Equity with equality? Contextualising everyone can widen participation in medical school admissions

Widening participation outcomes in admissions to UK medical schools have not changed 2007-2018, partly due to inequity in selection. This study models the effects of changing selection, using a novel method of contextualising applicants, on widening participation. We studied 1084 English school leaver applicants to a single medical school over two years, using data from their public exams taken 2 years pre-application (GCSE) and recent admissions test (UCAT). Widening participation was defined by postcode.We modelled two shortlists for a pre-determined number of 500; one ranked on UCAT total score, and the other on a metric that contextualised applicants' GCSE grades against their schools' average GCSE performance. There was a significant difference in the postcode-defined widening participation characteristics of the two shortlists; 46% by contextualisation and 32.2% by UCAT (Chisquare p < 0.00001). As widening participation covers 42% of postcodes, the contextualise everyone method achieves equity.Conventionally, contextual admissions identify individuals belonging to under-represented groups and gives them preferential treatment. Changing the rules for everyone, by using a relative attainment instead of simple absolute attainment metric, benefits from treating applicants equally; and could promote equity through widening participation.

Automated summary

The outcomes of widening participation in admissions to UK medical schools have remained unchanged from 2007 to 2018, partly due to inequity in the selection process. This study introduces a novel method of contextualizing applicants to model the effects of changing selection on widening participation. The results indicate that by ranking applicants based on their GCSE grades in comparison to their schools' average performance, a higher level of widening participation can be achieved, thus promoting equity.