BMC medical education · 2026
How do mature non-graduate students compare to the rest of the cohort in medical training? A UKMED study.
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Sartania Nana, Troughton Adam, Chan Philip
Аннотация
BACKGROUND: Widening participation in medicine is a key societal priority. To improve representation of non-traditional applicants, UK medical schools use contextual admissions, although definitions of under-represented groups vary across institutions. This study examined the educational and training trajectories of one such group-mature non-graduates. We aimed to determine whether their progression was comparable to that of school-leavers and graduate entrants, whether they progressed through medical school non-inferiorly, and whether they were equally likely to secure postgraduate training posts.
METHODS: Data on UK medical students and resident doctors (2007-2015) were extracted from the UK Medical Education Database (UKMED). Undergraduate performance (Educational Performance Measure (EPM), Prescribing Safety Assessment (PSA), Foundation Programme Situational Judgement Test (FP-SJT) and postgraduate performance (Membership of the Royal College of Physicians, MRCP and MRCGP Applied Knowledge Test, MRCGP AKT), Annual Review of Competency Progression (ARCP), and obtaining an offer for a Level 1 training post) were compared across the three groups using multivariate statistical analyses, including Kruskal-Wallis tests where appropriate.
RESULTS: Across all measures of undergraduate academic attainment (EPM, PSA and FP-SJT) and postgraduate examination performance (MRCP Part 1, Part 2 and PACES), mature non-graduates performed less well than school-leavers or graduates. They were more frequently released from training (ARCP Outcome 4) and received higher numbers of Developmental ARCP outcomes. Mature non-graduates were also less likely to receive an offer for competitive specialty training on their first application; however, the likelihood of them applying exclusively to General Practice did not differ from that of school-leavers or graduates.
CONCLUSIONS: Although performance differences persist for a subset of widening-participation candidates named here as mature non-graduates, they still progress through training, obtain Certificates of Completion of Training, and contribute to the medical workforce. Further research is needed to examine how their life experience and non-traditional educational trajectories influence their long-term practice.
METHODS: Data on UK medical students and resident doctors (2007-2015) were extracted from the UK Medical Education Database (UKMED). Undergraduate performance (Educational Performance Measure (EPM), Prescribing Safety Assessment (PSA), Foundation Programme Situational Judgement Test (FP-SJT) and postgraduate performance (Membership of the Royal College of Physicians, MRCP and MRCGP Applied Knowledge Test, MRCGP AKT), Annual Review of Competency Progression (ARCP), and obtaining an offer for a Level 1 training post) were compared across the three groups using multivariate statistical analyses, including Kruskal-Wallis tests where appropriate.
RESULTS: Across all measures of undergraduate academic attainment (EPM, PSA and FP-SJT) and postgraduate examination performance (MRCP Part 1, Part 2 and PACES), mature non-graduates performed less well than school-leavers or graduates. They were more frequently released from training (ARCP Outcome 4) and received higher numbers of Developmental ARCP outcomes. Mature non-graduates were also less likely to receive an offer for competitive specialty training on their first application; however, the likelihood of them applying exclusively to General Practice did not differ from that of school-leavers or graduates.
CONCLUSIONS: Although performance differences persist for a subset of widening-participation candidates named here as mature non-graduates, they still progress through training, obtain Certificates of Completion of Training, and contribute to the medical workforce. Further research is needed to examine how their life experience and non-traditional educational trajectories influence their long-term practice.