Dr Helen Waite, Careers Consultant – Medical Students, Lancaster University
Dr Brigit McWade, Lecturer, Lancaster Medical School
Dr Sarah Marsden, Researcher, Lancaster Medical School
Supporting WP students on the journey to Medicine
Over the last decade, medical schools have attempted to diversify the profession by increasing the number of students from widening participation (WP) backgrounds choosing to study Medicine. But how do we support these students once at medical school to access and navigate the ‘workplace culture’ (Medical Schools Council, 2024), both during their studies and in their future career? To address this problem, Lancaster University introduced Medical Connections (MedCon) – an optional co-curricular programme for year 1 medical students who meet our widening participation criteria led by Helen since 2022.
Evaluation of student feedback is undertaken every year to develop the programme, now in its 6th year, and support funding applications. This year, an independent researcher (Sarah) analysed five years (2020-2024) of student feedback data, identifying key themes that demonstrate the value of the programme for participants. She identified an overarching theme of ‘confidence’, arising from two sub-themes of ‘connections & belonging’ and ‘knowledge’.
These findings are relevant for those supporting students entering elite professions (not just medicine) that are challenging to access for those without the connections, knowledge and background to navigate these illustrious pathways.
MedCon at a glance
The programme consists of three workshops and a field trip to the General Medical Council (GMC). Eligible year 1 students are invited to apply, with approximately thirty students (~25% of the year group) taking part in 2024-2025. Delivery is supported by medical student ambassadors from Years 2-5, who are MedCon alumni and/or WP students.
Workshop 1 includes introductions, understanding group work processes, and exploring Type Dynamics Indicator (TDI) to enhance both self-awareness and insight into others. In Workshop 2, participants learn how to recognise and tackle imposter syndrome (reframed as imposter phenomenon). Workshop 3 includes presentations from doctors from the WP Medics Network and Lancaster Medical School (LMS) alumni. Visiting the GMC is an opportunity for students to apply their learning and new-found confidence through networking and get a glimpse into the inner workings of the public body that maintains the UK professional register of doctors.
Findings: Confidence, Connections and Knowledge!
Student feedback demonstrates that confidence was gained through improved self-awareness and self-management, awareness of others, and knowledge of the course and future career possibilities.
Participants valued learning about the journey through medical school and the diversity of medical career options before them.
‘Talking to other doctors and older medical students. It was exciting to know people who have gone through what I will be going through and learn from their experiences.’ (Participant 2024)
‘I learned a bit more about the course from the older years and felt like I was able to gain more an insight into what it will be like when I get into the higher years.’ (Participant 2024)
Crucially, meeting those with similar experiences, both within their own year cohort, the wider Medical School and graduates was particularly powerful in increasing a sense of belonging to the profession. The knowledge that others from the same background have walked the path before them and been successful was encouraging:
‘I enjoyed the opportunity to speak with the students in the above year groups about their experiences, and the reassurance that we aren’t the only people to have felt the way about medical school as we do.’ (Participant 2023)
This was also supported by the realisation that feelings of imposter phenomenon are commonplace, and the development of practical strategies to address this:
‘That imposter syndrome is normal and experienced by lots of people. And despite it you are still worthy and capable on succeeding.’ (Participant 2022)
‘[I learned to] Be confident in my abilities and myself, as I probably know more than I think I do, so I should carry myself in such a way that my actions and abilities exude the confidence they are due.’ (Participant 2023)
Combined, these experiences created a greater sense of belonging to LMS and their future medical profession:
‘I belong at medical school and a medical degree is something to be really excited about’ (Participant 2024)
Three cheers for student ambassadors!
MedCon participants love our student ambassadors! Key to their popularity is our ambassadors’ lived experience, which they share generously with openness and honesty, and a shared identity with the participants. First iterations of MedCon only recruited final year student ambassadors. Responding to student feedback, we broadened this to include students from all years to enrich the insights into the degree available. In 2024-2025, we went further and introduced an ambassador-designed and led session, themed around the most common queries, including advice on preparing for exams, top tips for clinical placement, and demystifying future years of Medical School. The session received excellent feedback – and still they suggested even more student-led content and contact for future iterations of the programme! Thus, next year, we will start the programme earlier, when participants are still navigating the first term of medical school – a light touch introduction to their peers with reassurance from student ambassadors, ahead of formative assessments.
Most importantly, recognising the value of the ambassadors’ work through appropriate wages and mentorship is integral to the programme’s success. In this way, the ambassadors are supported financially, build their CVs and develop professional networks, in a circle of support that extends beyond the year 1 participants.
Challenges
MedCon is highly valued by participants. However, making it accessible and specifically tailored to its intended beneficiaries has been challenging. The informal learning and connections from these sessions are as important as the formal, and these can be fostered but never forced, by providing time and space.
Students want to be in the room. Online provision during the pandemic meant breakout groups potential informal conversations were stifled because sharing experiences is generally more comfortable in-person. Now we are no longer online, we keep the group sizes small, and the ambassadors are fantastic at encouraging participation (as noted above).
However, medical degrees are more intensive than standard degrees, and students are time-poor (Wyatt et al., 2024). This is even more of an issue for those from WP backgrounds, who may work in their spare time, or have caring responsibilities, low funds, or have to commute (McWade and Marsden, 2025). We take a great deal of care in attempting to mitigate the systemic inequities embedded in a packed curriculum when scheduling and designing activities, but designated time within the curriculum would make the programme more inclusive and less disruptive to students.
Reach out!
I would love to speak to other people about similar initiatives other people are running for undergraduate students, medicine or otherwise, and happy to answer any questions share any further learning if you’d like to get in touch.