What impact has the United Kingdom Clinical Aptitude Test (UKCAT) had on selection to undergraduate medicine and dentistry in the UK?

The United Kingdom Clinical Aptitude Test (UKCAT) Consortium was established in 2005 with the aims of achieving greater fairness in selection to medicine and dentistry, widening participation in medical and dental training and improving the evidence base around selection in the UK. The UKCAT was first used in selection in 2006. This thesis aimed to determine the impact UKCAT had on selection to medicine and dentistry in the UK, to document the development of the organisation and to establish the extent to which UKCAT had achieved its original aims. Having established the research evidence base in existence in 2005, documents were reviewed to present a picture of both organisational and test development. A further literature review specific to UKCAT was undertaken alongside a systematic review of the literature relating to the predictive validity of the test. Drawing on data collected on an annual basis from universities, how the use of the test in selection had changed was described. A qualitative analysis of interviews with admission tutors was used to further evaluate the impact of the test and in particular the extent to which UKCAT had met its original aims. Findings indicate that UKCAT now plays a significant part in decisions made regarding most applicants to medical and dental training. The test has largely replaced the scoring of personal statements in selection processes and there is evidence that it predicts performance in medical school. The test is both an effective and efficient tool for discriminating between the many high performing candidates. Use of the test has not widened participation and universities have increasingly used the test differently in selection for this candidate subgroup. The landscape around selection continues to develop, impacted by developments in technology, COVID, increasing applicant numbers and the potential of post-qualification admissions. Drawing on the findings in the thesis, proposals regarding the development of the test, priorities for future research and the candidate experience are put forward to inform future developments in UKCAT. These include further evaluation of subgroup performance differences in the test, commissioning of future predictive validity cohort studies and exploring coaching effects on test performance

What impact has the United Kingdom Clinical Aptitude Test (UKCAT) had on selection to undergraduate medicine and dentistry in the UK?

The United Kingdom Clinical Aptitude Test (UKCAT) Consortium was established in 2005 with the aims of achieving greater fairness in selection to medicine and dentistry, widening participation in medical and dental training and improving the evidence base around selection in the UK. The UKCAT was first used in selection in 2006. This thesis aimed to determine the impact UKCAT had on selection to medicine and dentistry in the UK, to document the development of the organisation and to establish the extent to which UKCAT had achieved its original aims. Having established the research evidence base in existence in 2005, documents were reviewed to present a picture of both organisational and test development. A further literature review specific to UKCAT was undertaken alongside a systematic review of the literature relating to the predictive validity of the test. Drawing on data collected on an annual basis from universities, how the use of the test in selection had changed was described. A qualitative analysis of interviews with admission tutors was used to further evaluate the impact of the test and in particular the extent to which UKCAT had met its original aims. Findings indicate that UKCAT now plays a significant part in decisions made regarding most applicants to medical and dental training. The test has largely replaced the scoring of personal statements in selection processes and there is evidence that it predicts performance in medical school. The test is both an effective and efficient tool for discriminating between the many high performing candidates. Use of the test has not widened participation and universities have increasingly used the test differently in selection for this candidate subgroup. The landscape around selection continues to develop, impacted by developments in technology, COVID, increasing applicant numbers and the potential of post-qualification admissions. Drawing on the findings in the thesis, proposals regarding the development of the test, priorities for future research and the candidate experience are put forward to inform future developments in UKCAT. These include further evaluation of subgroup performance differences in the test, commissioning of future predictive validity cohort studies and exploring coaching effects on test performance

UCAT and dental student selection in the UK - what has changed?

Introduction The University Clinical Aptitude Test (UCAT) has been used since 2006 by a consortium of UK medical and dental schools to assist in undergraduate selection. In 2019, UCAT was used by 30 universities (14 dental schools). Aim To report how UCAT use has changed in undergraduate student selection in the UK. Methods UCAT use was categorised and trends identified from annual telephone interviews with dental school admission tutors; this process started in 2011. Results Dental schools using UCAT rose from 8 (2006) to 14 (2020). The most significant use of the test to select applicants for interview was as a weighted factor; at offer stage, UCAT was most used to discriminate between applicants at borderlines. A growing number of dental schools are using the Situational Judgement Test (SJT) in selection (2019, n = 6). In 2019, eight schools adjusted selection processes for widening access applicants. Multiple mini interviews are now used by the majority (n = 10) of dental schools. Conclusions UCAT represents a significant factor in selection to UK undergraduate dental programmes and is used by all but two dental schools. In most schools, UCAT contributes in a substantial way to selection outcomes and strength in test use has grown over time

The relationship between school type and academic performance at medical school:A national, multi-cohort study

Acknowledgements We thank UKMED for releasing the data for this project via a competitive bid process. We are grateful to the following for their support of the application to UKMED for this and other research projects: Dr Sally Curtis (University of Southampton, UK), Dr Sandra Nicholson (Barts and The London School of Medicine and Dentistry, UK), Professor Peter Johnston (NHS Education for Scotland, UK) and Dr Rhoda MacKenzie (University of Aberdeen, UK). We thank Daniel Smith and Andy Knapton of the General Medical Council of the UK for their support for the application and throughout the project, particularly regarding data linkage and troubleshooting. We thank Dr Gordon Prescott (University of Aberdeen, UK) for the statistical support. Funding This study is part of Ben Kumwenda’s doctoral programme of research funded by the UKCAT Research Panel, of which JC and RG are members.Peer reviewedPublisher PD

Use of UKCAT scores in student selection by UK medical schools, 2006-2010

<p>Abstract</p> <p>Background</p> <p>The United Kingdom Clinical Aptitude Test (UKCAT) is a set of cognitive tests introduced in 2006, taken annually before application to medical school. The UKCAT is a test of aptitude and not acquired knowledge and as such the results give medical schools a standardised and objective tool that all schools could use to assist their decision making in selection, and so provide a fairer means of choosing future medical students.</p> <p>Selection of students for UK medical schools is usually in three stages: assessment of academic qualifications, assessment of further qualities from the application form submitted via UCAS (Universities and Colleges Admissions Service) leading to invitation to interview, and then selection for offer of a place. Medical schools were informed of the psychometric qualities of the UKCAT subtests and given some guidance regarding the interpretation of results. Each school then decided how to use the results within its own selection system.</p> <p>Methods</p> <p>Annual retrospective key informant telephone interviews were conducted with every UKCAT Consortium medical school, using a pre-circulated structured questionnaire. The key points of the interview were transcribed, 'member checked' and a content analysis was undertaken.</p> <p>Results</p> <p>Four equally popular ways of using the test results have emerged, described as Borderline, Factor, Threshold and Rescue methods. Many schools use more than one method, at different stages in their selection process. Schools have used the scores in ways that have sought to improve the fairness of selection and support widening participation. Initially great care was taken not to exclude any applicant on the basis of low UKCAT scores alone but it has been used more as confidence has grown.</p> <p>Conclusions</p> <p>There is considerable variation in how medical schools use UKCAT, so it is important that they clearly inform applicants how the test will be used so they can make best use of their limited number of applications.</p

Demographic disparities in dental school selection : An analysis of current UK practices

Peer reviewedPublisher PD

Do changing medical admissions practices in the UK impact on who is admitted? : An interrupted time series analysis

INTRODUCTION: Medical admissions must balance two potentially competing missions: to select those who will be successful medical students and clinicians and to increase the diversity of the medical school population and workforce. Many countries address this dilemma by reducing the heavy reliance on prior educational attainment, complementing this with other selection tools. However, evidence to what extent this shift in practice has actually widened access is conflicting. AIM: To examine if changes in medical school selection processes significantly impact on the composition of the student population. DESIGN AND SETTING: Observational study of medical students from 18 UK 5-year medical programmes who took the UK Clinical Aptitude Test from 2007 to 2014; detailed analysis on four schools. PRIMARY OUTCOME: Proportion of admissions to medical school for four target groups (lower socioeconomic classes, non-selective schooling, non-white and male). DATA ANALYSIS: Interrupted time-series framework with segmented regression was used to identify the impact of changes in selection practices in relation to invitation to interview to medical school. Four case study medical schools were used looking at admissions within for the four target groups. RESULTS: There were no obvious changes in the overall proportion of admissions from each target group over the 8-year period, averaging at 3.3% lower socioeconomic group, 51.5% non-selective school, 30.5% non-white and 43.8% male. Each case study school changed their selection practice in decision making for invite to interview during 2007-2014. Yet, this within-school variation made little difference locally, and changes in admission practices did not lead to any discernible change in the demography of those accepted into medical school. CONCLUSION: Although our case schools changed their selection procedures, these changes did not lead to any observable differences in their student populations. Increasing the diversity of medical students, and hence the medical profession, may require different, perhaps more radical, approaches to selection