UK medical schools’ online information on contextual admissions: Enabling greater choice?

This is the author accepted manuscript.Objective: Evaluate the clarity of applicant-facing information on contextual admissions for applicants from disadvantaged backgrounds on UK undergraduate medicine course websites. Methods: We performed an audit of all 57 undergraduate medicine course websites at UK state-funded universities for 2020 entry (38 standard entry courses and 19 widening access programmes). Data was extracted on the clarity and accessibility of information about the contextual admissions process for applicants from disadvantaged backgrounds. Results: Eight courses had no online information on contextual admissions (CA) for disadvantaged applicants. In the remaining 49 programmes there were 47 distinct CA policies, which used 26 different contextual markers. Half (51%) of all courses studied gave disadvantaged applicants clear information on how and where they used contextual admissions and, where possible, allowed candidates to evaluate their own eligibility. Threefifths of all courses provided easy-to-find CA information in one location, either on the main medicine course page or one ‘click’ away. Discussion: There was great variety in the information on contextual admission processes available to disadvantaged applicants on UK undergraduate medicine course websites. Medical schools should be mindful of the information they present, its clarity and the ease at which applicants are able to find it to help prospective students make informed choices on where to apply and the factors considered in their application. This may lead to a potential increase in applications from a more diverse range of applicants to those universities