conclusion, strong personal statement example, weak personal statement example, what should your personal statement include.

To get into medical school , your personal statement should:

• Demonstrate meaningful insight into the profession, in the form of work experience or independent research. This could be partly based on medical books or podcasts when medical work experience is not possible
• Reflect on your strengths, weaknesses, and experiences
• Mention your extracurricular activities
• Discuss your academic interests and achievements

'At the moment I am working towards A-Level Chemistry, Biology and Maths. I achieved my AS-Level in Spanish but decided to drop it to focus on my more medically relevant subjects. I’ve been dreaming of studying medicine since I was a young child, and this was only reinforced when I contracted measles during my primary school exams. This affected my performance, but I found that this motivated me rather than discouraged me. A particularly inspiring doctor was heavily involved in helping me deal with the pressure. I was inspired by her to become a doctor myself and help others in a similar way. I am particularly interested in science and as such the practical side of medicine interested me. I’ve always enjoyed chemistry and biology the most, and have best learned when trying to link the pure science I learn in school back to it's practical and useful real-world applications. This is what is particularly interesting about medicine to me - you can apply pure, evidence-based science in a clinical and practical setting to have an obvious positive effect. Inspired by this interest, I invested in a subscription to the New Scientist magazine. I’ve read about a huge number of fascinating discoveries and how they’ve been applied in medical settings.'

This introductory section has some promising features, but there are areas the author could improve:

• The introductory sentence doesn’t catch the reader’s attention or hold much relevance for a medical personal statement. This sentence would be better suited to a subsequent section on the author’s academic achievements, and it would need to be supplemented with a suitable explanation as to why the chosen subjects are relevant for medicine. 
• The author uses an anecdote to illustrate why they first developed an interest in medicine. This is a good idea, but the anecdote they've chosen is not the most suitable. It references ‘primary school exams’, which uses the cliché of wanting to do medicine from a young age. This is not only overused, but is also underdeveloped. 
• The applicant mentions feeling under pressure for these primary school exams. This won’t fill the reader with confidence that the author will be able to cope with the demands of medical school and a career as a doctor. 
• The introduction should open with the anecdote rather than academic achievements. A strong and memorable opening line will catch the admission tutor’s attention, and gives the student an opportunity to summarise why they want to study medicine.
• It is far too long. A good introduction should be around 4-6 lines.

There are some parts of the introduction that are more effective:

• The part discussing why they enjoy chemistry and biology is useful – it links their love for pure science back to the passion they mentioned earlier for helping people. This demonstrates the blend of empathy and interest in science that medical schools will be looking for. 
• The same part also introduces the candidate’s reading of medical literature, which they could choose to discuss in more depth later in the statement, or which might be something that interviewers could choose to examine in more detail.

'From a young age, my real fascination in life has been science - in particular, the incredible intricacy of the human body. My passion to discover more about its inner workings fuelled my motivation to study medicine, and the challenging yet rewarding nature of the job leaves me certain that I want to pursue it as a career. I think that my chosen A-Levels have only made me more determined to become a doctor, while simultaneously allowing me to develop and improve my skills. I have become a better problem-solver by studying physics and maths, while also learning the importance of accuracy and attention to detail. I’ve particularly enjoyed chemistry, which has again helped me improve my problem solving skills and my ability to think rationally and logically. Throughout my chemistry and biology A-Levels, I’ve been required to engage in practical work which has taught me how to design and construct an experiment. I’ve also become better at communicating with other members of my team, something I witnessed the importance of during my work experience in A&E. During recent months, I’ve started reading more medical publications such as the Lancet and the British Medical Journal. I’ve been particularly interested in how this evidence-based science can be applied to clinical practice to really make an impact on patients.'

This introduction contains some useful reflection and demonstrates some insight, but is quite jumbled. The main areas of weakness are as follows:

• The content is good but much of it would be better suited to a later section and should be explored in more detail while being linked back to medicine (for example, the whole second half could be included in a longer segment on academia). 
• The applicant mentions that they improved their problem-solving skills. How did they do this? Why is this important in medicine? 
• They say that medicine is demanding but that this attracts them to the job. What experiences have they had to show the demanding nature of it? Why does this attract them to it? 
• The author also briefly mentions a stint of work experience in A&E, but the rushed nature of the introduction means that they can’t go into detail about the experience or reflect on what exactly they learned from it. 
• Similar to example 1, this introduction includes some clichés which detract from the author’s overall message. For example, that they have wanted to do medicine from a young age or that they love science (with no further explanation as to why). 
• It is far too long. Again, an introduction should be a succinct summary of why you're interested in medicine, and not a brief account of all of your experiences.

The stronger parts of this introduction include the following:

• The author does demonstrate that they can reflect on the skills they’ve improved through experience. For example, the analytical and problem-solving skills they gained from chemistry.
• The candidate shows an understanding of the link between evidence-based science and clinical application when discussing how they did further research around their physics course. This shows a good level of curiosity and insight.

'I first became interested in studying medicine when I carried out a work experience placement with my father an elderly care specialist. I really enjoyed the experience and it gave me a deeper insight into the challenges doctors face. I now believe that I better understand the resilience - both mental and physical - that doctors need to cope with the heavy workload and emotional challenges. A few months ago I was given the opportunity to attend work experience in St Mary’s hospital in Manchester where I visited and observed many different specialties and areas of the hospital like A&E and the labs and witnessed how doctors carried out their jobs. For the past year I’ve been doing some other volunteering work too, such as, taking meals around to patients on the ward, asking them about their experience in the hospital and just chatting with them about how they’re feeling. They’re often delighted to have someone to talk to especially during Covid when they weren’t allowed to receive visitors. I saw how my communication and empathy made a real impact on the mood of the lonelier patients. I spent a few days working in the same hospital, shadowing doctors and Allied Health professionals in the stroke ward. I became much more familiar with the process doctors used for treating stroke patients, and developed an understanding of the role that physiotherapists and occupational therapists have in their rehabilitation. On top of that I organised a placement with the emergency medicine doctors and spent time in the haemapheresis unit at St Mary’s.'

This example does contain some of the features we look for in a complete main body section but could definitely be improved: 

• The main issue with this is the list-like presentation, which goes hand-in-hand with a general lack of reflection or insight. Although it is good to discuss your work experience in your personal statement, it would be far better if the candidate focused on just one or two of the experiences mentioned, but went into far more detail about what they learned and the insight they gained. For example, after mentioning the role of Allied Health Professionals in the rehabilitation of stroke patients, they could go on to discuss how they came to appreciate the importance of these healthcare workers, and how the contribution of all these individuals within the multidisciplinary team is so important to achieving good outcomes.
• Statements like ‘I [...] witnessed how doctors carry out their jobs’ make it seem as if the candidate really wasn’t paying attention. They need to explain what they mean by this. Were they impressed by the doctors’ effective teamwork and communication skills, or perhaps by their positive attitude and morale? Did they seem well-trained and effective? What did they learn from this that might help them in the future?  ‍
• Similarly, the student simply states that they saw the effect of empathy on patients: ‘I saw how my communication and empathy made a real impact on the mood of the lonelier patients.’ This adopts a ‘telling’ approach, when the student needs to adopt a ‘showing’ approach. Simply telling us that they saw something does not adequately demonstrate an understanding of why those qualities are important, or what they actually mean. What does it mean to have empathy? What does that look like in real terms? How did they use it? What was the effect? Showing the tutor that you are empathetic is important, but simply saying it is disingenuous and shows a lack of understanding.
• The candidate spends a number of characters name-dropping the exact hospital they visited and its location, which isn’t the best use of valuable space, as it has no real impact on the message they’re trying to convey.
• Generally, it isn’t a good idea to talk about work experience with family members. Of course, this might be the reality, but try to have some other placements that you’ve organised yourself so that it doesn’t appear as if your family are doing all the hard work for you. At the very least, you could simply leave this information out.
• There are a few grammatical errors here, especially regarding the use of commas. It’s important to use a spell checker or to ask an English teacher to check your work for you before submitting your statement.

The better features of this example are:

• The candidate does show some insight into the role of a doctor when they talk about the resilience required by doctors to cope with the hard hours and challenging conditions. They just need to reflect in this way in other parts of the section, too.
• The author has clearly done a lot of work experience and is right to discuss this in their personal statement. Just remember that you don’t need to squeeze in every single little placement.

'I was pleased to be appointed as head boy in my last year of school, and as part of this role I headed up the school safety office. I carried out inspections of the dormitories, roll calls and helped in the running of school festivals and activity days. The office I was in charge of needed to ensure the safety of every student in the school and I helped plan and lead drills to prepare the students for storms, floods and fires. This role has made me a far better leader, and I also believe that I am now far more calm and logical when working under pressure or in uncertain situations. I’ve been an editor on the online school blog for over 2 years now and the experience has taught me how to work effectively in a team when under time pressure. In order to meet my deadlines I needed to remain motivated even when working independently, and I think that the diligence and work ethic I’ve developed as a result will be incredibly useful to me as a medical student. I took on the role of financial director for both the table tennis club and Model United Nations at my school. At first I struggled with the weight of responsibility as I was in charge of all of the clubs’ money and expenditures. However, I am now a far more organised individual as I came to appreciate the value of concise paperwork and of keeping a record of my actions. I not only manage the funds of the table tennis club but am also a regular member of it. I often play independently, and the lack of a specific coach means that I have to identify my own strengths and weaknesses. I am now far better at being honest about my weaknesses and then devising strategies for working on them. The sport has also allowed me to demonstrate my ability to work well in a team, but also to get my head down and work independently when necessary.'

This example is generally well written and showcases some of the features of a good main body section. However, there are some areas that can be improved:

• This section would benefit from the ‘show, don’t tell’ approach. Instead of explaining specific situations or events through which the candidate demonstrated certain attributes, they simply state them and then link them vaguely to a more general role or activity.
• The bigger problem, however, is that the author mentions a wide range of skills but falls short in linking these back to medicine.  ‍ For example, after reflecting on their role in the school safety office and the leadership skills they developed as a result, the author could talk about the senior role that doctors have within the multidisciplinary team and the importance of good leadership in a medical setting.  Similarly, the author mentions their ability to work independently but should really round this off by describing how this would benefit them in medical school, as the ability to progress your learning independently is crucial to success there. The student mentions an understanding of and proficiency with paperwork and recording their actions. Doctors must constantly do this when writing notes for each patient, so the candidate should really try to mention this in their statement to explain why their skills would be useful. The mention of teamwork could be followed by an explanation of why it is important in a medical setting and how the applicant witnessed this during their medical work experience. Finally, when the student talks about being able to identify and work on their weaknesses, they could use this as an opportunity to demonstrate further insight into the medical profession by discussing the importance of revalidation and audit in the modern NHS, or talking about how important it is for doctors to be able to work on their areas of weakness. 

Better aspects of this example:

• The applicant doesn’t simply list the activities they have been a part of, but also explains what they learned from these and the skills and attributes they developed as a result. This reflective ability is exactly what assessors will be looking for.
• The tone of the section is appropriate. The applicant doesn’t appear arrogant or over-confident, but at the same time, they manage to paint themselves in a good light, highlighting their range of skills relevant to medicine.
• This example uses the character count effectively. Unlike the earlier examples, almost all of the sentences serve a purpose and are succinct.
• They demonstrate a wide range of skills, most of which are very relevant to medicine.

' I am a resilient and empathetic individual and I think that I have the qualities to thrive despite the social and academic challenges of university. Through my work experience I’ve gained an insight into the difficulties doctors face but this has not dampened my enthusiasm. My placements and voluntary work have only strengthened my commitment and dedication to studying medicine.'

The effectiveness of a conclusion depends on the rest of the statement before it, so it is hard to judge how good a conclusion is without seeing what the candidate has mentioned in the rest of their statement. Assuming this follows on logically from the statement, however, we can say that this conclusion is generally good for the following reasons:

• It is brief, to the point, and highlights that the student holds some of the skills doctors need (this would of course need to be backed up with examples in the rest of the statement). 
• The author doesn’t introduce any new ideas here, as that would be inappropriate, but rather reiterates their determination, which is exactly what admissions tutors want to see. 
• The author demonstrates a balanced understanding of the demands of a medical career, illustrating this is a decision they have made rationally while considering the implications of their choice. 

As is always the case, this conclusion could still be improved:

• The mention of the social challenges of university is a bit too honest, even though these exist for everyone. Mentioning them could give the impression that the student struggles socially (which is not something they would want to highlight), or that they intend to dive into the social side of university at the expense of their studies. 
• If the candidate really insists on mentioning the social side, they should at least do this after discussing academics, and they should do it in the body of the statement, where they have space to explain what exactly they mean.
• The student describes themselves as empathetic. This should be avoided, as it should be evident from the statement itself.

'Over the years I have built up a large and extensive set of medical work experiences and volunteering opportunities. These have allowed me to demonstrate my ability to communicate effectively and work in a team, and they will allow me to become a more diligent student and effective doctor. I think that this, alongside my ability and strength of character mean that I should be considered for this course. I am excited to get started and begin to put my skills to good use.'

This is a reasonably strong conclusion. It provides a to-the-point summary of why the author believes they should be selected to study medicine and shows their excitement for starting this journey. However, there are some parts of this example that could be improved: 

• The author mentions 'ability' and 'strength of character.' These are nebulous terms and not specific to medicine or a medical degree in any way.
• The mention of a 'large and extensive range of medical work experiences' indicates overconfidence. Medical applicants are not expected to have any medical ability or any 'large and extensive range' of medical experience, nor is it probable that this candidate actually does (otherwise they wouldn’t need to go to medical school in the first place). Rather, medical students need a suitable set of skills and attributes in order to make the most of their medical education and become an effective doctor.
• On a similar note, the applicant says that their range of medical work experience will make them a better student and doctor, but this is only true if they can reflect on their experience and learn from it. Impassively watching an operation or clinic without properly engaging with it won’t make you a better doctor in the future.

We’ll now go on to look at an example of a strong personal statement. No personal statement is perfect, but this example demonstrates a good level of reflection, engagement and suitability to study medicine (we know this because the writer of this statement went on to receive four offers). 

It goes without saying that plagiarism of any of these examples is a bad idea. They are known to medical schools and will be flagged up when run through plagiarism detection software. 

Use these as examples of ways you could structure your own statement, how to reflect on experiences, and how to link them back to medicine and demonstrate suitable insight and motivation. 

'It is the coupling of patient-centred care with evidence-based science that draws me to medicine. The depth of medical science enthrals me, but seeing complex pathology affecting a real person is what drives home my captivation. As a doctor, you are not only there for people during their most vulnerable moments but are empowered by science to offer them help, and this capacity for doing good alongside the prospect of lifelong learning intrigues me. In recent years I have stayed busy academically - despite my medical focus I have kept a range of interests, studying Spanish and German to grow my social and cultural awareness and playing the violin and drums in groups to improve my confidence when working in teams and performing. This is similar to the team-working environment that dominates in medical settings, and I have found that my awareness of other cultures is a great help when interacting with the hugely diverse range of patients I meet during my volunteering work. The independent projects I am undertaking for my A-levels teach me how to rigorously construct and perform experiments, process data and present findings, developing my written communication. My work experience showed me the importance of these skills when making patients’ notes, and of course, medical academia must be concisely written and well constructed and communicated. Maths teaches me to problem-solve and recognise patterns, vital skills in diagnosis. Over the past two years, I have actively sought out and planned work experience and volunteering opportunities. My time last year in Critical Care showed me the importance of communication in healthcare to ensure patients understand their diagnosis and feel comfortable making decisions. I saw the value of empathy and patience when a doctor talked to a patient refusing to take her insulin and suffering from diabetic ketoacidosis. They tried to understand her position and remain compassionate despite her refusal. My experience deepened my insight into the realities of a medical career, as we were at the hospital for more than ten hours a day with breaks and lunches cut short by bleeps or calls from the ward. This helped me understand the physical resilience required by staff as I also came to appreciate the immense emotional burden they often had to bear. Despite this, the brilliant staff remained motivated and compassionate which I found inspirational. The Brighton and Sussex Medical School work experience and Observe GP courses I completed put emphasis on the value of holistic, patient-centred care, introducing me to specialities I had not previously considered such as geriatrics and oncology. Inspired by my experience I explored a variety of specialisms, reading memoirs (Do no harm) and textbooks (Oxford handbook of clinical medicine) alike. I investigated medical politics with my English persuasive piece, discussing the ethics behind the junior doctor strikes of 2016. I have been volunteering in a hospital ward since January, which helps improve my confidence and communication skills when talking to patients and relatives. I showed my ability to deal with unexpected situations when I found a patient smoking whilst on oxygen, and acted quickly to tell nurses. Over lockdown I felt privileged offering lonely patients some tea and a chat and seeing their mood change - it taught me that medicine is about treating patients as individuals, not a diagnosis. My work on the hospital door taught me to stay calm and interact assuredly with visitors, vital skills in public-service jobs like medicine. I coach tennis at a local club, planning and running sessions for younger children. I am responsible for players' safety and must manage risk while showing leadership qualities by making the sessions fun and inclusive. As a player, I am part of the self-run performance team, which forces me to better my ability without coaching. This means developing self-reflection and insight into my weaknesses, which I know to be integral skills for medics. One of the doctors I shadowed during my work experience was just starting her revalidation process and I saw the importance of self-awareness and honest reflection in meeting her targets and becoming a better doctor. I achieved my Gold Duke of Edinburgh certificate of achievement (and the Bronze and Silver awards), exhibiting my commitment and ability to self-reflect and improve. On our Silver expedition, we experienced severe rain, showing resilience by continuing when our kit was wet from day one. My diligence and academic ability will allow me to thrive in medical school, and I have the prerequisite qualities to become a compassionate and effective doctor. Despite the obstacles, I am determined to earn the privilege of being able to improve peoples' health. This is something that excites me and a career I would happily dedicate my life to.'

Strong personal statement example analysis

Introduction.

This statement is a good example of how a personal statement should be constructed and presented. The introduction is short and to the point, only dealing with the candidate’s motivations to study medicine while also demonstrating an insight into what the career involves. 

They demonstrate their insight briefly by mentioning that medicine involves lifelong learning. This is often seen as one of the challenges associated with the career but here they present it as an advantage which makes them seem more suited to the career. It also show they're a curious and interested individual who enjoys learning. 

The introduction's final sentence offers an opportunity for interviewers to probe the candidate further, to explore their curiosity, and ask them to explain what exactly attracts them to lifelong learning. An astute candidate would recognise this and try to think of a suitable answer in advance.

Paragraph 2 

The second paragraph opens the body of the statement by exploring the author’s academic interests. As with some of the previous example body paragraphs, the writer shows their reflective ability by explaining what each of their subjects taught them, and the skills they developed and demonstrated as a result. They improve upon this further by linking these skills back to medicine and explaining why they are important for doctors. 

This paragraph demonstrates the author’s work-life balance by showing their varied interests in languages and music, all without wasting characters by saying this directly. They also mention the diverse range of patients they encountered during their volunteering, which again implies an empathetic and conscientious nature while showing an insight into a medical career (particularly regarding the vast diversity of the patient cohort treated by the NHS). 

Their explanation of the relevance of maths could be more detailed, but again this could be something the applicant is hoping to be questioned on at interview. The candidate comes across as thoughtful and multi-talented, with the ability to reflect on their decisions and experiences, and with a suitable insight into how their strengths would play well into a medical career. 

In this particular paragraph, there isn’t much explanation as to how they drew their inferences about what a medical career entails from their volunteering and work experience (and what exactly these entailed), but these are explored in more detail later in the statement.

P aragraphs 3 and 4 

The next two paragraphs discuss the candidate’s work experience, beginning with a single work experience placement in detail. This is a better approach than the large lists of placements seen in the previous example body paragraphs. The author talks about a specific scenario and shows that they paid attention during their shadowing while also illustrating their ability to reflect on these experiences and the precise skills involved. 

The skills they mention here – communication, empathy, resilience – are skills that they specifically talk about developing and demonstrating through their activities in other parts of the statement. This shows that they have taken their learning and used it to inform the focus of their personal development. They also not only state that these skills are important for medics, but also explain why this is. For example, they explain that communication is important in helping patients relax and engage with their healthcare, and that resilience is required to deal with the antisocial hours.

In this section, the applicant briefly mentions a specific medical condition. This shows that they were engaging with the science during their placement and also provides interviewers with an opportunity to test the applicant’s scientific knowledge. Knowing this, the candidate would likely research diabetic ketoacidosis in order to be able to impress the panel. 

The author mentions some other virtual work experience opportunities they’ve been involved with and sets themselves up to discuss what these placements taught them. They then go on to explain the actions they took as a result of this, showing that they really engaged with the virtual placements and could identify what they learned and their areas of weakness. This is linked well to further reading and research they carried out, which illustrates their curiosity and engagement with medical science and literature. 

The reference to the junior doctor strikes at the end shows that they have engaged with medical news as well as the ethical side of medicine, which is something that many medical schools place a lot of emphasis on at interviews. Ideally, this section would explain how exactly they explored these different specialties and illustrate what they learned and how they developed their learning from the books mentioned.

Paragraphs 5 and 6 

These paragraphs discuss the applicant’s hospital volunteering and other extracurricular activities. The applicant doesn’t just state that they’ve volunteered in a hospital but goes into depth about the precise skills they developed as a result. They include an anecdote to illustrate their ability to react quickly and calmly in emergency situations, which is a great way to show that they’ve been paying attention (though this should really be backed up with an explanation as to why this is important in medicine). 

The candidate also shows their patient-centred approach when discussing how they cared for demoralised patients (again illustrating empathy and compassion). This style of healthcare is something that the modern NHS is really trying to promote, so showing an awareness of this and an aptitude for applying it practically will really impress your assessors. 

The author demonstrates another core attribute for medical students when talking about how their work on the front door of the hospital improved their confidence in communication, and they once more link this back to medicine. This last section could benefit from further explanation regarding the nature of their work on the hospital door and exactly how they developed these skills. 

In the second of these sections, the candidate simultaneously reflects on the skills they learnt from their tennis and explains how these apply to medicine, showing insight into the profession by mentioning and showing awareness of the process of revalidation. This will show assessors that the candidate paid attention during their work experience, reflected on what they learned, and then identified a way they could work on these skills in their own life.

The author name-checks the Duke of Edinburgh Award but then goes on to explain how exactly this helped them grow as a person. They link back to resilience, a skill they mentioned in an earlier section as being important for medics.

The conclusion is succinct and direct. Although clichéd in parts, it does a good job of summarising the points the candidate has made throughout the statement. They demonstrate confidence and dedication, not by introducing any confusing new information, but rather by remaking and reinforcing some of the author’s original claims from the introduction.

The following example illustrates how not to approach your personal statement. Now that you’ve read through the analysis of previous example passages and a complete example statement, try going through this statement yourself to identify the main recurring weaknesses and points for improvement. We’ve pointed out a few of the main ones at the end. You can even redraft it as a practice exercise.

' ‍ The combination of science with empathy and compassion is what attracts me most to a career in medicine. However, I wanted to ensure that the career was right for me so I attended a Medic Insight course in my local hospital. I enjoyed the course and it gave me new insight - the lectures and accounts from medical students and doctors helped me realise that medicine was the career for me. I was also introduced to the concept of the diagnostic puzzle which now particularly interests me. This is the challenge doctors face when trying to make a diagnosis, as they have to avoid differential diagnoses and use their skills and past experiences to come to a decision and produce the right prognosis. In order to gain further insight into both the positives and downsides of being a doctor, I organised some work experience in my local GP’s surgery. I managed to see consultations for chest pain, headaches, contraception and some chronic conditions which was very interesting. I also sat in on and observed the asthma clinic, which proved to be a very educational experience. During my experience, I tried to chat to as many doctors as possible about their jobs and what they enjoyed. I recently took up some work volunteering in a local elderly care home. Many of the residents had quite complex needs making it arduous work, but I learned a lot about caring for different people and some appropriate techniques for making them feel comfortable and at home. I became a better communicator as a result of my experience Nevertheless I really enjoyed my time there and I found it fulfilling when the patients managed to have fun or see their family. I appreciated how doctors often have high job satisfaction, as when I managed to facilitate a resident to do something not otherwise available to them I felt like I was making a real difference. My academic interests have also been very useful in developing skills that will be crucial as a doctor. I chose to study Physics and business at a-level and these have helped me develop more of an interest in scientific research and understanding; I’ve also become a more logical thinker as a result of the challenging questions we receive in physics exams. I know how important communication is as a doctor so I chose to study Mandarin, a language I know to be spoken widely around the globe. I was the lead violin in my school orchestra and also took part in the wind band, showing that I was willing to throw myself into school life. I really enjoyed our school’s concert, in which I had to perform a solo and demonstrate that I could stay calm under pressure and cope with great responsibility and i think that I’m now a better leader. This skill has also been improved in roles within my school on the pupil council and as form captain, which have improved my self-confidence. I needed to work hard in order to achieve my bronze and Silver Duke of Edinburgh awards, and have dedicated much of my time outside school to this endeavour over the past few years. I endured weekly sessions of Taekwondo, worked voluntarily in the charity shop Barnardo’s and took part in violin lessons.  As I’ve demonstrated throughout this statement I have an affinity for music, and so at university I plan to get involved with orchestras and bands. I also want to widen my horizons and discover new interests and hobbies, while trying to make new friends and cultivate a good work-life balance. I’m also keen to hike in the university’s surrounding territories. If I were allowed to study medicine, it would not only allow me to achieve one of my life goals, but to prove to you that I can become an effective, and successful doctor. I am absolutely dedicated to the study of medicine and know that I have the prerequisite skils and qualities to thrive in medical school and become a credit to your institution.”

Weak personal statement example analysis

• This personal statement does have some promising features, but overall it isn’t well structured and lacks appropriate reflection and insight. You can see this by comparing it to the strong example above. The author in this weak example very rarely describes what exactly they learned or gained from an experience and rarely links this back to medicine. 
• It reads quite like a list, with the candidate reeling off the experiences they’ve had or activities they’ve taken part in, without going into any real depth. They also use some vocabulary that implies that they really weren’t enjoying these experiences, such as when they speak of ‘enduring’ their time doing taekwondo, or of caring for residents being ‘arduous’ work. You don’t have to enjoy every activity you take part in, but implying that caring for people (a huge part of the job you are applying for and claiming to enjoy) is something you consider a chore isn’t a great start. This statement also has some questionable grammar and punctuation errors, which raises a red flag. Don’t forget to proofread your statement carefully before you submit it.
• The candidate often starts off their sections in a promising way. For example, by stating that they started volunteering in a local GP practice to gain more insight into the profession, but they rarely actually follow through on this. You never find out what insight the candidate actually gained or how they used this to inform their decision to apply for medicine. 
• Such lack of explanation and specificity is a theme throughout the statement. In the introduction, they say that personal accounts and lectures confirmed their wish to become a doctor, but they don’t actually explain how or why. They mention that their school subjects have helped them think more logically or improved their communication skills (which is good), but then they never go on to explain why this is relevant to medicine. They talk about leadership and self-confidence but again don’t link this back to the importance of self-confidence and the prominence of leadership in a medical setting.

To create an effective medicine personal statement, you need to provide plenty of detail. This includes concrete experiences demonstrating qualities that make a good doctor. If you can do this authentically, humbly and without selling yourself short, your personal statement will be in very good shape.

‍ ‍ If you're looking for more inspiration to craft a compelling medicine personal statement, check out our Personal Statement Online Course . It has over 100 personal statement examples, in-depth tutorials, and guidance from admissions experts, to help you create a ready-to-submit personal statement in just three days.

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Medicine: Anatomy of a Personal Statement

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Below is a personal statement from a recent applicant for A100 Medicine at Oxford. It is not perfect and it may not be suited to every medical school. There is no single template for success in terms of an application to Oxford. Other styles can be equally effective: we encourage individuality and diversity in our students. This statement is however a good example for an Oxford application because it helps us see that the applicant is attempting to match our selection criteria .

An applicant's personal statement is likely to be discussed by tutors during interview.

A well-written statement will not in isolation gain you an interview or a place. It forms one part of an application from a gifted applicant that can be considered alongside other information - academic record, BMAT score, school reference, interview performance - in the selection process at Oxford.

Statement & comments

Choosing to study medicine is not a decision I have taken lightly. It isn't a career I have wanted to do since a particularly young age, nor did a life changing event prompt my choice. I have thought very long and hard before deciding to apply.

At first glance, this might seem like a down-beat opening paragraph. Although you may think that an arresting opening statement will impress, admissions tutors may be sceptical of exaggerated descriptions of a revelatory moment or lifelong desire to become a doctor. This introduction shows honesty and a degree of introspection. Throughout the statement, the applicant works hard to show that they have a realistic view of medicine. You won't prove that you have the motivation for medicine by simply saying that you do: it is what you have done to inform yourself about the career - and the views that you have formed - that will convince us that you really know what being a doctor is like and that this is what you want to do.

Various periods of work experience have taught me much about the career. A local hospital placement gave me the opportunity to visit A&E, Radiology and Obstetrics and Gynaecology.

You won't prove that you have the motivation for medicine by simply saying that you do.

Whilst fleeting, these visits to the departments highlighted the variety and diversity of the fascinating specialities medicine encompasses. A placement shadowing a clinic staff was hugely informative regarding daily life as a doctor. During the day I sat in on consultations ranging from routine post natal checkups to discussions of treatment for young people with diabetes and overactive thyroid glands.

This student describes their experiences of healthcare that have helped them decide that they want to study and practise medicine. We understand that opportunities to obtain experience vary, so you won't be judged on what you've done: we want to know what you learned from doing it. The description of the placements here isn't over-exaggerated, and the applicant takes care to explain what they have seen and done and the insight each opportunity afforded them. The relatively detailed account of the infant's check-up conveys the impression of engagement during the placement and suggests an intellectual curiosity to understand the infant's condition and its treatment. The applicant also takes care to point out an example of the importance of good communication skills and argues how their sales position has helped them develop such skills.

Throughout my time there the doctor's genuine interest in his cases and unfaltering motivation highlighted to me the privilege of having such a stimulating profession. This, together with the ever advancing nature of a career in medicine, was brought to the fore by an infant who was having a check up as a result of her being put on an ECMO machine after her birth with Meconium Aspiration Syndrome. The ease with which the doctor broached and dealt with sensitive subject matter also emphasised the importance of a warm, approachable manner and an ability to communicate to a person on their level of understanding. I believe I have honed these skills and gained invaluable experience of the eccentricities of the general public myself in my job as a salesperson.

It is important to convey an impression of engagement and intellectual curiosity when talking about any work experience/placement/voluntary work.

Since February of this year I have volunteered in a care home for a couple of hours each week. I assist with serving meals to the residents as well as feeding one of the more infirm ladies. My time there has brought to my attention the more unpleasant side of medicine and has proved by far the most useful work experience I have had; preparing me for the stark realities of physical ageing and senility. In spite of this, I genuinely enjoy my time there; giving residents, some of whom go months without visitors, 10 minutes of my time to chat can be very rewarding in the obvious enjoyment they get from it. The experience has shown me very clearly the importance of caring for the emotional as well as the physical needs of patients.

This paragraph reaffirms the applicant's motivation for medicine. They admit that working in a nursing home is not glamorous but explain how rewarding it has been. There is evidence of analytical skills here and there is no doubt that the applicant has become well-informed about the realities of healthcare. Empathy comes across as well, with the applicant recognising that a brief interaction can have such a positive effect on the overlooked residents of the home.

Outside of my lessons I enjoy orienteering with a local club. As part of an expedition I took part in, we walked 80km over 4 days in torrential rain. The challenging conditions demanded teamwork and trust to maintain morale and perform effectively as a group; as well as calm rational thought in stressful situations. Also, through this activity and the people I met, I have become a member of the SJA which has enabled me to gain first aid qualifications and go out on duties.

Although the bulk of a personal statement should be academic-related, it is important to show a life outside of studying. The involvement in a club or association demonstrates wider spare time interests, and the description of the challenging walking expedition provides evidence that the student can work with others and can cope in an arduous situation, obliquely suggesting that they might have the capacity for sustained and intense work . The student also shows that they understand that taking time out to relax and manage any stress is important, and conveys the impression of good time management. The passing reference to the drama group reinforces the impression that this applicant is a team-player. It is useful to describe sporting or musical interests although, as, this applicant shows, these non-academic interests don't need to be particularly high-powered ones.

Other activities I enjoy include drama - I was a member of a local group for 6 years - cycling and playing the guitar and piano which allow me to relax.

Non-academic interests don't need to be particularly high-powered.

I know that medicine is not a "9 to 5" job and is by no means the glamorous source of easy money it is often perceived to be. I understand the hours are long and potentially antisocial and that the career can be physically exhausting and emotionally draining. It is apparent that becoming a medic will involve inherent sacrifice.

However medicine is also a deeply gratifying and fascinating career path. I want to be a medic because my passion and aptitude is foremost scientific and to me 5 or 6 years more of formal education followed by a lifetime of further learning sounds like a stimulating career option and, thankfully, a far cry from the monotony some jobs pose. Nevertheless, as an intrinsically social person, I would relish a career requiring the development of strong empathic relationships with patients too. Crucially, I know I have the enthusiasm, capacity for hard work and the open and enquiring mind needed to succeed in such a fulfilling vocation.

In the concluding paragraphs, the statement is emphasising that, although aware of the negative aspects associated with the practice of medicine, fact-finding placements have given the applicant the insight and motivation to be certain that it is the right career for them. The applicant ends by summarising the key personal attributes that they believe make them well-suited to medicine.

Verdict and advice for improvement

Of course, there is room for improvement with this statement. No reference is made to the scientific subjects that are being studied at school or to particular modules that the applicant has found particularly exciting: this could have helped convey enthusiasm and curiosity in science. Although the applicant asserts that they have an 'open and enquiring mind', there is no description of any extracurricular project or reading that the applicant might have undertaken, perhaps to help them understand a highly-charged ethical issue.

Despite those omissions, this is an effective personal statement. It is well constructed, connects with the reader, and the material flows in a logical sequence. It further conveys the impression that the applicant has done the research and knows exactly what is in store: they are not applying with a naive view or because that is what is expected of them. Writing a statement along these lines would provide a good foundation for a competitive applicant and offers lots of material that can be discussed at an interview.

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How I Stood Out At My University of Liverpool Interview

Nermine has successfully interviewed at the University of Liverpool   In this blog, they share their best tips to help you secure an offer from your Liverpool interview!

Written by Nermine Sheikh

The University of Liverpool uses MMIs which can be challenging due to their strict timings and variety of questions. This is how I prepared for them:

I Did Some Extra Reading

After researching about Liverpool’s interview process, I found that they use Value Based Recruitment, which meant they looked for future medical students whose values aligned with that of the NHS .

To get some further insight into these values they would look for I read through and made notes on the NHS constitution and GMC guidelines. Through this, I learnt of values and qualities such as compassion and commitment, which I could then reflect on to use in my answers.

I also read up on the medical hot topics , medical news stories such as the Bawa-Garba Case and the four pillars of Medical ethics . Referring back to this, I was able to answer ethical questions as well as relevant hot topics questions confidently using my knowledge to justify my answers.

I Reviewed Personal Experiences

For me, it was really important to be able to discuss my personal experiences such as volunteering and work experience . This is because these experiences and my reflections were what would make my answers stand out from the rest of the applicants.

To review them I used my Personal Statement and highlighted a few key experiences that showcased the qualities of a Doctor. By using these few experiences, I found I was able to focus more on reflecting on what I learnt and adapting my answers as I wasn’t spending time trying to learn different experiences for each quality or value.

From my research, I found more time practising reflections was very useful as the University of Liverpool looks for what you’ve learnt from your experiences, not just the experiences alone.

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I Prepared For Short Timings

Since my interview was an MMI where each station has a set time, I was cautious of time when practising answering questions.

After some research , I found that each MMI station at Liverpool would be 6 minutes long with 1 minute to prepare after being shown the topic for each station.

From this, I was able to time my answers to be around 5-6 minutes so that I could get all my points across within the time given. Having a too short answer could mean I miss out on an opportunity to showcase my skills and qualities. Similarly, having a long answer could mean that I end up being cut off without finishing, and miss out again on relaying important experiences or information.

I Practiced A Lot

For interviews, I found that it was important to practice your answers, as preparing for them on paper can be very different to actually speaking them.

The way I practised was to create bullet points of key topics or points I wanted to talk about within my answer. I would then give these bullet points to a family member or a friend and get them to ask me the questions, while I would form answers including those main topics. I was then able to get used to speaking in front of others as well as, giving answers on the spot that was more natural as they would be based on the points and not completely written out.

I Kept My Composure

During my interviews, I remember feeling quite stressed and nervous, which is completely normal!

What I tried to do was to not let the nerves overwhelm me as I answered the questions. There is always time after the interview to reflect on how you did but doing it during the stations can add to the stress of an already stressful environment.

I focused on making an effort to keep positive for each new station, and to not think about the previous station if I felt it hadn’t gone well. MMIs can be nerve-racking and you can treat each station as a fresh start because unlike a panel interview, for each station you will get a new interviewer with a new set of questions. This really helped me keep calm throughout my MMI and allowed me to continue answering questions to the best of my ability.

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What consumers should know as Philips agrees to $1.1 billion CPAP settlement

Bill Chappell

The medical device maker Philips has agreed to a $1.1 billion settlement to address claims brought by thousands of people with sleep apnea who say they were injured by the company's CPAP machines. Smith Collection/Gado/Getty Images hide caption

The medical device maker Philips has agreed to a $1.1 billion settlement to address claims brought by thousands of people with sleep apnea who say they were injured by the company's CPAP machines.

Millions of CPAP sleep apnea machines made by the medical device maker Philips and a subsidiary were found to have a dangerous problem, triggering consumer lawsuits and a massive recall in 2021. Now, Philips has reached a $1.1 billion deal to settle claims from people who say they were injured. A portion of the funds will also go toward medical monitoring.

Some 15 million Philips CPAP and ventilator machines worldwide are affected by the Class I recall, a designation reflecting "a reasonable probability that the use of, or exposure to, the products will cause serious adverse health consequences or death," according to the Food and Drug Administration .

The devices were sold between 2008 and 2021 in the U.S. under the Philips Respironics brand, according to Philips' recall notice .

"Since April 2021, the FDA has received more than 116,000 MDRs [Medical Device Reports], including 561 reports of death," that were either reported or suspected to be related to problems with insulating foam in the Philips devices, the FDA said earlier this year.

"Philips and Philips Respironics do not admit any fault or liability, or that any injuries were caused by Respironics' devices," the company said as it announced the new settlement agreement.

Here's an overview of the recall and where consumers stand:

Settlement money will likely flow next year

The $1.1 billion deal — which includes $25 million for medical monitoring — stems from mediation by retired magistrate judge Diane M. Welsh, but it's not yet final, as the agreement must be filed with a federal court in Pennsylvania — a main state where the machines were produced.

Philips announced the new settlement on Monday, along with its first-quarter financial results. The Dutch-based corporation then saw its stock price vault to a likely one-day record gain, as investors welcomed news that the recall issue seems to have been resolved at a lower cost than analysts predicted.

"The remediation of the sleep therapy devices for patients is almost complete," said Roy Jakobs, CEO of parent company Royal Philips, in a statement. He added, "We do regret the concern that patients may have experienced."

"We are pleased to have reached a resolution" of personal injury claims, the plaintiffs' co-lead attorneys, Sandra L. Duggan; Kelly K. Iverson; Christopher A. Seeger; and Steven A. Schwartz, said in a joint statement to NPR.

The money will go to "users of the now-recalled CPAP and other respiratory devices who suffer from significant physical injuries," and to fund research into treating their injuries, the attorneys said. Philips says some 58,000 people have filed claims or registered for the settlement.

As for when consumers could see money from the deal, Philips said it expects to make the payments in 2025.

This isn't the only settlement

News of the personal injury settlement comes a week after Philips settled a class-action lawsuit over economic damages from the recall.

That settlement is worth a minimum of $613.3 million, including $94.4 million in attorneys' fees. It offers reimbursement to users and "payers" — e.g., insurance companies — for recalled machines they had bought or leased.

The deal was approved last Thursday by senior U.S. district judge Joy Flowers Conti in the federal Court in western Philadelphia. The judge had previously appointed Welsh to serve as mediator in the injury-related class-action suit.

Philips says it expects to pay that money out this year.

What can consumers do?

Under the financial-loss settlement, users are entitled to a $100 award if they return their recalled device by Aug. 9, 2024 — the claim deadline.

People who suspect they own or use one of the affected devices should act soon to verify that if they haven't already, the FDA says . The agency notes that Philips' recall page offers ways to check serial numbers and register a product.

A specially dedicated website is accepting claims for the financial-loss settlement , and it notes that taking part in that deal "does not affect or release any claims for personal injuries or medical monitoring relief."

Under the financial-loss settlement, users are also eligible for a payment for each recalled device they purchased, leased, or rented — and if they paid out of their own pocket to replace a recalled machine, they could be entitled to a device replacement award, according to the website.

The arrangement includes a prepaid shipping label, although the administrators also warn users to consult with their doctor before returning a device they're still using.

A similar claims process will likely emerge for the injury-related deal once its terms are finalized.

Defective machines can send particles, VOCs into airways

The recall was triggered by thousands of health complaints from CPAP users. An investigation found that a polyester-based polyurethane foam built into the devices to dampen sound and vibration also had a risk of breaking down — especially when used in warm and humid conditions.

"If the foam breaks down, black pieces of foam, or certain chemicals that are not visible, could be breathed in or swallowed by the person using the device," the FDA said.

The agency said in a letter to Philips in 2022 that the foam also "may degrade and/or emit harmful chemicals, potentially resulting in toxic and carcinogenic effects and other significant harms to device users," listing formaldehyde and other volatile organic compounds, or VOCs.

"Philips has acknowledged that, in a worst-case scenario, exposure to VOCs as a class may cause possible toxic and carcinogenic effects, as well as irritation of the respiratory tract, eyes, nose, and skin, nausea or vomiting, hypersensitivity reactions, dizziness, and headache," the FDA said.

Resulting problems "could potentially result in serious injury and may require medical intervention to prevent permanent injury," the agency said.

The plan to fix machines with the problem call for replacing the polyester-based foam with one that uses silicone as its base .

What is the current status of Philips CPAP machines?

U.S. sales of Philips' popular DreamStation and other respiratory units are currently on hold; the company says it plans to resume selling the devices once it has satisfied the terms of a consent decree with the U.S. government .

Philips also says it will continue to service units that are still in use, including by providing replacement parts.

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You snooze, you lose: how insurers dodge the costs of popular sleep apnea devices.

Lawsuits against the company contend that Philips designed its CPAP machine poorly and put it on the market without appropriate warnings.

The FDA accuses Philips of not taking appropriate action about the dangers of the degrading foam in its CPAP and ventilator devices despite learning about the risk as early as 2015. That year, the FDA said in a letter to the company, a Philips subsidiary began a preventative procedure because of complaints about the foam breaking down. The agency says it learned about the matter when the FDA inspected a manufacturing plant in Murrysville, Pa., in 2021.

When asked about the 2015 revelation, a company representative said the only documentation of the issue was a single email, with other communications handled over the phone, the FDA said in its letter.

What is sleep apnea, and how much do CPAP machines cost?

Sleep apnea is a disorder that prevents people from getting enough oxygen while they're sleeping — it's often characterized by long pauses in breathing, and loud snoring. People diagnosed with the disorder rely on continuous positive airway pressure, or CPAP, machines to keep their airways open and help them stay asleep.

Last June, the White House said President Biden was using a CPAP machine to help with sleep apnea.

Prices for many units range from around $500 to more than $1300.

"The average cost of a CPAP machine is about $800 among those we reviewed," the National Council on Aging said last year.

The recall also covers some models of Philips' more complicated BiPAP ventilators, which facilitate both inhalation and exhalation and routinely cost hundreds of dollars more.

Many apnea and ventilator devices' users also face additional costs, from replacements parts and upkeep to buying an additional machine for travel.