Do differentials in access to advice and support at UK schools on preparation for the UK Clinical Aptitude Test disadvantage some candidate groups?

Q: What is the UKCAT and why is it used in medical and dental school selection?

The UKCAT is part of the selection process for most UK medical and dental schools. It assesses cognitive ability across four domains and aims to broaden selection beyond academic attainment.

Q: How did the study measure advice and support access for UKCAT preparation?

An online questionnaire asked candidates about their sources of advice and support, the quality and utility of that support, time spent preparing, and views on how preparation related to test performance.

Q: What relationship did the study find between school/college support and UKCAT test performance?

Support and advice received at school or college, summarized as a Support Index, was positively associated with test performance. However, many candidates reported their preparation advice as less than satisfactory, particularly within nonselective education.

Sep 4, 2026

Uploaded by Adam

The United Kingdom Clinical Aptitude Test (UKCAT) underpins selection for most UK medical and dental schools, yet uneven access to advice and support for test preparation may disadvantage particular groups. A 2012 UKCAT online survey collected candidates’ sources of support, views on advice quality and usefulness, preparation time, and perceived links between preparation and performance. Support indexed by school/college environment correlated positively with test outcomes, while many rated advice as unsatisfactory, especially in nonselective education.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages24

Reading Time1 h 0 min

AccessFree to download

Abstract

Background

Methods

Results

Conclusions

Study Background and Rationale

UKCAT purpose and assessment domains

Prior research and access concerns

Research question and equity framework

Methods

Questionnaire design

Sample and study protocol

Title: Do differentials in access to advice and support at UK schools on preparation for the UK Clinical Aptitude Test disadvantage some candidate groups? Authors: Paul Lambe, Plymouth University Peninsula Schools of Medicine and Dentistry, C506 Portland Square, Drake Circus, Plymouth PL4 8 AA. [paul.lambe@plymouth.ac.uk](paul.lambe@plymouth.ac.uk) Rachel Greatrix, UKCAT Clinical Aptitude Test (UKCAT), D Floor Medical School, Queen’s Medical Centre, Nottingham, [NG7 2UH.](NG7 2UH. Rachel.Greatrix@nottingham.ac.uk)[ ](NG7 2UH. Rachel.Greatrix@nottingham.ac.uk)[Rachel.Greatrix@nottingham.ac.uk](NG7 2UH. Rachel.Greatrix@nottingham.ac.uk)[ ](NG7 2UH. Rachel.Greatrix@nottingham.ac.uk)Keith Milburn, Health Informatics Centre (HIC), University of Dundee, Mackenzie Building, Ninewells Hospital and Medical School, DD2 4BF. [k.milburn@dundee.ac.uk](k.milburn@dundee.ac.uk) Jon Dowell, Mackenzie Building, Kirsty Semple Way, Dundee, DD2 4BF. [j](j.s.dowell@dundee.ac.uk)[.s.dowell@dundee.ac.uk](j.s.dowell@dundee.ac.uk) David Bristow, Plymouth University Peninsula Schools of Medicine & Dentistry, C413 Portland Square, Drake Circus, Plymouth, PL4 8AA. [david.bristow@plymouth.ac.uk](david.bristow@plymouth.ac.uk) ABSTRACT Background The United Kingdom Clinical Aptitude Test (UKCAT) is part of the selection process of the majority of UK medical and dental schools. However, a survey of applicants toa single UK medical school indicated that differentials in access to advice and support on test preparation may disadvantage some candidate groups. To assess the generalizability of this finding and extend understanding , a survey of the 2012 UKCAT candidate cohort was conducted. Methods An on-line survey of candidates who sat the 2012 UKCAT asked questions on; sources of advice and support about the test, opinions about the quality and utility of advice and support received , the amount of time spent in preparation, and opinionson the association between preparation and test performance. Results The focus of this paper is on direct school leaver applicants at UK schools and colleges. Thus, survey respondents aged 19 years and over, and those who reported University or Other as the last educational institution attended were excluded, resulting in an analytical sample of 4268 respondents and a response rate of 25% . The level of support and advice received at school or college, categorised as a Support Index, was positively associated with test performance. Those with a maximum Support Index were predicted to score 82 points greater than those with a minimum index (p< .001) . However, 49% rated the advice they received on test preparation as less than satisfactory or poor and were more likely to do so if in nonselective school education. Categories of the amount of time spent on preparation for the test correlated with test performance and 76% agreed that preparation enabled them to score more highly. Conclusions Whilst the UKCAT preparation effect observed is small, differences in preparation support received by candidates is significant and likely to be mirrored in other aspects of their University applications. Addressing equitable access to suitable information and preparatory resources is key to ensuring admission tests and, more generally, admissions processes successfully widen access. Background The United Kingdom Clinical Aptitude Test (UKCAT) was designed to complement and improve upon existing selection tools to enable universities to make more informed choices from amongst the many highly qualified applicants to oversubscribed places on UK medical and dental undergraduate programmes. [1] The UKCAT examines innate skills by assessment of cognitive ability in four domains: Verbal Reasoning (VR), Quantitative Reasoning (QR), Abstract Reasoning (AR) and Decision Analysis (DA) . Thereby assessing cognitive ability independent of academic knowledge in order to broaden the criteria for selection beyond ac

FAQs

What is the UKCAT and why is it used in medical and dental school selection?

The UKCAT is part of the selection process for most UK medical and dental schools. It assesses cognitive ability across four domains and aims to broaden selection beyond academic attainment.

How did the study measure advice and support access for UKCAT preparation?

An online questionnaire asked candidates about their sources of advice and support, the quality and utility of that support, time spent preparing, and views on how preparation related to test performance.

What relationship did the study find between school/college support and UKCAT test performance?

Support and advice received at school or college, summarized as a Support Index, was positively associated with test performance. However, many candidates reported their preparation advice as less than satisfactory, particularly within nonselective education.

Sep 4, 2026

Uploaded by Adam