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Glasgow Medical School Review

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Welcome to our UK Medical School Review series . In this series, we work with current students to produce an in-depth overview of each UK Medical School, covering what it is like to study there, how the course looks and what you need to get in.

Today we are exploring Glasgow Medical School, one of the highest ranking Medical Schools in Scotland and the UK as a whole. Khalid, a Glasgow Medic, will share his experiences and insights as a current student throughout.

Let’s start with some history of Glasgow Medical School…

Overview Of Glasgow Medical School

About glasgow medical school .

Glasgow Medical School has a rich history dating back to 1751 when William Cullen was appointed Professor of Medicine. Since then, the School has moved a number of times and produced notable alumni such as Joseph Lister (surgeon), multiple Chief Medical Officers of Scotland (Ernest Macalpine Armstrong, Harry Burns and Sir Kenneth Calman), Emeli Sandé (singer and songwriter) and politicians including Liam Fox.

Glasgow offers one A100 Medicine Degree which is the MBChB course. It lasts 5 years and the curriculum is delivered through a range of teaching styles which include small-group teaching, problem-based learning, lectures, vocational and clinical studies, labs and e-learning. 

Glasgow Medical School

• University Age: 573
• UK Ranking: 3rd
• Pint Price: £3.50
• Alumni Notability: 7/10
• A-level Requirements: AAA
• Places Available: 230
• Applicant Success Rate: 20%
• Teaching Style: PBL and CBL
• Interview Style: Panel
• Admissions Test: UCAT

Why did you choose to study at Glasgow?

“The university was highly rated at my time of entry and was also free for EU. Furthermore, the Problem-Based Learning style and the spiral curriculum seemed to fit my style of learning. The city of Glasgow is incredibly friendly and was the perfect middle ground between a city and a campus university. Glasgow University also offered a wide range of intercalation options, which intrigued me. The city of Glasgow is also more affordable than cities like Edinburgh or London too.”

What is the best thing and worst thing about your Medical School?

“The best thing about Glasgow Medical School for me is the biweekly PBL schedule. It helps provide a focus to the week’s lectures and necessitates further self-directed learning to explore finer details of the topic, as well as allow for a social discussion of the content with peers.

The worst thing about the University can be the lack of dissections. I’m not sure if this was due to the coronavirus pandemic, but as a 2nd year, I am yet to experience a dissection, and all the anatomy labs I have had were prosections. These feel sufficient for the content we are learning, however, the comparative lack of dissections to other medical schools can be a deterrent for some applicants.”

Medical School Rankings

The following link will take you to the Complete University Guide Medicine League Table . Here, you can see that the Glasgow Medical School takes 3rd position with an overall score of 98%:

Rankings will, of course, differ between other tables; the Guardian includes different aspects to the Complete University Guide . When making your own decision on which table to look at, think about what you place more importance on, such as spending per student or career prospects. Keep in mind that all Medical Schools are highly ranked with excellent ratings across the board.

Glasgow Medical School Fees And Financial Support

The annual tuition fee for students from Scotland is £1,820 and for the rest of the UK, it is £9,250. For international students, it is £56,520 per year. Tuition fee loans are offered to all UK students by the Government and cover the course fees in full. Fees do not have to be paid upfront.

Glasgow University offers a variety of scholarships and bursaries to help with funding. There is a range of bursaries and scholarships including the RUK Access Bursary and the Undergraduate Talent Scholarships. 

What are the living costs like?

“Here is a summary of the general costs of things for a Glasgow student: 

• Cost of a pint: £3-5
• Accommodation per week: £100-130
• Public Transport: Not needed due to hall locations, but approx £3 for a day ticket
• Weekly grocery shop: £20-40 depending on the store. There is a Lidl near the Murano student halls and one in finnieston somewhat close to the university, which is significantly cheaper than the Tesco and Co-Ops in the region.
• Lunch at the Uni: £4.50 University Union hot lunches, £6 James McCune Smith Hot lunches, £2-4 cold sandwiches from a variety of shops or stands in/near the uni, £3 Tesco meal deal close to the Uni, £3 Student Subway meal deal near the Uni.
• Eating Out/Delivery: £6-12 per meal depending on the store.”

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What Is Studying at Glasgow Medical School Like?

Glasgow delivers their learning through a range of teaching styles including small-group teaching, problem-based learning, lectures, vocational and clinical studies, labs and e-learning. Students gain experience in a clinical environment from year 1. The MBChB follows a “spiral curriculum” where subject material is revisited at different stages of the curriculum with increasing depth and clinical focus.

Students undertake two periods of elective study and can select from over 20 intercalated degree options, allowing flexibility to study areas of personal interest in more depth. 

What is a week in first year like for Glasgow Medics?

“Here is how a standard week would look for me:

• Monday Morning: Problem Based Learning – Scenario Monday Afternoon: Lecture (online or in person)
• Tuesday: Lectures (online or in person)
• Wednesday morning: Vocational studies Wednesday evening: No classes as a university policy to allow time for sports
• Thursday morning: Problem based learning
• Friday: Feedback sessions online or Labs in person.”

Glasgow Medical School Degree Content

Medicine mbchb course, summary of the curriculum:.

Phase 1 makes up the first half of first year. The phase provides students with a basic biomedical sciences overview which is needed to engage in the rest of the undergraduate programme. Students undertake vocational & professional studies, and have their first Clinical skills sessions with visits to A&E wards or general practices.

Phase 2 makes up the second half of first year and the entirety of second year. The phase covers the anatomy, physiology, pharmacology, biochemistry (and related biomedical sciences) of the major clinical systems, as well as continuing vocational studies. Professional studies, Communication skills and Clinical skills are a big part of phase 2. 

Phase 3 covers the first half of third year and is all about clinical systems with a focus on pathophysiology. Content covered in phase 3 includes pathology, microbiology, haematology, clinical biochemistry and clinical pharmacology, and the small-group teaching focuses on clinical cases, using case-based learning, with a clinical tutor. Students will be in a hospital or general practice for one day a week and will also receive clinical procedural skills teaching.

Phase 4 makes up the second half of third year, the entirety of fourth year and most of fifth year. The phase is based in hospitals or GPs with some academic days. The teaching itself is scheduled around 5-10 week clinical attachments and students work through general medicine and surgery, obstetrics and gynaecology, child health, general practice, psychiatry and a variety of hospital sub-specialties. The final part of fifth year is the preparation for practice which follows final exams and it involves shadowing foundation-year doctors in hospitals with lectures too. 

Glasgow Dentistry Course

The Dentistry course is also split up into multiple phases (five in total) and like Medicine, students have the opportunity to develop their clinical skills through exposure to patients in all the different dental disciplines. 

What Makes Glasgow Medical School Unique?

What makes your medical school unique.

“Glasgow Medical School features a bi-weekly Problem-Based Learning structure, supplemented with lectures and labs. This encourages self-directed learning past the synchronised content. The Medical School places an emphasis on developing research and communication skills, in order to allow for effective learning in different styles at one’s own pace.

The School also features a spiral curriculum, meaning that content is revisited multiple times over the course of weeks, months and years, adding more detail each time, allowing knowledge to be consolidated and built on.”

Glasgow Medical School Entry Requirements

Dentistry BDS Course

Deferred entry is not available. 

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Glasgow Medical School Personal Statement

Your personal statement is likely to be used at some point in the application process to Glasgow Medical School. Work experience is expected to be undertaken by applicants so that students have a more realistic understanding of what a career in medicine entails and are aware of current issues facing the profession.

Students are also expected to show commitment to caring for others which can be demonstrated during voluntary or paid work in a community setting. All of this must be included in your personal statement.

Glasgow mention some of the key characteristics to demonstrate , aside from a commitment to caring. This is for the Dental students but will also be applicable if you are applying for Medicine:

• Be diligent and ethical
• Demonstrate having a caring nature, being empathetic and respectful of the views of others
• Demonstrate good communication skills
• Work in a team and have the capacity to act as a leader
• Be self-critical and self-motivating
• Be capable of independent thinking
• Plan and think on the spot, enjoy problem-solving and analysing information
• Show strong evidence of manual dexterity, creativity and spatial awareness.

Show you have the core values and skills of a good doctor.

Glasgow Medical School Admissions Tests

All applicants applying to the Medicine or Dentistry course need to undertake the University Clinical Aptitude Test (UCAT). Historically, the minimum UCAT score or threshold score to get an interview offer has been around 2600-2680 and the highest-scoring applicants achieve up to 3600. 

Glasgow Medical School Interview

Panel interview style.

Interviews at Glasgow take the form of panel interviews . Glasgow normally interviews approximately 850 applicants from December onwards. Once the interview process is complete, all scores are accumulated and all applications are checked before offers are made. This stage runs until the end of March.

The interview session will last around 30 minutes in total , divided into two sections – a panel A and a panel B. Panel A will explore what being a doctor means and related topics around this. The panel B section will focus more on the applicant as a future doctor and will include a discussion of an ethical scenario – applicants choose one from two given scenarios.

Example Glasgow Medical School Interview Questions:

• Why this area of Scotland? (2020)
• The MBChB programme is organised into 4 phases, explain each. (2021)
• Why problem-based learning? (2018)
• What are the health issues Glasgow is facing compared to other areas? (2020)
• Why does Glasgow have such high rates of heart disease? (2019)
• Why do you want to come to the University of Glasgow? (2019)
• How are you suited to being a doctor? (2021)
• What are your personal strengths? (2018)
• Discuss your thoughts on organ donation. (2020)
• What hobbies do you have outside of your studies? (2021)
• Which qualities does a doctor need? (2021)
• What was the most important thing you’ve learned about Medicine during past work experience and why? (2019)
• Why are you choosing to study Medicine? (2018)

Extra-Curriculars at Glasgow Medical School

Outside of study time, what do most people get up to.

“Glasgow University Sports Association offers a variety of sports and activities in the Stevenson building and further at the Garscube sports complex. There is a gym as well with 15 platforms and a 100 person capacity. Byres Road is a busy street running perpendicular to University Avenue, containing many grocery shops, cafes, fast food and sit down restaurants. Ashton lane is a small lane near the university which contains some restaurants and pubs, although it can be quite expensive.

The Kelvingrove museum is situated in close proximity to the University, and entry is free. Kelvingrove park is located right next to the university, and it is a very big green space for activities, picnics etc. It is very lively on warm weather days.”

What is the Glasgow accommodation like?

“There are a wide variety of accommodation options such as Murano Street Student Village: This is the largest of the accommodations, housing around 1300 students every year. Flats are either 11-12 person flats, or 5-6 person flats, and applicants can choose which one they prefer. The accommodation is situated near Ruchill Park, and is a 5 minute walk from a Tesco Extra, and a 10 minute walk from a Lidl. The walk to the University takes approx. 15-20 minutes. This accommodation is very social and lively, so it should be avoided if you prefer quiet accommodations with less noise and parties. The rooms are a good size and feature a double bed, a desk and a sink, however, it does not include en suite bathrooms. The rent is approx £120 per week.

Queen Margaret Residences: The second most popular halls in Glasgow university. They feature larger rooms and kitchens, with ensuite bathrooms. It is also about 15-20 minutes from the university, but the rent is more expensive, at around £140 per week.”

Glasgow Medical School Contact

Telephone: +44 (0)141 330 6216

Email: [email protected]

Postal address: Medical School Office University of Glasgow Glasgow G12 8QQ

Advice for prospective Glasgow medical school students

What advice would you give to a first-year student starting at glasgow medical school.

“Here are some of my top tips! 

• Engage fully with the problem based learning.
• Find an arsenal of core textbooks to use for your self directed learning.
• Use the Glasgow University library as a study space.
• Do not worry about every single detail in first year, as it will all be revisited and consolidated and built on in the coming years due to the spiral curriculum. 

Best of luck and have a great time! I’ll probably see you soon. :)”

Check out our other UK Medical School Reviews:

Cambridge Medical School Review

King’s college london medical school review, cardiff medical school review, edinburgh medical school review, imperial college london medical school review, leeds medical school review, newcastle medical school review, barts and the london (queen mary) medical school review, ucl medical school review, oxford medical school review, bristol medical school review, southampton medical school review, birmingham medical school review, exeter medical school review, hull york medical school review, leicester medical school review, liverpool medical school review, manchester medical school review, nottingham medical school review, sheffield medical school review, st george’s medical school review, dundee medical school review, warwick medical school review, aberdeen medical school review, brighton and sussex medical school review, lancaster medical school review, queen’s university belfast medical school review, swansea medical school review.

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University of Glasgow

Medical school profile.

Here, we’ll detail how Glasgow Medical School selects candidates during the medical application process.

Use the menu below to help you navigate the profile:, grade requirements.

So you have questions about the grades needed to get into Glasgow Medical School? You’re in the right place to find the answers!

• What GCSE grades does Glasgow Medical School look for?

GCSE English at Grade B (or Grade 6 or above).

• What IB score are Glasgow looking for in prospective medical applicants?

38 points including three Higher Level subjects at 6,6,6, including Chemistry and Biology. Standard Level Physics or Mathematics at 6 (HL recommended) SL English at 6

• Which A-Level subjects do Glasgow require?

They require Chemistry and one of Maths, Physics, or Biology.

• Which Scottish Highers Subject combination do Glasgow look for?

Higher Chemistry and Higher Biology/Human Biology AND either Higher Mathematics or Physics are required.

• What are the graduate-entry requirements for this course?

A minimum of 2.1  Honours degree in a relevant science degree, obtained within seven years of the entry date.

You’ll find this information summarised in the table below:

Summary Grade Requirements Table

Application Requirements

So you have questions about the medical application requirements to get into Glasgow Medical School? You’re in the right place to find the answers!

• What are Glasgow’s work experience requirements?

Work experience will be discussed at interview. Applicants are expected to have gained knowledge of what a career in medicine is like. This could include talking to their own GP, keeping up to date with medical news. They should demonstrate an interest in caring for others, evident through voluntary or paid work.

• How does Glasgow use the Medical Personal Statement?

These can be reviewed for any prospective candidate but are not formally scored.

• Does Glasgow Medical School require the UCAT or BMAT for medicine?
• Which interview style does Glasgow Medical School use in it’s selection of medical students?

Panel Interview.

Summary Application Requirements Table

Please note: The information listed above has been submitted from the medical school and is updated by them each application cycle.

To confirm this information, see details on the course’s entry requirements, and learn more about the course itself, take a look at their webpage..

Alex | Founder of Medfully

Ultimate guide to glasgow medicine interview (2023) - questions & tips, glasgow medical school: overview.

The history of Glasgow Medical School dates back to the 17th century when it was established in 1637. Since then, researchers and academics under the wing of Glasgow Medical School have immensely contributed to medicine - Glasgow’s notable alumni include Joseph Lister, who was the first to recommend hand-washing, a renowned anatomist William Hinter or John Macintyre, who set up the world’s first radiology department in none other but Glasgow.

Ranked first in the Complete University Guide 2021 (alongside Dundee), Glasgow Medical School is a great place for any aspiring medic with high aspirations. Clinical teaching at Glasgow Medical School is carried out in over 25 hospitals across Scottland, including Queen Elisabeth University Hospital, one of the largest hospitals in Europe, and the state-of-the-art Glasgow Royal Infirmary at the very heart of Glasgow.

Selection for Medicine Interviews at Glasgow: 🔢 How does Glasgow selects for interviews?

GCSEs + Predicted Grades: GCSEs and Predicted Grades are not used by Glasgow Medical School in the selection process, beyond checking if you meet minimum entry requirements (which you can find here ).

Personal Statement: According to Glasgow’s official website, the personal statement is not a significant element in the selection for interviews and only has to be “satisfactory.” Most likely it means that any personal statement that is medicine-related and includes basic elements (some form of insight into medicine, commitment, extracurriculars, academic involvements etc.) will suffice.

UCAT: Glasgow places the highest emphasis on the UCAT score. All students are ranked according to the obtained UCAT score. Each year a cut-off score (depending on the scores of candidates applying to Glasgow in a given year) is set by Glasgow for each of the groups (Scots. Dom., RUK, International/EU) separately. The SJT is not taken into account as of 2022. You can read more about how Glasgow uses the UCAT score here .

📊 What is the lowest required UCAT score to get an interview at Glasgow?

🏴 󠁧󠁢󠁳󠁣󠁴󠁿 Scottland: For 2022 entry, the UCAT cut-off score at Glasgow Medical School for Scottish students was 2690.

🇬🇧  RUK: For 2022 entry, the UCAT cut-off score at Glasgow for RUK students was 2830.

🌍  International Students: For 2022 entry, the UCAT cut-off score at Glasgow for International students was 2700.

You can find Glasgow’s admissions data for the Medicine course under this link .

📈 Want to save yourself some  time, stress and money  preparing for the interview at Glasgow Medical School? Be a top achiever and prepare with  Medfully ; the best interview preparation tool for self-paced interview preparation.

📤 When does Glasgow send out interview invitations?

Historically, Glasgow has been sending out invitations for medicine interviews between November and February of the application cycle.

👨‍👩‍👦‍👦 How many candidates get interviewed for Medicine at Glasgow?

🏴 󠁧󠁢󠁳󠁣󠁴󠁿 Scottland: For 2022 entry, 961 Scottish students applied to Glasgow Medical School, and 494 of them (51%) have been interviewed.

🇬🇧  RUK: For 2022 entry, 848 RUK students applied to Glasgow Medical School, and 244 of them (28%) have been interviewed.

🌍  International Students: **For 2022 entry, 631 international students applied to Glasgow Medical School, and 161 of them (26%) have been interviewed.

Interviews at Glasgow Medical School (2024 Entry): 🗓️ Glasgow Medicine Interview dates (2023):

Medicine interviews at Glasgow will most likely take place between December 2023 and February 2024.

💬 What’s the interview format at Glasgow?

In the past years, the medicine interview at Glasgow was a 30-minute panel interview with 2 interviewers. It was divided into 2 sections - section A and section B - where section A revolved around your motivations for medicine and your insight into the field, while section B revolved around medical ethics and the person’s future as a doctor.

During section B of the panel interview, students had the opportunity to read through two ethical scenarios and decide which one they’d like to discuss. Both of the scenarios were brief, but there was nonetheless extra time allocated for reading and decision-making.

💡 How To Prepare for Medicine Interviews at Glasgow?

Preparing for medical school interviews requires more than just reading an article or doing a mock interview. It requires intentionality, structure and commitment. Luckily, with  Medfully  it is simpler and more efficient than ever:

🏆 How likely is it I’ll be given an offer after an interview at Glasgow Medical School?

🏴 󠁧󠁢󠁳󠁣󠁴󠁿 Scottland: Following 494 interviews for 2022 entry medicine, 348 students were offered a place at Glasgow (70% of all Scottish students interviewed).

🇬🇧  RUK: Following 244 interviews for 2022 entry medicine, 111 RUK students were offered a place at Glasgow (46% of all RUK students interviewed).

🌍  International Students: Following 161 interviews for 2022 entry medicine, 65 international students were offered a place at Glasgow (40%).

💅 What to do before the interview at Glasgow Medical School?

• revisit your personal statement
• boost your confidence and improve interview knowledge by preparing using   Medfully
• prepare a formal outfit
• plan your journey (if you are invited to an in-person interview at Glasgow)

⏳ How long does it take to hear back from Glasgow?

Glasgow usually replies on a rolling basis, within a few weeks of the interview.

🧠 Glasgow Medicine Interview Questions:

Motivations To Study Medicine:

• What would you do if you didn’t get in this year?
• Why would you like to study medicine at Glasgow? What makes Glasgow special in your view?
• How are you suited to the medical course here at Glasgow?
• Has anyone ever tried to dissuade you from going into medicine? If so, what convinced you to apply anyway?

Insight Into Medicine:

• What steps have you taken to gain some more insight into medicine and find out if it’s the right field for you?
• What are the three most important qualities of a physician?
• What appeals to you the least in being a doctor?
• What is the importance of teaching in medicine and what forms does teaching take?

Future Plans:

• Where do you see yourself in 10 years?
• What speciality would you like to pursue once you finish your foundation training?
• How do you see the future of the NHS? What challenges will the NHS face in 10 years that aren’t as significant now?
• How will your passion for insert the name of an extracurricular  help you become a better doctor?

Medical Ethics:

• A 14-year old boy is rushed into A&E after a car crash. The patient is unconscious and has sustained huge blood loss as a result of the accident. Together with your team, you decide the boy requires an urgent blood transfusion. As you are about to take the boy into the OR, his parents arrive and forbid you to carry on with the blood transfusion on religious grounds. How would you proceed, and what factors should you consider?
• A  19-year old patient comes to your GP practice and discloses they regularly engage in the use of illicit drugs. They ask you not to tell anyone, including the police. What factors should you consider in such a scenario, and who would you inform about the situation?
• Imagine you are the head of the surgical department in a hospital. There are two patients, A and B, both requiring an urgent liver transplant, but there is only one viable liver. Patient A is a 32-year old social activist, with a drug abuse history. Patient B is a 78-year old woman, who takes care of 3 children, whose parents died in a car accident. How would you allocate the liver and why?

NHS Hot Topics:

• What are the differences and similarities between the healthcare systems in the US and the UK?
• The UK has one of the highest rates of obese adults in the world. If you could introduce new measures to tackle obesity in the UK, what would those be?
• Why is it important that doctors (and those around them) take care of their mental health?
• Do you think that the NHS Scottland has to grapple with different challenges than NHS England? How are the challenges these two systems face similar and different to each other?

🚀  TOP Tip: Have a hard time answering any of the above questions? You’ll find insider tactics to tackle all of the above questions and formulate convincing and structured answers at   Medfully - The Best Medicine Interview Preparation Resource.

Please note that these aren’t questions that have been asked at Glasgow in past years. Publishing such information would be against Glasgow’s policy. The above questions are adjusted for the interview style at Glasgow and are meant to give you a broad sense of the questions you may face.

✅  Glasgow Medical School Interviews: 3 Tips

Stay Up-To-Date With Latest Events in Medicine:

Admissions people at Glasgow Medical School expect you to be. One way of assessing your passion for medicine is checking if you are informed about the latest, major events in the world of science and medicine.

Therefore, to prepare for questions about the so-called Hot Topics, make sure to get into the habit of following healthcare news regularly before your interviews. If your interview is fast approaching and you haven’t done that, don’t worry, you can easily catch up.

What kind of events should you look out for? Here are some examples: during the 2021/22 medicine interview cycle, the Covid-19 vaccine rollout started in the UK and as you may expect interviewers were keen to ask about it. Or just before the 2017/18 interview cycle, Junior Doctors' strikes were a big thing in the news. No need to pay too much attention to tabloid articles with headlines about wine being a miraculous cure for cancer or a new herbal treatment for arthritis.

Review Your Medicine Personal Statement:

Your medicine personal statement is a wealth of knowledge about your motivations to study medicine, your achievements and your personality. Scan through your personal statement before your Glasgow Medicine Interview to refresh this information. Highlight all the individual points you’ve made and try to come up with example interview questions about them.

Let’s say you mentioned that your work experience showed you how challenging the work of a doctor can be. Based on that, interviewers at Glasgow could ask you about particular challenges you could face as a doctor, or ways you’d want to deal with such challenges.

Learn About NHS Scottland:

Although not stated explicitly on the website, questions revolving around NHS Scotland may pop up in your Aberdeen medicine interview. Make sure you understand how it differs from NHS England and the NHS overall, what it means that the NHS is devolved, as well as the pros and cons of the devolved system.

All of that information you can find in Medfully Interview Knowledge Bank   written by doctors and medical students from top UK universities.

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Life of a Medic

Sharing my journey through medical school + dropping nuggets of advice along the way…

What’s it Really Like To Study Medicine at Glasgow Medical School?

Welcome to the 6th week of the Virtual Medicine Open Day : giving you an insight into each of the UK medical schools and the opportunity to ask current medical students about the realities of studying there!

This post is written by Jodie Stewart, a 3rd year medical student at Glasgow.

Glasgow was my first choice medical school and I am so thankful I got the opportunity to study here! It’s fair to say these three years of medical school have been a rollercoaster but I wouldn’t change it at all. I am going to go into a lot of depth about medicine at Glasgow to ensure you get a clearer understanding of what it is like studying here!

• An Overview of Teaching Methods
• Typical Timetable of a 1st year Medical Student at Glasgow

The Non-Medical Stuff

3 top tips for applying to glasgow.

• Your turn to ask questions!

An Overview of How We Are Taught

Lectures 

There is a LOT of information to learn in medical school so lectures are still the main teaching method used within the degree. In phase 1 most lectures are delivered by university staff however, in the rest of the phases, lectures are typically delivered by NHS staff and so incorporate a clinical aspect. Phase 1-3 are pretty lecture heavy, so students get a foundation of knowledge before ‘clinical’ years. At Glasgow lectures are made available beforehand and remain on our online platform for the rest of university. The majority of lectures are also recorded so they can be re-watched if you got a bit lost!

Problem-based learning (PBL) is used in phase 1 and 2 and is composed of 2 one hour sessions a week. In the first session early in the week, the group is presented with a scenario and an hour is spent brainstorming knowledge the group already has and setting questions to research. Over the next few days, the student researches the questions and composes answers to feedback to the group later in the week. This is meant to be a way to learn from each other and share helpful resources. PBL groups are usually around 8-11 students and are changed three times a year.

In phase 3 PBL is replaced with case-based learning (CBL) and this is usually 2 90 minute sessions per week. In each session, there are 2 cases based on the weeks topic and these are worked through in the session. There is no work to be done outside of the sessions. 

The ‘practical’ stuff

Vocational studies are where we learn ethics, communication skills, examinations and practical procedures in phase 1 and 2. VS groups are usually around 9 students and these remain the same for the whole of 1 st  year and then a new group is allocated in 2 nd  year. Each year VS is led by a doctor who acts as the tutor and any GP visits are to the tutors’ practice. This is usually around 4 visits per year. 

To complement learning in pre-clinical years there are also labs which can take a variety of different routes. The main one to mention is anatomy labs which are composed of dissection on donated cadavers, and pro-section where students analyse samples that have already been dissected and set in a mould. Some labs can also be physiology based or set around improving laboratory skills (similar to high school science). 

So, bear with me in this section, the Glasgow curriculum can be a bit complicated to explain and I want to do my best to lay it out! Also, if you do consider applying to Glasgow and do interview it is quite important to understand the curriculum. I think the first thing to say is that Glasgow is a ‘spiral curriculum’ so themes are revisited with increasing complexity each year. 

The degree structure can be broken down into 4 sections. Phase 1 runs from September to December of 1 st  year. Here basic biomedical sciences are introduced (anatomy, physiology, pathology) to prepare you for the rest of medical school. Along with lectures, there are 2 hours of PBL a week; 1 session (3 hours) of vocational studies per week and 2 clinical visits (A&E ward and GP visit).

Phase 2 runs from January of 1 st  year to May of 2 nd  year. It is system-based learning covering anatomy and physiology with some teaching on diseases. On top of the knowledge gained from phase one, biochemistry and pharmacology are introduced. Again, there are 2 hours of PBL a week, 1 session (3 hours) of vocational studies per week, visits to your VS tutors’ practice and a 5 week SSC.

Phase 3 runs from September to February of 3 rd  year. Here there is again a system-based approach where pathology is added on to information taught in the first two years of university. There is 3 hours of case-based learning (CBL) per week, 3 days at either QEUH or GRI and every fortnight you have a visit to your GP tutor’s practice. 

Phase 4 runs February of 3 rd  year until final exams in 5 th  year and these are the ‘clinical’ years. There are another 2 SSCs in this block.

A Typical Timetable of a 1st Year Medic

At Glasgow 1 st  year is really varied! As mentioned above in the first term you work through phase 1, I have attached a timetable from a week in phase 1 below. 

After phase one is complete, you move into the systems-based phase 2. In first year, the systems covered are limbs and back, cardiology and respiratory and keeping people healthy. I have attached timetables from each block, so you can see the difference in timetabled hours and teaching methods!

Limbs and back 

Cardiology and respiratory

Keeping people healthy 

There is SO much more to Glasgow medical school than just the ‘medical stuff’. There are hundreds of societies at Glasgow uni and basically anything you can think of there is a society for it! This includes societies for music, sport, politics, volunteering, charity work and generally anything. What I really love is there are tonnes of societies just for medical students, ones for each speciality, widening education and again volunteering but in a more direct manner. There are also medic sports teams too so if you can’t commit to the hours needed by university wide sports teams then this is another option. Another thing I couldn’t forget is MedChir, this is the medics society that runs a wide, wide variety of events throughout the year. This includes educational events, social events and scrubby (what’s scrubby you ask? A pub crawl where everyone wears scrubs and travels around Glasgow’s famous circular subway…). 

You have probably picked up by now that I absolutely love the city of Glasgow. It is an amazing mix of busy with pubs, restaurants and a well-known nightlife. But, travel 30 minutes west and you will reach Loch Lomond, or get a ferry and travel to the Isle of Aarran!

Glasgow is a ‘campus university’ however this campus is huge! What I absolutely love is that the medical school is on campus and not miles away at a the main hospital. This is personally something that was important to me as it means you can integrate with other students. There are plenty of accommodation options for 1 st  year, both en-suite/shared bathroom, self-catered/catered so there is something for everyone. The furthest accommodation from campus is only a 30 minute walk so you are still well connected. 

Glasgow university has a huge library that is accessible to all students and has a good range of solo study spaces and group study spaces, along with chatty floors and silent floors. Each department also has its own smaller library for their students. The medical school has a three floor library for medical student use only and this is open 24 hours 365 days a year. With all these libraries it is easy to find a place that you find the most productive! There are also public libraries in Glasgow that are lovely to use if you don’t want distracted by uni students (the Mitchell library is gorgeous!). 

The university gym is on campus and I have to say its one of the best university gyms I have seen! If you are in halls of residence in first year then membership is free and after that its around £150 for an academic year and I would say it is more than worth it! There are two floors (cardio and weights) along with studios (judo, yoga, kettlebells) and a spin studio. 

Something I thought I would mention as it is usually covered at the open day is the fact that Glasgow has four student unions! These are the student representative council (SRC), Glasgow university union (GUU), Queen Margaret union (QMU) and the Glasgow university sports association union (GUSA). The SRC are in charge of the societies, student welfare and student satisfaction while GUU and QMU are the more ‘social’ unions and they both put on a variety of events. QMU is known for its music events and GUU has a highly respected debates society if that is something you are interested in! all sport societies are affiliated with GUSA and they are also run the campus gym. 

Pros of Studying at Glasgow

• I absolutely LOVE Glasgow as a  city ! For me it has a perfect mix of restaurants, pubs and outside spaces/tourist hotspots giving it an amazing personality (people make Glasgow!)

• One of my favourite things about Glasgow as a university is the social aspect! There are hundreds of societies you can join, and if you can’t find the one you’re after you can make one! Every sport has a team, and there are even specific medic sport teams to accommodate for the work load and placement 

• Option of an  intercalated (BSc) degree : at Glasgow this is something you can apply for if you are interested! Also, if you are interested they have a good number of places so those who are eligible are likely to be accepted. 

• Something that makes Glasgow very unique is the fact that it was  TWO electives ! One is completed at the end of third year and the other at the end of fourth. This allows us to have two chances to organise experience in a subject we are passionate about! Since the elective has no assessment it is truly the only chance in medical school to do something just because you enjoy it!

• At Glasgow there are  3 student selected components  (SSCs) where you can pick from a wide variety of options based on your own interests in medicine. This gives an opportunity to study something you are interested in more in depth and to get some unique experiences in clinical settings. 

• All lecture slides go online beforehand and 99% are recorded so you can watch them back 

• Glasgow does  care about feedback  and there have been a lot of cases where feedback about a specific teaching method/lecture/lab/tutor has been poor and the medical school does make changes

Cons of Studying at Glasgow

• A lot of self-directed learning – although there are plenty lectures, in phase 1 and 2 especially, there is a lot of self-directed learning which isn’t everyone’s cup of tea

• Anatomy teaching – I’m putting this in my con list but for others this would be a big pro! For me I don’t really like the way anatomy is taught and personally I don’t feel dissection added much to my learning but this is a very individual point 

• Large year group – This is something I don’t mind, but the year group at Glasgow is around 300 students, increasing to 360 in third year when students from Malaysia and St Andrews join the year.

• Distance for clinical placements – In clinical years placements can be anywhere in the Greater Glasgow and Clyde NHS board, for those that don’t know how big the board is, that’s Dumfries to Ayr, to east Kilbride to some of the villages north of the centre. 

1. Have a good understanding of the Glasgow curriculum : this is something the university like to see you have researched and that you have chosen the university because you like the way they teach!

2. Be yourself!  I know it sounds so generic and cliché, but Glasgow really do care about the personality of those they accept into the medical school and they don’t expect you to be the perfect doctor already (that’s what medical school is for!)

3. Don’t make your personal statement a list  of work experience or achievements. It is much better to only have a couple days of work experience but expand on them and what you learnt from it than it is to have a list of 20 things you have done with no reflection! Consider what skills you want doctors/medical students to have and consider in what ways you have developed these. 

A huge thank you to Jodie for an amazing and comprehensive insight into Glasgow! Find out more about her on Instagram . She’s also happy to be contacted via email for any further advice.

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What else can you find in this article?

What is a medicine personal statement, how do i write a medicine personal statement, what should i include in my medicine personal statement, how do i structure my medicine personal statement, how do i write an introduction for my medicine personal statement, how do i write a conclusion for my medicine personal statement, how do i write an effective medicine personal statement.

• What can I do with a medicine degree?

Your medicine personal statement should tell the university all about your strengths, skills, experience and ambitions, as well as your personal traits that will help you become a great doctor.

It should also convey your enthusiasm for medicine and what aspects of the subject you enjoy and why.  

Your medicine personal statement will be used by universities to decide whether you are a good candidate to study medicine, and whether they want to offer you a place.

One way is to start your statement with why you want to study medicine at university. Try to pick one or two specific aspects that you like in particular and why they appeal to you.

Make sure you back up everything with examples (always show, don’t tell). You need to convince the admissions tutors that you they should offer you a place on their medicine course over anyone else.

A successful medicine personal statement should be written clearly and concisely, with a good introduction, middle, and conclusion. Remember, medicine is a highly competitive subject, so your personal statement needs to be as polished as possible.

Our personal statement template can help guide you through writing your first draft.

For inspiration on how to write your own unique statement, take a look at some of our medicine personal statement examples above.

It’s important to include skills and experience from all areas of your life and try to relate them to hobbies or extracurricular activities if they helped you to build on certain strengths.

Think about how any work experience has benefitted you, and how it might be useful in your degree.

University admissions tutors want to know what you can bring to their department and what value you can add.

Think about how and why you might treat patients the way you do, and what skills such as empathy, compassion and communication, are important for becoming a doctor. How might you demonstrate this?

Mention your personal traits and how they make you suited to a career in medicine.

You need to be a well-rounded individual in terms of academic talent, people skills and practical experience in order to have a chance of being successful with your medicine UCAS application.

For more help and advice on what to write in your medicine personal statement, please see:

• Personal Statement Editing Services
• Personal Statement Tips From A Teacher
• Analysis Of A Personal Statement
• The 15th January UCAS Deadline: 4 Ways To Avoid Missing It
• Personal Statement FAQs
• Personal Statement Timeline
• 10 Top Personal Statement Writing Tips
• What To Do If You Miss The 15th January UCAS Deadline.

A good medicine personal statement should start off with an engaging introduction that tells an anecdote or picks out a specific aspect of the subject that explains why you are passionate about medicine, and why you wish to study it further.

For the middle sections, focus on your work experience and any extracurricular activities, hobbies or clubs you take part in outside of school/college, and how these have helped you develop skills that are important for medicine. For example, you might talk about how shadowing a doctor on a ward taught you about how to relate to patients and their problems, and how to empthasis with their situation.

Your conclusion should round off your statement in a memorable way that will confirm to the admissions tutors that you are a student that they want on their course, and make them offer you a place.

This might include reiterating your enthusiasm for the subject and why you think you would make a good student, or mentioning your future plans and ambitions, and how you hope your medical degree will help you achieve these.

To craft a memorable introduction to your statement, you should focus on:

• Grabbing the reader’s attention with an interesting and relevant anecdote.
• Avoiding cliches, such as "I've always wanted to study medicine from a young age..." or "Since primary school I've always been interested in the human body..."
• Conveying personal qualities that show you willl be able to cope with the demands of medical school and a career as a medical doctor.
• Not repeating information that is already in another part of the application form, such as academic achievements.
• Keeping it to an appropriate length (usually no more than 4-6 lines in total). Remeber, you have the main body and conclusion to write as well.
• Demonstrating their enthusiasm and passion for certain subjects relevant to medicine, such as biology and chemistry.
• Showing personal traits that are important for a career in medicine such as empathy, communication and respectfulness.
• Relating relevant experiences, what you learned from them and how they demonstrate you are suitable for a career in medicine.
• Crafting a succinct summary of why you're keen to study medicine at university.

As much as the first impression is crucial, the last impression is very important as well. You need to make sure the admission officers that will read your personal statement are left feeling like you are the right candidate. And that’s why you need to sum up or all the facts that make you a great doctor!

The best way to conclude your personal statement is to loop back to what you were writing about in the introduction. Do not just rewrite it, but reinforce why you think you are a good candidate based on your qualities and your deep interest in Medicine.

Think about what personally motivates you, and why you want to be a doctor. You may have already expressed this in your personal statement, but now is the time to make sure the examiner know this.

You should also consider what has sparked your interest and what you have already spoken about in your personal statement. You may also want to think about some of the challenges that the NHS is facing.

The conclusion should include the following:

•     A list of your attributes and qualities that will help you in your medical career
•     Your views on medicine and motivation based on your past experiences
•     What you hope to achieive once you've completed your medical degree.

Try and keep the conclusion to 3 or 4 lines, you shouldn’t be introducing too much new information at this point. Remember – use the conclusion as an opportunity to remind the admissions tutors why everything you’ve written about makes you so fantastic and worthy of a place at their Medical School!

To write a medicine personal statement that stands out, we recommend you follow these top tips:

• Structure is essential - this is because it can make or break your personal statement. We recommend dedicating one or two paragraphs to each part of your personal statement.
• Plan ahead - we suggest getting down some notes during the summer holidays and putting together a first draft before you go back to school/college for your final year
• Be original - this means picking an aspect of the course you enjoy and explaining why in a way that doesn't include cliches, or any over-used words or phrases
• Explain why you're right for the course, including any relevant skills, work experience and hobbies/extracurricular activities
• Think about what you want to gain from your course and how this will help you with your future career plans
• Include a balance of academic and extracurricular content - admissions tutors want to see that you are a well-rounded individual
• Be positive and enthusiastic about the subject
• Revise and edit thoroughly by asking friends, family and teachers for feedback and incorporating their suggestions to try and improve it
• Proofread carefully (don't just rely on a Spellchecker!)

Further resources

For more information about applying for a medicine degree and careers in medicine, please see the following:

• Medicine Courses & Undergraduate Degrees - The Uni Guide
• Becoming a doctor in the UK - GMC
• What can I do with a medical degree?
• Medical School Finance - BMA
• Careers in Medicine - RSM
• Healthcare Careers

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Glasgow University Medicine Interview Questions

This guide explains Medicine interviews at Glasgow University - including the shortlisting process, interview dates, common interview questions, and tips to answer interview questions.

Glasgow Medicine Interviews

• Discover when Glasgow interviews take place
• See the interview format for 2024 entry
• Find out common interview topics
• Get tips to answer Glasgow questions

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If you’re preparing for a Glasgow University Medicine interview , check out this guide to the common interview questions you can expect.

Glasgow University Medical Interviews

Medicine interviews for Glasgow University usually start in December and run through to March. This has been confirmed as the date range for 2024 entry.

To shortlist candidates for interview, all applications are checked to ensure that they meet the minimum academic, Personal Statement and reference requirements. Those who pass this initial academic screening are ranked based on their UCAT score .

The UCAT cut-off score for 2022 entry was 2640. This cut-off varies each year, depending on the competition.

The highest-ranking candidates will be invited for an interview. Glasgow aims to interview around 1000 candidates for 2023 entry.

For 2021 entry into the A100 course, there were 2440 applications for 325 places. Of those, there were 899 interviews and 524 offers were made post-interview.

Glasgow begins to send interview invitations on a rolling basis from December onwards.

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How Is Glasgow Interviewing For 2024 Entry Medicine?

Glasgow University uses the panel interview format for its Medicine interviews. There will be two interviewers. There are usually two panels (Panel A and Panel B), and the whole interview process lasts for around 30 minutes. Panel A questions focus on being a Doctor and your ideas about this, whereas Panel B questions focus on ethical scenarios and discussion.

As exceptions, for 2022 and 2023 entry, the interviews were adapted and held online. Interviews will continue to be held online via Zoom for 2024 entry too.

International applicants should also be prepared to attend an interview.

Common Medicine Interview Question Topics At Glasgow Medical School

At Glasgow University, the following topics are typically covered in Medicine interview questions:

• Interest and understanding of a medical career
• Personal qualities
• Experiences to explore interest in Medicine
• Your Personal Statement
• The undergraduate medical curriculum at Glasgow

Sample questions might include:

• Has anything put you off from studying Medicine?
• What did you learn from your work experience ?
• What have you done to explore your interest in Medicine?
• Why do you want to study at Glasgow University?
• Do you think teamwork or leadership is more important in Medicine?

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Tips For Answering Glasgow Interview Questions

Impress both panels

Glasgow’s interview process is a little different from other Medical Schools, so it’s a good idea to be prepared. At Glasgow, you’ll be interviewed by two panels, with two interviewers on each panel.

From the applicant waiting area, candidates will be divided into two groups – A and B. One of the groups will use the waiting time to read and select one from two scenarios to discuss. The other group will wait.

Candidate groups A and B will go into their respective rooms for interview. Those who have just selected a scenario will be expected to discuss it at some point during this interview panel.

After the first panel has finished, candidate groups A and B will again wait. One of the groups will use the waiting time to read and select one from two scenarios to discuss. The other group (who have already discussed the scenario they chose) will wait.

Candidate groups A and B will go into their respective rooms for their second panel interview. Those who have just selected a scenario will be expected to discuss it at some point during this interview panel.

Read the scenario carefully

It can be hard to concentrate when you’re so nervous, but make sure you read the scenario you are given carefully, as you’ll be speaking about this with your interviewers. You could use the reading time to consider some of the questions they may ask you about the scenario.

A good way to practise for this is to read and then discuss a news article or ethical scenario with a family member or friend, asking them to ask you questions about it during the discussion.

To keep up-to-date with medical news at the same time, the article you pick could be a recent development in Medicine or health, or an ethical debate.

You will have been told this time and time again, but practice makes perfect for panel interviews.

You can use our Interview Question Bank and get someone like a friend, family member or teacher to ask you questions. Practise until you are comfortable with any question and your answers come naturally.

Make sure you practise the typical panel interview favourites, such as:

• Why Medicine?
• Why this Medical School?
• Medical ethics

How Are Interviews At Glasgow Assessed?

Being interviewed does not guarantee an offer of a place to study at Glasgow. The decision of an offer of a place will be based on performance at interview. No other factors will be considered at this stage.

Glasgow usually makes offers by late March each year.

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University of Glasgow Dentistry Interview

This article was updated in December 2023 with the latest information, and we will continue to regularly update it! 

Table of Contents

The University of Glasgow School of Dental Sciences interviewed 194 students in 2020/21 entry and gave out 131 offers. This means that 1 in 1.5 people who took the Glasgow Dentistry interview received an offer!

To find out more about the Dental School at Glasgow, check out this page: Glasgow Dental School  

The University of Glasgow interview for 2024 entry is an MMI that consists of 7 stations. In this guide we provide an expert insight into past University of Glasgow MMI stations, the Glasgow interview day and tips for converting your University of Glasgow Dentistry interview into an offer! 

2023/24 University of Glasgow Dentistry Interview in a Nutshell

What is the glasgow interview style.

For 2023/24 entry University of Glasgow Dental School will be conducting MMIs. The interview will involve 7 stations that last for 6 minutes each, including 1 minute reading time. Overall the interview lasts for around 45 minutes. Each station looks at a different competency. There are three different types of station including role-play, discussion and practical.

What are the Glasgow MMI Dates?

February. The exact dates for 2023/24 entry haven’t yet been released.

What are the common topics covered at the Glasgow Dentistry interview?

• Ethical dilemmas
• Self-criticism and self-motivation
• Manual dexterity
• Teamwork skills
• Communication skills
• Problem-solving skills

How many people were interviewed in 2020/21 at Glasgow?

194 candidates.

How many interviewed applicants received an offer from Glasgow?

131 offers were given out, out of 194 people interviewed, so around 1 in 1.5 people interviewed received an offer.

List of Recent University of Glasgow Dentistry Interview Topics

If you wish to practice Glasgow MMI mocks, here are some sample questions:

• What were the 2 most important things you learned when volunteering and how will these things help you in the future?
• Explain to this (annoyed) patient why their prescription is not yet ready for collection.
• How would you tell your friend that you were uncomfortable with their behaviour at a party last weekend.
• What would you do if you caught a colleague drunk at work?
• Why do you think that volunteering is important?
• You are at a staff meeting and one member of staff accuses you of treating them badly. Speak to them to resolve the situation. Think about if you’d like to have a conversation in front of everyone, or take it somewhere private to start with.
• Chat to this patient about his worries about the operation that you will be performing on her tomorrow.
• Which 3 skills do you think you need to improve for the future and why?
• How have you developed manual dexterity skills?
• How would you bend this wire into the shape of a heart?

Have a look at Glasgow’s official course page, to make sure you know what Dentistry involves: Glasgow’s official course page

Insider Guide: University of Glasgow Dentistry Interview Day

How did the glasgow interview day work.

I arrived at the university and waited at the cafeteria area as I was early. I was then taken into a room and my documents were checked for verification. After the checks, I was put into a group and taken to the place where the MMI took place. At the end of the MMI, you were allowed to leave. 

What do you have to wear for the Glasgow Interview?

The dress code is ‘smart’ (e.g. suit). 

What is the setting for the University of Glasgow Dentistry interview?

Each Glasgow Dentistry MMI station was done in an individual small room. In my group, we were each allocated to different rooms to start with and waited outside until the timer started. Then we could read the question until another timer went off, which indicated that we could enter the MMI station.

How do you receive information for the Glasgow MMI questions?

The instructions for each station were pasted on the door outside each mini room for each MMI station. For some stations such as ethical scenarios, they displayed a brief description of what the scenario was about. For other stations such as the manual dexterity, there was very minimal instruction until you actually entered the room. I would recommend spending time to think about specific points you want to bring up such as the four pillars and work experience examples, when you’re waiting outside the stations.

For more MMI information from the University of Glasgow itself, have a look at this page: University of Glasgow

What were the University of Glasgow MMI interviewers like?

Some of the examiners were really quiet and would not really prompt you if you didn’t have much else to say. However some others were more chatty and would prompt you with questions to direct you in the right direction. Also, the examiners did not cut me off or give me any indication of how much time I had left. I would say don’t be put off by examiners who seem cold as they do this on purpose and instead focus on what you are saying and think about your answers carefully. 

Did the University of Glasgow MMI interviewers ask a lot of follow up questions?

There were not many follow up questions in each station. Some follow up questions were asked about work experience when I mentioned something specific, so they would sometimes want me to expand on what I had already said.

How long is the actual Glasgow interview?

The MMI itself lasted for about 1 hour.

Kickstart your Dentistry Interview Prep

What do you advise for the day? (Accommodation, Travelling)

I would suggest staying in Glasgow the night before so that you can plan your time adequately on the day of your interview. I would also suggest giving extra time for your travelling to take into account any possible delays. 

How long did it take you to hear back after your Glasgow interview?

About 2-3 weeks, but this varies between candidates. Applicants should have received a response by 31 March. Here’s a link to the Glasgow Dental School applications page, to help you get a better idea of what the whole application process involves: Glasgow Application Page

Top Tips for the University of Glasgow Dentistry Interview 

1. Practise quick fire questions with family and friends so that you know how it feels to be put on the spot.

2. Practise role play questions with family and friends, because this is a new type of skill which you probably haven’t practised much, and Glasgow has quite a lot of role play stations compared to other universities.

3. Think about things you’ve learned from work experience or volunteering so that you have plenty of examples to give if you are asked a question related to this. This should help you answer related questions without too much panic.

4. Go through ethical scenarios and problem solving questions to think about how you would answer these. The UCAT SJT questions are a great place to start. To help you get started, here are some of our example answers for ethics questions: Medical Ethics

5. Go through the 4 pillars, read around NHS topics and focus on relevant dental news. You might not be asked a direct question about any of these, but integrating this knowledge into questions where it fits will be impressive and show your interest in this degree.

Frequently Asked Question

→what is the university of glasgow dentistry interview.

The University of Glasgow Dentistry Interview is an integral part of the selection process for candidates seeking admission to the Bachelor of Dental Surgery (BDS) program at the University of Glasgow. The interview assesses the candidate’s suitability for the program and evaluates their communication skills, problem-solving abilities, and motivation for pursuing a career in dentistry.

→What is the format of the University of Glasgow Dentistry Interview?

The University of Glasgow Dentistry Interview is a Multiple Mini Interview (MMI) format. The interview consists of several stations, each with a different scenario or question designed to evaluate a specific skill or attribute. Each station has a set time limit, usually around six minutes, and candidates move between stations in a predetermined order.

→How can I prepare for the University of Glasgow Dentistry Interview?

To prepare for the University of Glasgow Dentistry Interview, candidates should research the program and the profession thoroughly, develop their communication skills, and practice problem-solving techniques. Candidates should also familiarize themselves with the MMI format and practice answering common interview questions.

→What types of questions can I expect in the University of Glasgow Dentistry Interview?

The questions in the University of Glasgow Dentistry Interview are designed to assess a candidate’s communication skills, problem-solving abilities, and motivation for pursuing a career in dentistry. The questions may cover a variety of topics, such as ethical dilemmas, patient care scenarios, or current issues in dentistry.

→Is it hard to get into the University of Glasgow School of Dentistry?

Admission to the University of Glasgow School of Dentistry is competitive, and it can be challenging to secure a place in the program. The admissions committee considers several factors when evaluating applicants, including academic achievements, personal statement, work experience, and performance in the University of Glasgow Dentistry Interview. The competition for places in the program can be intense, and applicants must have a strong academic record and demonstrate a genuine passion for the field of dentistry. However, with thorough preparation, including research on the program, practice for the MMI format, and a well-crafted application, candidates can increase their chances of success.

→What happens after the University of Glasgow Dentistry Interview?

After the University of Glasgow Dentistry Interview, the admissions committee evaluates each candidate’s performance and considers their academic achievements, personal statement, and other application materials. Successful candidates will receive an offer of admission to the Bachelor of Dental Surgery (BDS) program at the University of Glasgow.

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The Medical School Personal Statement: How To Stand Out

Posted in: Applying to Medical School

Impressive GPAs and MCAT scores, research experience, physician shadowing , and meaningful volunteer work are only one part of a successful medical school application . You may meet all other medical school requirements , yet face rejection.

One thing can help you stand above the rest : A compelling personal statement.

The medical school personal statement is important because it highlights your hard work, your pre-medical school accomplishments, and why you’re a better candidate than everyone else. 

In other words: Who are you, what makes you unique, and why do you deserve a spot in our school?

We’ve helped thousands of prospective medical students increase their odds at acceptance with better personal statements. Now, we’ll show you exactly how to do it. 

Working on your personal statement? Speak with a member of our enrollment team who can walk you through the step-by-step med school application process from start to finish.

Table of contents, what’s in a great med school personal statement.

An excellent medical school personal statement should contain:

• Passion for an area of the healthcare field.
• Storytelling that captures the reader’s attention from the first sentence.
• Emotion and personality to show (not tell) admissions committee members who you are.
• A unique answer to the question, “Why do you want to be a doctor?”

A powerful personal statement shows that you are the kind of candidate who will make an exceptional physician and be a valuable asset to the school during your medical education. Additionally, it helps to distinguish your application from the many other students with similar MCAT scores and GPAs.

A weak personal statement would, in turn, have the opposite effect.

Not only does the personal statement weed out unqualified candidates, but it also serves as a foundation for many interview discussions and questions . 

Admission committee members often only have a few minutes to review an application. Personal statements provide them with the right amount of information. Since it’s possible this is the only part of your application they’ll read, it needs to be perfect .

When writing your personal statement, you’ll also want to note the AAMC core competencies that are expected of all medical professionals. Some, if not all, of these competencies should shine through in your application essay .

The AAMC premed competencies include: 

• Professional competencies:  Factors like communication skills, interpersonal skills, commitment to learning and growth, compassion, dependability, and cultural awareness and humility
• Science competencies:  Understanding of human behaviors and living systems, both of which are best demonstrated in data-driven measures like research, MCAT scores, and science GPA (in other words, not things that necessarily need to be displayed in your personal statement)
• Thinking & Reasoning competencies:  Critical thinking, reasoning, scientific inquiry, and written communication

It’s important to show passion for something specific — a group of underserved people, a type of patient, the benefit of a particular area of medicine, etc. Your passion should be evident, non-generic, and authentic. Ask yourself, “What makes a good doctor?”

It’s crucial to avoid cliches in your personal statement, like claiming you want to become a doctor “to help people.”

Dr. Renee Marinelli, Director of Advising at MedSchoolCoach, warns that certain cliches may not truly represent meaningful experiences that influenced your decision to pursue medicine.

You may have decided to become a doctor from experiencing a kind physician as a child, but that personal experience doesn’t convey genuine passion. Your enthusiasm for medicine doesn’t need to originate from a grand experience or sudden revelation.

Your interest in medicine probably developed gradually, perhaps when you fell in love with psychology during college and volunteered at nursing homes. You don’t need a lifelong dream to demonstrate passion and become an outstanding doctor.

2. Storytelling

A memorable personal statement captures the reader’s attention from the first sentence, which you can do with an interesting personal story or anecdote. Including some creativity, ingenuity, humor, and character.

Immersing the admissions committee in your personal statement allows you to show , not just tell , how your experiences have impacted your journey to medicine.

Don’t repeat the data your admissions committee can read on the rest of your application — SHOW the passions and experiences that have led you to this field using a narrative approach.

Consider the following examples of statements about a student’s volunteer experience at a food pantry:

"“Through my work at the local food pantry, I came to understand the daily battles many individuals face, and it allowed me to develop deeper empathy and compassion.” “When I saw Mr. Jones, a regular at the kitchen, struggling to maneuver his grocery cart through the door, I hustled over to assist him. My heart sunk when I saw he was wearing a new cast after having been assaulted the night prior.”

Which do you think performed better in terms of conveying personal characteristics? Your personal statement is a deep dive into one central theme, not about rehashing all of your experiences. 

3. Emotion & Personality

An engaging personal statement allows your unique personality and real emotions to shine through.

As Dr. Davietta Butty, a Northwestern School of Medicine graduate, avid writer, pediatrician, and MedSchoolCoach advisor, puts it,

“I think the best personal statements are the ones that showcase the applicant’s personality. Remember that this is your story and not anyone else’s, and you get to say it how it makes sense to you.” 

This is why storytelling is such an important part of personal statement writing. Your writing process should involve quite a bit of writing and editing to express emotion in a relatable, appropriate way.

A Note On Writing About Tragedy

One way you can show who you are is by expressing an appropriate level of emotion, particularly about challenging or tragic experiences. (But don’t worry — not everyone has a tragic backstory, and that’s perfectly fine!)

If you are discussing a tragedy, don’t go into an extended explanation of how you feel — show emotion and your personality while sticking to the plot.

Personal tragedies, such as the death of a loved one, can powerfully motivate a personal statement. In a field where life and death constantly clash, experiences with death might appear impressive qualifications; however, approach them cautiously.

Focus on the reasons behind your motivation, rather than the details of the tragedy. Explain how the experience impacted your medical career aspirations, including skill development or perspective changes.

How have you applied these new skills or perspectives? How would they contribute to your success as a medical student?

4. Why You Want To Be a Doctor

Becoming a doctor is no small feat. What journey brought you here?

Writing things like “I want to help people” or “I want to make a difference” won’t set you apart from all the other students applying for medical school .

Knowing who you want to serve, why you want to help them (in story form), and where you’d like to end up will show admissions officers that you are serious about your medical career.

After all, this career doesn’t just involve many years of post-graduate education — you need a significant motivation to see this career through. That’s what admissions committees are looking for!

Read Next: Medical School Interviews: What To Do Before, During & After  

How long is a personal statement for medical school?

Your statement is limited to:

• 5,300 characters (including spaces) on the AMCAS application ( MD programs )
• 5,000 characters on the TMDSAS (Texas MD programs)
• 5,300 characters for AACOMAS ( DO programs )

That’s roughly 500-700 words, or 3 double-spaced pages of text.

We typically suggest our students divide their personal statement into about 5 full paragraphs — an intro, 2-3 body paragraphs, and a conclusion.

Pro tip: Do not type directly into the text box — if something goes wrong, you’ll lose all of your work. Write in another program first, then copy and paste the edited copy into the application text box.

Use a text-only word processing tool (TextEdit on Mac devices or Basic Text Editor on Windows), or type the essay into Microsoft Word or a Google Doc. Just remember to save the file as a *.rtf. This will eliminate formatting issues when you copy and paste the essay into the AMCAS box.

Read Next: How to Successfully Reapply to Medical School and Get a “Yes!”

How To Write a Personal Statement For Medical School

Your personal statement is an opportunity to showcase your passion for medicine and your unique experiences. Be genuine, focused, and concise; your personal statement will leave a lasting impression on medical school admissions committees.

Some questions you may want to consider while writing your personal statement are:

• Why have you selected the field of medicine?
• What motivates you to learn more about medicine?
• What do you want medical schools to know about you that has yet to be disclosed in another application section?

In addition, you may wish to include information such as unique hardships, challenges, or obstacles that may have influenced your educational pursuits. Comment on significant academic record fluctuations not explained elsewhere in your application.

With thousands of students, we’ve developed a nine-step process for how to write a personal statement that’s sure to get noticed. Follow these steps in order to uplevel your personal statement writing.

1. Choose a central theme.

Sticking to one central theme for your personal statement may sound tricky, but sticking with a central theme can give your statement more of a rhythm.

Here are a few examples to use when thinking of a central theme:

• What is an experience that challenged or changed your perspective on medicine?
• Is there a relationship with a mentor or another inspiring individual that has significantly influenced you?
• What was a challenging personal experience that you encountered?
• List unique hardships, challenges, or obstacles that may have influenced your educational pursuits.
• What is your motivation to seek a career in medicine?

2. Choose 2-4 personal qualities to highlight.

Keep this part brief and highlight the strengths that will make you an exceptional doctor.

What sets you apart from others? What makes you unique? What are you particularly proud of about yourself that may not be explained by a good GPA or MCAT score?

Here are a few examples of quality traits great doctors possess:

• Persistence
• Reliability
• Accountability
• Good judgment under pressure
• Excellent communication skills
• Leadership skills

3. Identify 1-2 significant experiences that demonstrate these qualities.

In this section, you should include that these experiences exemplify the qualities above and outline your path to medicine.

The top experiences college admissions seek are research projects , volunteer activities, and mentorship.

Here are a few ways to narrow down what makes an experience significant:

• Which experiences left you feeling transformed (either immediately, or in retrospect)?
• Which experiences genuinely made you feel like you were making a difference or contributing in a meaningful way?
• Which experiences radically shifted your perspectives or priorities?
• Which experiences have truly made you who you are today?

Pro tip: If you’re still in your third year of pre-med and want to participate in more experiential projects that will support your future medical career, check out Global Medical Brigades . We partner with this student-led movement for better global health, and brigades are a transformative way to begin your medical career.

4. Write a compelling introduction.

Your personal statement introduction is the first thing the admissions committee will read. The first paragraph should be a catchy, attention-grabbing hook or story that grabs the reader’s attention and sets up the main point of your essay .

Check out this webinar for more examples of what makes a great introduction.

5. Use storytelling to write the body paragraphs.

Since the goal is to achieve depth rather than breadth (5,000 characters isn’t a lot!), focus on key experiences instead of discussing everything you’ve accomplished. Remember, you’ll have the Work & Activities section to share other relevant experiences.

Use the following five-step formula to elaborate on important experiences in the body paragraphs of your personal statement:

• Discuss why you pursued the experience.
• Mention how you felt during the experience.
• Describe what you accomplished and learned.
• Discuss how your experience affected you and the world around you.
• Describe how the experience influenced your decision to pursue medicine.

The best personal statements tell a story about who you are. “Show, don’t tell,” what you’ve experienced — immerse the reader in your narrative, and you’ll have a higher chance of being accepted to medical school.

6. Create an engaging conclusion.

Your goal is to make the person reading want to meet you and invite you to their school! Your conclusion should:

• Talk about your future plans.
• Define what medicine means to you.
• Reflect on your growth.
• Reiterate how you’d contribute to your school’s community and vision.

7. Use a spellchecker to proofread for basic errors.

Misusing “your” instead of “you’re” or misspelling a few important words can negatively impact how your personal statement is received. Grammar, spelling, and punctuation should be perfect on your personal statement.

Use Grammarly or a similar spellchecker to check for errors before completing your personal statement. You can also use an AI tool like ChatGPT for proofreading, although it’s more likely to make sweeping changes.

8. Edit your draft.

Editing your personal statement a few times over will benefit you in the long run. Give yourself time to write, edit, reread, and re-edit your personal statement before submitting it with your application.

You can use AI technology like ChatGPT for small edits or to help you add in information where you might feel stuck, but don’t rely too much on it.

9. Ask a few trusted people to read your draft.

Have at least one friend, family member, and at least one person who’s a medical professional review your draft. A  professor in your pre-med program would be a great person to review your draft.

Be willing to receive as much feedback as your trusted people are willing to give. Don’t get caught up in obsessing over one statement you really like if all three of your readers suggest cutting it.

If you’d like a professional eye on your personal statement, consider a personal statement editing service. Our editors are medical professionals, often who have reviewed personal statements and applications submitted to admissions committees.

We’d love to help you craft a personal statement that’s sure to stand out.

30 prompts to inspire your personal statement.

Here are 30 prompts to inspire your personal statement: 

• Describe a defining moment in your life that solidified your desire to pursue a career in medicine.
• Discuss a challenging situation you faced and how it shaped your perspective on healthcare.
• Reflect on a time when you made a meaningful impact on someone’s life through your actions or support.
• Explain your motivation for wanting to become a physician and how it has evolved over time.
• Describe a personal quality or skill that will contribute to your success as a medical professional.
• Discuss the importance of empathy and compassion in the medical profession and share a personal experience demonstrating these qualities.
• Reflect on a specific medical case or patient that inspired you and how it influenced your future goals.
• Share a story about an interaction with a mentor or role model who has inspired your path in medicine.
• Describe a time when you overcame adversity or faced a significant challenge in your journey to medical school.
• Explain how your background, culture, or upbringing has influenced your perspective on healthcare.
• Discuss a medical issue or topic you’re passionate about and why it’s important to you.
• Describe your experience working or volunteering in a healthcare setting and the lessons you’ve learned.
• Reflect on a time when you had to adapt or be resilient in a challenging situation.
• Discuss how your interest in research or innovation will contribute to your career as a physician.
• Share a personal experience that has shaped your understanding of the importance of teamwork in healthcare.
• Describe a leadership role you’ve held and how it has prepared you for a career in medicine.
• Discuss the impact of a specific medical discovery or advancement on your decision to pursue medicine.
• Reflect on your experience with a particular patient population or community and how it has influenced your perspective on healthcare.
• Share your thoughts on the role of social responsibility in the medical profession.
• Explain how your experiences with interdisciplinary collaboration have prepared you for a career in medicine.
• Describe a time when you advocated for a patient or their needs.
• Share your experience with a global health issue or project and how it has impacted your perspective on healthcare.
• Discuss your interest in a specific medical specialty and why it appeals to you.
• Reflect on a time when you encountered an ethical dilemma and how you resolved it.
• Describe an experience that demonstrates your commitment to lifelong learning and personal growth.
• Share a story about a time when you had to think critically and problem-solve in a healthcare setting.
• Discuss how your experiences with diverse populations have informed your approach to patient care.
• Describe an experience that highlights your ability to communicate effectively with others in a medical setting.
• Reflect on a time when you demonstrated your commitment to patient-centered care.
• Share your thoughts on the importance of balance and self-care in the medical profession and how you plan to maintain these practices throughout your career.

Avoid These Common Personal Statement Mistakes

Avoid these 5 common mistakes students make when writing their personal statements: 

• Clichés : “I just want to help people,” “from a young age,” “I’ve always wanted to,” and “for as long as I can remember,” are just some of the overused phrases in personal statements. Other clichés we’ve seen often include saying that you’ve wanted to be a doctor for your whole life, using overly dramatic patient anecdotes, or prideful-sounding stories about how you saved a life as a pre-med student. Eliminate clichés from your writing.
• Typos/grammatical errors: We covered this already, but the grammar in your statement should be flawless . It’s hard to catch your own typos, so use grammar checking tools like Grammarly and ask your readers to look for typographical errors or grammar problems, too.
• Name-dropping: At best, naming a prominent member of the medical community in your statement sounds braggadocious and will probably be brushed off. At worst, an adcom reader may think poorly of the person you mention and dismiss you based on the connection. If you do know a well-known and well-respected person in the medical field and worked closely with them, request a letter of recommendation instead.
• Restating your MCAT score or GPA : Every character in your personal statement counts (literally). Don’t restate information already found on your application. If your application essay is being read, an algorithm has already identified your prerequisite scores as being worthy of reviewing the rest of your application.
• Using extensive quotes from other people: This is your chance to show who you are. Quoting a philosopher or trusted advisor in these few precious characters takes away from the impact you can have. A single short quote might be okay if it’s highly relevant to the story you’re telling, but don’t go beyond that.

Should you use ChatGPT to help you write?

ChatGPT is a great AI tool to help you get your personal statement off the ground. However, since this is your personal statement, ChatGPT won’t be able to effectively write transitions or tie your personal statement together.

Only you can effectively convey what being a doctor means to you. Only you carry the experiences in your mind and heart that have compelled you to pursue this competitive profession. Don’t rely on artificial intelligence to fake those experiences — it will show, and not in a good way.

We’ve found that ChatGPT can help speed the processes of ideation , editing, and grammar-checking. If you’re not using it to emulate human experiences but just treating it as a helpful assistant, go for it! 

When should you start writing your personal statement?

Begin writing your personal statement early enough to have months of reflection and editing time before your application cycle begins. We recommend writing your personal statement as the first step when applying to medical school , starting in December or January before applications open.

As you progress, anticipate revising multiple versions of your draft. Spend time reflecting on your life experiences and aspirations.

Dr. Katzen, MedSchoolCoach Master Advisor and previous admissions committee member at GWU, recommends starting your personal statement in December/January if you plan to apply in May/June (you should!). 

This gives you plenty of time to have others review it or to get professional personal statement editing services. It also gives you time to write multiple drafts and be 100% satisfied with your final essay.

Read Next: A Complete Guide to the Residency Match Process

9 Personal Statement Examples That Led To Med School Acceptance

We’ve included some of our favorite medical school personal statement examples below. Each of these was written by a student who was accepted at one or more programs of their choice.

1. Embracing Diversity: Healing Through Cultural Connections

Student Accepted to Case Western SOM, Washington University SOM, University of Utah SOM, Northwestern University Feinberg SOM

With a flick and a flourish, the tongue depressor vanished, and from behind my ear suddenly appeared a coin. Growing up, my pediatrician often performed magic tricks, making going to the doctors’ feel like literal magic. I believed all healthcare facilities were equally mystifying, especially after experiencing a different type of magic in the organized chaos of the Emergency Department. Although it was no place for a six-year-old, childcare was often a challenge, and while my dad worked extra shifts in nursing school to provide for our family, I would find myself awed by the diligence and warmth of the healthcare providers.

Though I associated the hospital with feelings of comfort and care, it sometimes became a place of fear and uncertainty. One night, my two-year-old brother, Sean, began vomiting and coughing non-stop. My dad was deployed overseas, so my mother and I had no choice but to spend the night at the hospital, watching my brother slowly recover with the help of the healthcare providers. Little did I know, it would not be long before I was in the same place. Months later, I was hospitalized with pneumonia with pleural effusions, and as I struggled to breathe, I was terrified of having fluid sucked out of my chest. But each day physicians comforted me, asking how I was, taking time to reassure me that I was being taken care of, and explaining any questions related to my illness and treatment. Soon, I became excited to speak with the infectious disease doctor and residents, absorbing as much as I could to learn more about different illnesses.

In addition to conventional medical settings, I also came to view the magic of healing through other lenses. Growing up, Native American traditions were an important aspect of my life as my father had been actively involved with native spirituality, connecting back to his Algonquin heritage. We often attended Wi-wanyang-wa-c’i-pi ceremonies or Sun Dances, for healing through prayer and individuals making personal sacrifices for their community. Although I never sun danced myself, I spent hours in inipis, chewing on osha root, finding my own healing through songs. In addition to my father’s heritage, healing came from the curanderismo traditions of Peru, the home of my mother, who came from a long line of healers, which involved herbal remedies and ceremonies in the healing of the mind, body, energy and soul. I can still see my mother preparing mixtures of oils, herbs, and incense while performing healing rituals. The compassion and care she put into healing paralleled the Emergency Department healthcare providers.

Through the influence of these early life experiences, I decided to pursue a career in the health sciences. Shortly after starting college, I entered a difficult time in my life as I struggled with health and personal challenges. I suddenly felt weak and tired most days with aches all over my body. Soon, depression set in. I eventually visited a doctor, and through a series of tests, we discovered I had hypothyroidism. During this time, I also began dealing with an unprocessed childhood trauma. I decided to take time off school, and with thyroid replacement hormones and therapy, I slowly began to recover. But I still had ways to go, and due to financial challenges, I made the difficult decision to continue delaying my education and found work managing a donut shop. Unbeknownst to me, this experience would lead to significant personal growth by working with people from all walks of life and allowing me time for self-reflection. I found myself continuously reflecting on the experiences in the hospital that defined my childhood and the unmatched admiration I had for healthcare workers. With my renewed interest in medicine, I enrolled in classes to get my AEMT license to get more experience in the medical field.

As my health improved, I excelled in my classes, and after craving the connections of working with others, I became a medical assistant. In this position, I met “Marco,” a patient who came from Mexico for treatment. Though I spoke Spanish while growing up, I had little experience as a medical interpreter. However, I took the opportunity to speak with him to learn his story. Afterwards, he became more comfortable, and I helped walk him through the consultation process, interpreting the physician’s words and Marco’s questions. This moment showed me the power of connecting with others in their native language. As a result, I began volunteering at a homeless clinic to continue bridging the language barrier for patients and to help advocate for the Latinx community and those who struggle to find their voice.

My journey to become a doctor has been less direct than planned; however, my personal trials and tribulations have afforded me the opportunity to meet and work with incredible people who have been invaluable to my recovery and personal development. Most importantly, I have seen the value of compassionate and empathetic care. Though I have not recently witnessed any sleight of hand or vanishing acts, what healthcare providers do for patients can only be described as magic. I look forward to bringing my diverse background as a physician and expanding my abilities to help patients in their path to healing.

2. The Calling to Heal From the Battlefield

Student Accepted to Columbia University Vagelos College of Physicians and Surgeons, Harvard Medical School, Yale SOM

I’ll never forget his screams of pain.

It was the first time I had heard a man cry for help, and it shook me to my core. It had been a long night of training in South Korea for me and my fellow Army Rangers. We were reaching the end, heavy with exhaustion, when my friend took the direct impact of an explosive to his leg. The shockwave momentarily rattled my sense of balance. Struggling to see in the dark, I switched on my headlamp. In that instant, all I could focus on was his face. His eyes darted back and forth, sweeping the surroundings for any semblance of help, but all I could do was stand there and watch as our medics treated him.

No amount of training prepared me to see a friend in pain. As I watched the helicopter fly him away, I couldn’t help but think— even though I’d gone through some of the best military training in the world, in that moment, I could do nothing for him. Fortunately, he is okay, but had there been no medic available, the situation could have ended with tragedy. That night, I realized that through a career in medicine, I could be more than just a bystander to suffering— I could be in the position to not only reduce unnecessary pain but to also help those affected by conflict and trauma be restored to the fullness of life.

Upon returning home from this deployment, I shifted my focus to developing my skills in trauma care. I completed various trainings on caring for casualties in a combat environment and preparing non-medic Rangers to provide self-aid or buddy-aid in the absence of a medical provider. In a final scenario-based training lane, I helped lead my team in the treatment and packaging of a trauma patient for evacuation, setting a record time in our company and earning a military medal. This achievement, however, was only the beginning. These trainings and my successes served as a foundation that I built upon to ensure I could provide life-saving care in combat situations.  I continued to hone this skillset over my next two combat deployments as a machine gunner to Afghanistan, where, I was prepared to use these critical abilities to decrease mortality on the battlefield. In medicine, like in the army, the actual practice of one’s craft may be life or death. Therefore, evolving both dependability and proficiency during training is imperative in preparation for that final test, both in war and in medicine.

After leaving the military, confronting injury and trauma continued to be a reality. A year after exiting the service, two Army Ranger leaders whom I knew were critically injured on a mission overseas. One was my former team leader, who was shot in the neck, and the other was caught in an explosion that later resulted in a triple amputation. The relentless efforts of doctors and nurses is the reason why both of these brave men are alive today. Recognizing that without the diligent care of these medical professionals, these men would not have survived, I became ever more dedicated to serving others.

While in college, this dedication pushed me to routinely visit the West Haven VA Hospital to provide a community of support for the older, disabled veterans there. I first began visiting this hospital for my own medical care but witnessing the suffering of the other veterans at the hospital spurred me to return repeatedly not as a patient, but as a friend to my fellow veterans.  As a veteran and student, seeing and hearing about the pain and loss of function experienced by many other veterans reminded me of the importance of advocacy in healthcare: to understand, to care for, and to fight for those who are unable to do so themselves.

I continued to see these effects of conflict while volunteering as a tutor to individuals from the Middle East who were affected by the very war I served in. Alaa lives in Syria and dreams of becoming a surgeon. Together, Alaa and I discussed chemistry, biology, and math. Despite his love of learning and dedication, the instability of his community, which was plagued by violence, often barred him from focusing on his studies and committing to a routine tutoring schedule. Although I’ll never intimately know the reality of growing up in a war-torn country, working with Alaa taught me to keep the bigger picture of healthcare in mind. It reminded me that a career as a physician would provide me with the capability to help those like Alaa who are affected by conflict.

When I reflect on medicine, I draw many parallels to my life in army special operations. The training is intense, the hours are long, and the structure is hierarchical. The mission, above all else, is to provide the best outcome for those around you. On my journey to a career in medicine, I plan to continue to add to what I’ve learned from my experiences so far: humility, empathy, dependability, communication, teamwork, and leading from the front. For over four years I lived by the Ranger Creed, and I plan to imbue the same ethos in serving as a physician— to keep myself mentally alert and morally straight, to shoulder more than my share of whatever task presents itself.  In crossing from the path of a warrior to that of a healer, I hope to continue a life of service to improve the human condition and reduce unnecessary suffering in the world one person at a time.

3. Community-based Health and Empathy: Serving Underserved Communities in Crisis

Student Accepted to Weill Cornell

My path to medicine was first influenced by early adolescent experiences trying to understand my place in society. Though I was not conscious of it at the time, I held a delicate balance between my identity as an Indian-American and an “American-American.”

In a single day, I could be shooting hoops and eating hotdogs at school while spending the evening playing Carrom and enjoying tandoori chicken at a family get-together. When our family moved from New York to California, I had the opportunity to attend a middle school with greater diversity, so I learned Spanish to salve the loss of moving away and assimilate into my new surroundings.

As I partook in related events and cuisine, I built an intermixed friend group and began to understand how culture influences our perception of those around us. While volunteering at senior centers in high school, I noticed a similar pattern to what I sometimes saw at school: seniors socializing in groups of shared ethnicity and culture. Moving from table to table, and therefore language to language, I also observed how each group shared different life experiences and perspectives on what constitutes health and wellness. Many seniors talked about barriers to receiving care or how their care differed from what they had envisioned. Listening to their stories on cultural experiences, healthcare disparities, and care expectations sparked my interest in becoming a physician and providing care for the whole community.

Intrigued by the science behind perception and health, I took electives during my undergraduate years to build a foundation in these domains. In particular, I was amazed by how computational approaches could help model the complexity of the human mind, so I pursued research at Cornell’s Laboratory of Rational Decision-Making. Our team used fMRI analysis to show how the framing of information affects its cognitive processing and perception. Thinking back to my discussions with seniors, I often wondered if more personalized health-related messaging could positively influence their opinions. Through shadowing, I had witnessed physicians engaging in honest and empathetic conversations to deliver medical information and manage patients’ expectations, but how did they navigate delicate conflicts where the patients’ perspectives diverged from their own?

My question was answered when I became a community representative for the Ethics Committee for On Lok PACE, an elderly care program. One memorable case was that of Mr. A.G, a blind 86-year-old man with radiation-induced frontal lobe injury who wanted to return home and cook despite his doctor’s expressed safety concerns. Estranged from family, Mr. A.G. relied on cooking to find fulfillment in his life. Recognizing the conflict between autonomy and beneficence, I joined the physicians in brainstorming and recommending ways he could cook while being supervised. I realized that the role of a physician was to mediate between the medical care plan and the patient’s wishes in order to make a decision that preserves their dignity. As we considered possibilities, the physicians’ genuine concern for the patient’s emotional well-being exemplified the compassion that I want to emulate as a future doctor. Our discussions emphasized the rigor of medicine—the challenge of ambiguity and the importance of working with an individual to serve their needs.

With COVID-19 ravaging our underserved communities, my desire to help others drove me towards community-based health as a contact tracer for my county’s Department of Public Health. My conversations uncovered dozens of heartbreaking stories that revealed how inequities in socioeconomic status and job security left poorer families facing significantly harsher quarantines than their wealthier counterparts. Moreover, many residents expressed fear or mistrust, such as a 7-person family who could not safely isolate in their 1 bedroom/1 bath apartment. I offered to arrange free hotel accommodations but was met with a guarded response from the father: “We’ll be fine. We can maintain the 6 feet.” While initially surprised, I recognized how my government affiliation could lead to a power dynamic that made the family feel uneasy. Thinking how to make myself more approachable, I employed motivational interviewing skills and even simple small talk to build rapport. When we returned to discussing the hotel, he trusted my intentions and accepted the offer. Our bond of mutual trust grew over two weeks of follow-ups, leaving me humbled yet gratified to see his family transition to a safer living situation. As a future physician, I realize I may encounter many first-time or wary patients; and I feel prepared to create a responsive environment that helps them feel comfortable about integrating into our health system.

Through my clinical and non-clinical experiences, I have witnessed the far-reaching impact of physicians, from building lasting connections with patients to being a rock of support during uncertain times. I cannot imagine a career without these dynamics—of improving the health and wellness of patients, families, and society and reducing healthcare disparities. While I know the path ahead is challenging, I am confident that I want to dedicate my life to this profession.

4. Creating a Judgment-Free Zone with The Power of Acceptance in Healthcare

Student Accepted to George Washington SOM and Health Sciences, Drexel University COM

Immigrating into a foreign country without speaking a word of the language is a terrifying task for anyone. My mentee at Computers4kids, Sahil, came to the United States at seventeen and had been struggling to integrate with society due to the language barrier. Although I was born in the United States, I can empathize with the struggle he encounters daily, since both my parents and many members of my family have dealt with the same issues. Often, these barriers exacerbate mundane issues the immigrant population faces as they have difficulty finding people who can understand and care for them. Since I am bilingual in Farsi, when Sahil approached me with his driving instructions manual written in Dari, I thought I could teach him the rules of the road with no issues. I asked him to read the first sentence, but he diverted his gaze and mumbled that he did not know how to read. As I realized he seemed embarrassed by his illiteracy, I placed my hand on his shoulder and assured him that he could learn. I increased my weekly hours at the site to spend an equal amount of time on the rules of the road and on phonetics and reading. Within a few months, he was more comfortable greeting others around the Computers4Kids site and participating in interactive projects. Upon reflection, I appreciate the importance of creating a judgment-free zone that encourages learning and reciprocal care. Once Sahil noticed that I saw him no differently after learning of his illiteracy, he was ready and willing to work on the basics of language and reading, instead of solely memorizing words.

I did not realize how pivotal a judgment-free zone in a medical environment is until I worked at the University of Virginia Emergency Department as a medical scribe. Although I had scribed at a smaller hospital before, I had always strived for a position at a high-volume healthcare center and level one trauma center. Close to the end of a long shift, I walked into the room of a patient with the chief complain of ‘Psychiatric Evaluation’.  A male patient with schizophrenia was hyperventilating and speaking through tears as he described seeing his deceased wife and daughter everywhere he looked. Between short breaths, he mentioned he was going to Florida to attack the person who “murdered his family”. The resident diffused the situation by acknowledging the patient’s feelings and suggesting that he stayed for psychiatric help instead of flying to Florida. Eventually, the patient agreed and was admitted. Seeing the resident create this judgment-free environment was eye opening, as the previously distressed patient was now accepting counseling. The powerful influence of acceptance can lead to valuable insights about patients’ lives, potentially increasing the range of care one can administer.

I decided to transition to primary care in the most recent fall season because I would be able to build a more personal relationship with families in my community. I began working at Union Mill Pediatrics and was finally able to serve the community I grew I up in. I was given the responsibility of acting as the primary contact for a few families with children who have autism. Dr. Maura and I perused the plan of care for one of these children, Ayaan, determined by the Board-Certified Behavior Analyst (BCBA), to ensure that set therapeutic goals were reasonable and generalizable. When I asked Salwa, Ayaan’s mother, about some of the goals set by her BCBA and the school, she mentioned they would repeat exercises he already knew how to complete. I informed Salwa of her right as a patient to bring up her concerns with Ayaan’s teachers. I was overjoyed when she updated me that she instructed Ayaan’s teacher to continue putting his hearing aid in despite Ayaan’s constant cries. Salwa explained that the tantrums would curb after two days, which proved to be true. Similarly to how I encourages Salwa to advocate for her son, I will advocate for my patients and help them develop confidence to speak about their needs. After finding her voice as the patient’s guardian, Salwa gained the confidence to ask about a support group as she faces difficulties raising Ayaan alone. After some research, I found a few active groups to send her. By proving to Salwa I had her best interests in heart, she opened up to me about her mental health issues, which enabled me to extend the appropriate resources her way.

I have witnessed the potential that physicians have at work to forever change a family’s quality of life by being open-minded and remaining judgment-free. As a physician, I will aim to provide for my community through attentive healthcare and community service. I will advocate for my patients with cultural, language or socioeconomic barriers to healthcare. Building a trusting relationship with my future patients can result in a more productive office visit and enhance my ability to administer holistic care. My goal is for patients to leave their visit with not only a reasonable plan of care, but also a greater appreciation of their health and their rights as patients.

5. The Intersection of Medicine and Creativity

Student Accepted to Hackensack Meridian SOM, Nova Southeastern CoOM/KPCOM

Growing up, I inherited a deep admiration for medicine. From my grandfather’s chilling stories as a forensic psychiatrist assessing mental fitness, to my father’s heroic accounts as a pediatric dentist operating on toddlers with severe tooth decay, I was enamored with the honor of healing. These exposures nurtured my natural curiosity and innate aptitude for the sciences. Yet my mother, who had studied dance and theatre, instilled in me a fervent love of the arts and creative practice. Following in her footsteps, I took up multiple musical instruments, attended a high school for the arts, and earned a degree in art history coupled with a dance minor. Still, my dream was to pursue medicine, and though it seems counterintuitive, my love of art has only facilitated my enduring love of science, reinforcing why pursuing a career as a holistic, health-centered physician is my deepest aspiration.

My affinity for the health sciences began in the dance studio, where I devoted many hours of my adolescence. Dance, insidious in its promotion of grotesque health practices, demanded that I limit my calories to 1,200 a day counting everything from ibuprofen to a stick of gum, and to dance through a severe hamstring tear. My conceptions of health were severely warped until college dance came to my rescue. These new progressive teachers uplifted dancers of all physical and cognitive abilities, distributed scientific journals on effective warm-up techniques, and abandoned conventional dance norms. I was disturbed by all the unlearning I had to do, but eager to reacquaint myself with my body and disseminate new knowledge. Thus, I was honored when dance again presented an opportunity in health, as I was hired to teach dance at my childhood summer camp. Here, I could separate my curriculum from unreasonable physical expectations and interpersonal competition. I found a fierce sense of joy and fulfillment from being an advocate for physical and emotional health, and I knew I wanted to continue helping others heal while also deconstructing my own negative health experiences.

These formative experiences in the arts profoundly supported my intellectual development, allowing me to thrive in science-based settings and ultimately prompting me to seek out colleges with robust research programs. At the University of Michigan, I had the privilege of participating in a campus research lab, undoubtedly resulting in my most valuable college experience. The world of scientific inquiry can be intimidating, but after a year of reading dozens of papers and learning novice lab protocols, I began my own independent investigation of zebrafish retinas. My goal was to uncover the mechanisms of retinal regeneration in fish, thus addressing vision loss. The excitement I felt in utilizing challenging lab techniques, working with animals, witnessing the culmination of my efforts through image analysis, and being a part of such life-altering research was unmatched. What once seemed like magic was now tangible; I was an artist helping craft the solutions to science’s unanswered questions. In the context of my multidisciplinary interests, my research reinforced the creative, humanitarian side of science, and that science was where I felt compelled to take action and build a career.

Art continued to deepen my passion for and understanding of medicine. The revolutionary approaches of my dance teachers modeled the importance of critique as it pertains to health. This was not a new concept to me; my high school art teachers had urged us to challenge institutional weaknesses. It was not until college, however, that I realized how this line of thinking intersects with medicine. Studying art history, I repeatedly encountered artists whose work tackled issues in health. Keith Haring confronted the AIDS crisis when society had turned on the gay population, and Marc Quinn confronted the disease of addiction in his self-portrait sculptures, made entirely of his own frozen blood. Art, I learned, is so often a response to disease, be it physical, mental, or sociological. These artists had been champions of health in light of its stigmas and politics; art thus fostered new intentions, instilling within me an ardent goal of social activism through medicine.

Art has contributed to my journey, and while it is not my ultimate goal, I hope to incorporate my artistically based insights into my work in science and medicine as a health and social justice advocate. I am driven to continue exploring these intersections, having compiled an entire portfolio on the connection between dance and science, researched disability in the arts, and pursued my personal interest in LGBTQ+ health advocacy by connecting with and shadowing a variety of gender care physicians. My intention to pursue medicine is personal, fulfilling, and pressing, and I take seriously the responsibility I will have as a physician to be a mogul for change in areas of healthcare that compromise the human experience. Further, my natural inclination towards science and involvement in academic research has instilled in me the confidence and skills necessary to be an effective medical practitioner. With this balanced mindset, I know I will contribute to a more ethical and well-rounded approach to healthcare.

6. Innovation in Medicine and a Quest for Discovery

Student Accepted to Johns Hopkins SOM, Washington University SOM, Hofstra Zucker SOM

As a notoriously picky nine-year-old with a penchant for grilled cheese, I was perplexed when I learned that my younger sister, Rachel, had been diagnosed with Celiac Disease. I felt a sting of betrayal knowing my comfort food was the culprit for Rachel’s terrible stomach aches. Yearning to understand how my favorite food was poisoning my favorite person, I developed an insatiable desire to discover the “why” behind Celiac. As Rachel’s doctor explained her disease, I was both fascinated that a simple protein could cause so much damage and inspired by the doctor’s compassion. He described every detail in a way Rachel would understand, addressed her every concern, and held her hand when she was scared. I wanted to be just like Rachel’s doctor so that I too could use science to decipher medical mysteries while also reassuring my patients that I would be their advocate and help them heal.

My interest in medicine drove me to learn more about what it meant to be a doctor. As a freshman in high school, I arranged a shadow day with Dr. M, a cardiologist. He taught me about echoes, showed me a pacemaker implantation, and in the midst of a cardioversion, even beckoned me over to press the button that discharged the defibrillator. I could not contain my excitement recounting how much I had learned during my first day in a clinical setting. From there, my curiosity skyrocketed and I embarked on a relentless pursuit to explore the spectrum of the medical field. I was moved by the supportive atmosphere of the NICU, struck by the precision involved in ophthalmology, absorbed by the puzzle-like reconstruction of Mohs surgery, and awed by the agility of cardiothoracic surgery. Between high school and college, I shadowed over a dozen physicians, cementing my interest and furthering my passion for a future medical career.

My college classes allowed me to immerse myself further in the study of the human body. Following my fascination with cancer, I secured an internship working on a melanoma immunotherapy clinical trial at the National Institutes of Health. I savored the stimulation, grasping new experimental techniques and developing assays; but my work took on even greater meaning when I learned that my grandfather had been enrolled in an early-stage immunotherapy trial himself while battling mucosal melanoma. Although immunotherapy did not heal my grandfather, I was immensely proud to be advancing the science years later. Through long nights and evolving experiments, I gave the trial its final push through an FDA approval checkpoint; ultimately, my contributions will help more grandparents go into remission. The most fulfilling moments came every Monday when I accompanied the leading physician scientists on their rounds. As I met patients, listened to their stories, and celebrated their improvements, the pulsating blister on my thumbpad from endless pipetting became akin to a medal of honor. Reflecting on these encounters, I wanted to continue driving scientific innovation, but I also wanted a more active and personal impact in the patient’s experience.

My desire to connect with patients brought me to Alliance Medical Ministry, a clinic serving uninsured, disadvantaged communities in North Carolina. I stepped up to lead efforts to organize a community COVID-19 vaccination clinic, communicating personally with every eligible patient and arranging vaccine appointments for over a thousand people across the hardest hit areas of Raleigh. The experience became even more rewarding when I trained to administer vaccines, becoming a stable, anchoring presence from the beginning to the end of the process. One memorable patient, “Amy,” had not seen a doctor in years because of the associated financial burden. When she came to the clinic suffering from diabetic ketoacidosis, she was not even aware of her diabetes diagnosis. While I waited with her for transportation to the ER, she expressed her fears about contracting COVID at the hospital. However, she emphatically dismissed my suggestion about receiving a vaccine. I listened intently to all her concerns. Not only was she worried about the vaccine infecting her with the virus, but also her history of being denied healthcare due to her socioeconomic status had instilled fears that she would not be taken care of should she have an adverse reaction. I took her hand in mine and reassured her of the clinic’s mission to provide care regardless of ability to pay. I further explained everything I knew about how the vaccine worked, its safety and efficacy, and how my body reacted when I received my own injection. I could not help but beam behind my N95 when days later, Amy returned, sat in my chair and confidently rolled up her sleeve for me to give her the protective shot.

I have grown by exploring the multifaceted world of medicine through shadowing, pioneering research to advance patient care at the NIH, and cultivating trusting relationships with patients from the vaccine clinic. As a doctor, my desire to be an innovative thinker and problem solver will fuel my unrelenting quest for discovery throughout a lifetime of learning. Most importantly, I aspire to use my medical knowledge to improve lives and establish meaningful patient partnerships, just as Rachel’s doctor did with her.

7. Transforming Pain into Purpose: Inspiring Change in the Field of Medicine

Student Accepted to UCSF SOM, Harvard Medical School

Countless visits to specialists in hope of relief left me with a slew of inconclusive test results and uncertain diagnoses. “We cannot do anything else for you.” After twelve months of waging a war against my burning back, aching neck and tingling limbs, hearing these words at first felt like a death sentence, but I continued to advocate for myself with medical professionals. A year of combatting pain and dismissal led me to a group of compassionate and innovative physicians at the Stanford Pain Management Center (SPMC). Working alongside a diverse team including pain management specialists and my PCP, I began the long, non-linear process of uncovering the girl that had been buried in the devastating rubble of her body’s pain. From struggling with day-to-day activities like washing my hair and sitting in class to thriving as an avid weightlifter and zealous student over the span of a year, I realized I am passionate about preventing, managing and eliminating chronic illnesses through patient-centered incremental care and medical innovation.

A few days after my pain started, I was relieved to hear that I had most likely just strained some muscles, but after an empty bottle of muscle relaxers, the stings and aches had only intensified. I went on to see 15 specialists throughout California, including neurologists, physiatrists, and rheumatologists. Neurological exams. MRIs. Blood tests. All inconclusive. Time and time again, specialists dismissed my experience due to ambiguous test results and limited time. I spent months trying to convince doctors that I was losing my body; they thought I was losing my mind. Despite these letdowns, I did not stop fighting to regain control of my life. Armed with my medical records and a detailed journal of my symptoms, I continued scheduling appointments with the intention of finding a doctor who would dig deeper in the face of the unknown. Between visits, I researched my symptoms and searched for others with similar experiences. One story on Stanford Medicine’s blog, “Young Woman Overcomes Multiple Misdiagnoses and Gets Her Life Back”, particularly stood out to me and was the catalyst that led me to the SPMC. After bouncing from doctor to doctor, I had finally found a team of physicians who would take the profound toll of my pain on my physical and mental well-being seriously.

Throughout my year-long journey with my care team at the SPMC, I showed up for myself even when it felt like I would lose the war against my body. I confronted daily challenges with fortitude. When lifting my arms to tie my hair into a ponytail felt agonizing, YouTube tutorials trained me to become a braiding expert. Instead of lying in bed all day when my medication to relieve nerve pain left me struggling to stay awake, I explored innovative alternative therapies with my physicians; after I was fed up with the frustration of not knowing the source of my symptoms, I became a research subject in a clinical trial aimed at identifying and characterizing pain generators in patients suffering from “mysterious” chronic pain. At times, it felt like my efforts were only resulting in lost time. However, seeing how patient my care team was with me, offering long-term coordinated support and continually steering me towards a pain-free future, motivated me to grow stronger with every step of the process. Success was not  an immediate victory, but rather a long journey of incremental steps that produced steady, life-saving progress over time. My journey brought me relief as well as clarity with regard to  how I will care for my future patients. I will advocate for them even when complex conditions, inconclusive results and stereotypes discourage them from seeking continued care; work with them to continually adapt and improve an individualized plan tailored to their needs and goals, and engage in pioneering research and medical innovations that can directly benefit them.

Reflecting on the support system that enabled me to overcome the challenges of rehabilitation, I was inspired to help others navigate life with chronic pain in a more equitable and accessible way. Not everyone has the means to work indefinitely with a comprehensive care team, but most do have a smartphone. As a result, I partnered with a team of physicians and physical therapists at the University of California San Francisco to develop a free mobile application that guides individuals dealing with chronic pain through recovery. Based on my own journey, I was able to design the app with an understanding of the mental and physical toll that pain, fear, and loss of motivation take on patients struggling with chronic pain. Having features like an exercise bank with a real-time form checker and an AI-based chatbot to motivate users, address their concerns and connect them to specific health care resources, our application helped 65 of the 100 pilot users experience a significant reduction in pain and improvement in mental health in three months.

My journey has fostered my passion for patient-centered incremental medicine and medical innovation. From barely living to thriving, I have become a trailblazing warrior with the perseverance and resilience needed to pursue these passions and help both the patients I engage with and those around the world.

8. Overcoming Bias, Stigma, and Disparities in Medicine

Student Accepted to University of Florida COM

Growing up as a Black woman, my family’s experiences with racial bias in medicine were central to my perception of doctors. From my grandmother’s forced electric shock therapy in the Jim Crow South that resulted in severe brain damage, to my father’s ignored appendicitis that led to a near-death infection after rupturing, every trip to the doctor came with apprehension. Will these strange men with sharp tools heal me or hurt me? This question repeated in my head as I prepared to undergo my first surgery to remove suspiciously inflamed lymph nodes at age 11. I woke up groggy from anesthesia with a negative cancer diagnosis but a blistering third degree burn. The surgeon had successfully removed the malignant masses but had left the cauterizing iron resting on my neck in the process. Today when I look in the mirror and see the scar, I am reminded of the troubling reality that myths such as black people having thicker skin and less sensitive nerve endings are still pervasive in the medical field. By challenging the systemic disparities in medicine that disadvantage minority populations, I vow to my inner child that I will be a different kind of doctor, a doctor who values the patient as much as the procedure.

My experiences with a variety of communities, minority and majority, stem from growing up in a military household that came with frequent relocations. I was exposed to a wide range of communities from an early age—rural Oregon to tropical Hawaii, industrious Japan to politicized D.C, sunny San Diego and finally to radical Berkeley where I  began my pre-medical education. I chose to view medicine from an anthropological lens while at Cal and supplemented my coursework with community service.  As co-coordinator of UC Berkeley’s chapter of Peer Health Exchange, my 9th grade students were, at first,  mistrusting –even with my Angela Davis-esque afro, I was clearly not from Oakland and not quite old enough to be lecturing them. But it was the Good Samaritan Law lecture, during which students learned they would not face police penalty for calling 911 if a friend was in trouble, that I finally gained their trust. One student shared, “I always worried that I wouldn’t be able to call for help because I’m undocumented.”  Later as a health advocate at UCSF, I encountered the same sentiment from families in the pediatric clinic who worried that accessing healthcare for a sick child might put their immigration or legal status at risk. I learned that to get to the root of barriers to access, trust is invaluable. Navigating marginalized spaces with cultural competency is an asset that I pride myself in.

I carried this foundation into my research and clinical work on HIV, a disease that disproportionately affects Black and Brown communities and is often left untreated by the stigmas surrounding medicine for these communities. As an HIV PreP Navigator at the Oasis clinic, I was on rotation when a thirteen-year-old girl was referred to the clinic after testing positive for HIV. We analyzed her T cell count and viral load, and discovered she fit the AIDs criteria.   In the following weeks, we worked on medication adherence, and as the girl’s CD4 count rose, so did her spirits and mine. Medicine is more than just a diagnosis and prescription—it is active compassionate treatment. It is holding steady when the entire ground seems to shake with the magnitude of an illness. It is being able to look a patient in the eye and truly see them despite the myriad of differences.

The disparities and differences in patient circumstances has been emphasized by the COVID-19 pandemic. Recognizing this disproportionate effect of the virus on minority communities, I worked at a COVID-19 testing facility in one of the most underserved and impoverished communities in the Los Angeles’ area. Assuring patients of the safety of Covid testing measures was a big part of the job. “Have you done it?” They would ask. “What about Tuskegee?”  Being Black, I felt the burden of responsibility that came with these questions. How could I have such faith in medicine knowing the traumatic past? My response was simple, “I believe in the science. I can explain PCR testing to you if you like.” By eradicating some of the mystery surrounding these lab techniques, people felt more comfortable.  The opportunity to serve as a trusted community leader by directly interacting with patients and working on a team with doctors, EMTs, and nurses amid an international crisis reaffirmed my journey into medicine.

Zora Neale Hurston once wrote, “mama exhorted her children at every opportunity to ‘jump at de sun.’ We might not land on the sun, but at least we would get off the ground.” As an aspiring physician, these words have served as a motivating mantra. To “get off the ground” for me means to become the first medical doctor in a lineage of sharecroppers and farmers. Medicine has been my “sun” for as long as I can remember; its promise to bring light has kept me jumping at every opportunity. Like my grandmother, my father, and so many others, I have experienced disparity in medicine. The scars that mar our bodies are my constant reminder that there is much work to be done. I see medicine as the ability to directly enact that change, one patient at a time.

9. Navigating Personal Struggles to Become a Compassionate Physician

Student Accepted to Touro CoOM, Nova Southeastern CoOM/KPCOM

I fight the heavy sleepiness that comes over me, but before I know it, I am out like a light. Forty-five minutes later, I wake up with a sore throat, watery eyes, and an intensely cold, painful feeling plaguing my entire right leg. Earlier, my parents and I arrived at the Beckman Laser Institute for another treatment of my port-wine stain birthmark. Despite my pleas to not undergo these procedures, my parents still took me twice a year. As I was rolled into the cold, sterile operating room on a gurney, I felt like I was experiencing everything from outside of myself. Despite my doctor’s and nurses’ best efforts to comfort me, I felt my heart racing. Feelings of apprehension and fear of the unknown flooded my senses at the sight of beeping machines and tubes that seemed to go everywhere. As the anesthesiologist began to administer the “sleepy juice,” I felt sad, realizing that my birthmark was a permanent resident on my leg and that I would have to receive this treatment for the rest of my life.

As an adult, I am grateful my parents continued to take me to the laser institute. Starting treatment so early aided in the lightening of my birthmark, which did wonders to improve my self-confidence. However, I suffered daily, feeling like I constantly had to hide something about myself. I kept my secret from everyone except my parents. Despite there being several medical doctors in my family, I knew that any sign of illness or disease would be held against me socially amongst other Egyptians. My secrecy was made even more difficult by the advice of my doctor to avoid certain physical activities, as they could worsen the underlying pathology of the veins in my legs. On his advice, I only wore long pants and would not run with other children during recess and gym class. This all added to the isolation I felt growing up, not knowing anyone with a similar condition to mine. Even as a child, no amount of explaining or encouragement could make me understand the benefit of those painful laser treatments.

What eventually changed my perspective was the team of compassionate doctors and nurses who have been caring for me since I began this journey. I was particularly touched when one of my doctors shared with me that she had also undergone a procedure that she would be performing on me. In that moment, I felt an overwhelming sense of relief. Not only was she a specialist in the field, but her empathy for what I would soon go through became a source of instant comfort and ease for me. I knew that what she said was heartfelt, and not simply an attempt to convince me to undergo a procedure. I realized then that one of the reasons I had felt so afraid was because I had been alone in what I was going through.

A few years later, I attended a conference held by the Vascular Birthmark Foundation, where a variety of specialists convened to discuss port-wine stain birthmarks and other related conditions. Once we arrived at the hotel where the conference would take place, I met a woman who had a facial port-wine stain birthmark. As we began sharing stories about our experiences with our condition, we connected over how difficult it had been to receive treatment. We both knew what it felt like to be told that the birthmark was simply a cosmetic issue, and that any form of treatment we received would have no corrective purpose, if it was even considered treatment in the first place. There was a certain sense of freedom that I felt in finally being able to talk about my illness with someone I could trust to understand. Thinking back to the doctor who connected with me over a procedure she had also experienced as a patient, I felt truly called in that moment to pursue my goal of becoming a vascular physician. My goal would be to become a source of comfort and familiarity for patients who struggle as I have, to give them the same relief that I experienced from finally being understood.

Despite the pains I went through, I now realize that the experiences I have had as a patient can help me better understand what it means to be a physician. By being an excellent listener and openly sharing my experiences with receiving treatment, I can foster an honest and safe physician-patient relationship. I believe this approach will not only comfort my patients, but also help them make informed decisions about their treatment. My commitment to this approach has also led me to choose a DO path for my medical career. Having researched the holistic treatment approach that a DO delivers, I realized that being treated by a DO would have done wonders for my self-confidence and overall health as a young patient. The aspects of my port wine stain that were always left untreated were the emotional and social side effects of my condition. As a DO in the dermatology or interventional radiology specialty, I hope to gain the tools to provide empathetic and comprehensive care to my patients that reassures them that they are not alone in their journey to better health.

Want to read a few more great samples? We also broke down the things that make these 3 personal statements excellent and compelling.

Other Resources For Personal Statement Writing

Do you want to learn even more about personal statements? Dive into these great resources!

FREE MEDICAL SCHOOL PERSONAL STATEMENT WEBINARS

Preparing Your Personal Statement For Medical Programs : Hosted by MedSchoolCoach Director of Writing & College Advising, Jennifer Speegle.

Creating the First Draft of Your Medical School Personal Statement : Hosted by MedSchoolCoach advising and writing advisors, Ziggy Yoediono MD and James Fleming.

Where to Begin When Writing Your Personal Statement : Hosted by MedSchoolCoach Associate Director of Writing and College Advising, Jennifer Speegle, Associate Director of Advising, Ziggy Yoediono MD, and Writing Advisor, Carrie Coaplen Ph. D.

The Medical School Personal Statement – What Makes a Great Intro and Why It’s Important : Hosted by Director of Advising, Dr. Renee Marinelli, MD, Master Advisor, Dr. Ziggy Yoediono, MD, and Founder of MedSchoolCoach, Dr. Sahil Mehta, MD.

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Episode 76 – How to Tackle the Medical School Personal Statement

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The Aspiring Medics

Glasgow university medicine interview questions (2023 entry), about glasgow medical school (2023 edition).

The University of Glasgow is innovative, lively and friendly.

The campus is made up of beautiful Harry Potter-esque architecture as well as new state of the art buildings filled with the latest technology.

The course involves lectures which complement PBL learning alongside placements for early practical exposure. The clinical aspect of the course is mainly based in surrounding hospitals including the Queen Elizabeth University hospital which is one of the largest hospitals in Europe.

Glasgow University Interview Information

🔍 How does Glasgow University select candidates for interviews?

GCSEs/ A-levels/ Highers: Applicants must have GCSE English and biology at Grade 6/B . Glasgow university requires A-levels in chemistry and biology or physics or mathematics . These exams must result in AAA . Theses however are not used in short listing applicants , instead just set as a minimum requirement. For those sitting SQA examinations, you are required to have national 5 English at grade B. Furthermore you are expected to achieve AAAAA in higher sat in S5 these must include chemistry, biology and physics or maths . Furthermore conditions of achieve BB at advanced higher are given.

Personal statement: Glasgow university require a personal statement from each applicant. Your personal statement is an opportunity for you to emphasise why you should get an interview . Your personal statement is u sed in the screening process of application. However only has to be “satisfactory”

UCAT: All applicants have to sit the UCAT. Glasgow university sets cut off scores for the UCAT, under which they won’t accept applications. For Scottish applicants the cut off is 2690 and for the rest of the UK it is set at 2830 . There is no cut off score for the SJT . It’s important to bear this in mind when deciding where to apply. The UCAT is one of the most influencing factors on wether applications are successful or not.

Glasgow university collate all the various aspects of the application process; your personal statement, academic results, UCAT and your reference . This is then used in the screening process to narrow down applications and give out interview invitations.

🧬 What is the interview format?

Glasgow university uses traditional panel interviews . For now, interviews are being conducted online via zoom . The interview lasts around 30 minutes . There are two separate interviewers. Panel A discusses your motivation to study medicine and your knowledge of the role as a doctor . Panel B questions your skills and qualities that make you suitable to be a doctor . Panel B also involves an ethical situation, you are giving allocated time to read two scenarios and then decide which one to discuss.

📆 When will you get interview invitations?

Usually Glasgow send out invitations between November and February . You will be sent an invitation to interview via UCAS track and email therefore it is important to keep a look out in your emails for this, including junk mail. Due to the large number of applicants to interview in a short period of time, interviews are not able to be rescheduled . If you do not attend interview you will be considered further.

👩‍💼 When are the interviews usually held?

Interviews usually take place in December for home and EU applicants or between December and February for non-EU applicants.

📝 What are the main topics I will be asked at the interview?

Panel 1 focuses on being a doctor and what this means.

Panel 2 focuses on your skills and qualities and will contain an ethical scenario.

Motivation to study medicine

Future plans

Medical ethics

NHS hot topics

☑️ How will my interview be marked?

Both panels are scored and the results are combined . Then those who qualify will be given offers.

🏠 How many applicants are there per interview? (Home)

2.2 home applicants per interview .

🌎 How many applicants are there per interview? (International)

3.3 international applicants per interview

✨ How likely is it that I will be given an offer after an interview?

Scottish students: Out of the 494 interviewees, 348 applicants were successful in receiving an offer. This is 70% of those who were interviewed.

Rest of the UK: Those from within the rest of the UK , 244 interviews were conducted and 111 received offers. 46% of applicants interviewed received an offer .

International: Out of all interviews, 161 were for international students. 65 international students were given an offer. 40% of applicants received an offer after interview.

Prepare: Know the university course insight and out and be able to tell them the structure and specifically what you like about it.

Know about the hospitals you will be sent to on placements aswell.

Keep calm and arrive on time- the interview is sometimes based in a hospital so it may take you some time to find the location etc.

Read GMC good medical practice and know the medical ethics pillars.

Know your personal statement well and have examples ready of times when you worked in a team etc.

Remember to talk about the ethical pillars of medicine in your interview, particularly the ethical scenarios in the second part of the interview.

Think of examples of your achievements and skills

Consider your personal characteristics

Check out our Medicine Interview Course!

Example interview questions

🔥 Motivation Interview Questions

Why do you want to study medicine?

Why do you want to attend the University of Glasgow?

Tell us about the course at this university.

The MBChB programme is organised into 4 phases, explain each.

Why problem-based learning?

Why this area of Scotland?

🤯 Values and Skills Interview Questions

How are you suited to being a doctor?

What are your personal strengths?

What hobbies do you have outside of your studies?

Tell us about your hobbies and/or charity work

Tell us about a time that you worked as part of a team.

How would your colleagues/peers describe you?

What are the key qualities necessary to be a doctor?

What makes a good doctor?

📰 NHS Interview Questions

Describe the training pathway for doctors

💉 Science/Medical Based Interview Questions

Evidence of interest in medicine (current topical issues)

Latest medical issue and how it will affect your practice.

What are the health issues Glasgow is facing compared to other areas?

Why does Glasgow have such high rates of heart disease?

🏥 Work Experience Interview Questions

What was the most important thing you’ve learned about Medicine during past work experience and why?

Tell us about your experience of hospital attachment

Tell me about your voluntary work experience

❤️ Medical Ethics Interview Questions

Talk about the ethics surrounding organ donation

Clinical exposure from week one as well as weekly full body dissection sessions allows you to see how the lecture content can be applied to real life situations. Throughout the course you get opportunities to choose what you learn during SSCs . There is also opportunity to undertake an intercalated degree . Glasgow is also unique in offering two electives to explore healthcare abroad . Small group teaching allows you to get to know your peers really well and one-to-one opportunity with tutors. During placements you also experience hospital accommodation which allows you to become fully immersed in that environment.

Since the medical course is taught on the main campus , medical students have a great opportunity to join any university society of which there is over 300. There is always festivals or fairs on throughout the city of Glasgow, the university is based around 15 minutes away from the city centre . The University of Glasgow also has two student unions which have events going on all the time . Aswell as the main university societies, there are medical societies for every sport and speciality. There is also medical societies for racial and LGBTQ+ representation. The MedChir society at the University of Glasgow puts on events throughout the year for medics to mingle through balls, pub crawls and quizzes

The social life at the University of Glasgow is rife. Medical students benefit from being able to join medical and non-medical societies aswell as use all the facilities including the t wo student unions . There are also events throughout the year organised by the two unions, 300 societies and the medchir society. The University has its own nightclub, HIVE, which has themed nights every week . There is also many events available for the non- party goers. Medics can join the main university sport teams or the medical sport teams. The brand new James McCune Smith Learning hub is a massive space with restaurants, cafes and study spaces that has just been built across the road from the medical building.

The MedChir society hosts social events throughout the year. These include quizzes, pub crawls (scrub crawl), Christmas balls, year balls, the halfway ball and many other events. The society also allocates new first years to a medfamily to allow the first year to settle in. There is a year club for every year which is a subset of MedChir and organises specific social events for the year. They also organise book clubs, other media discussions and have their own podcast. MedChir also organise talks by clinicians to give us an insight into different medical career options aswell. There are many medical societies at the University covering a range of specialties, sports and other categories. There are medical societies present which aim to increase awareness for LGBTQ+ patients and racial inequalities.

https://www.glasgowstudent.net/clubs/

To see what MedChir gets up to you can visit their Facebook page: https://www.facebook.com/MedChirGlasgow/

Click on the icons below to learn more about interviews!

• 🏛️ Interview Questions

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• Careers, Employability & Opportunity
• Career development
• Applying for jobs
• Application forms
• Personal statements for applications
• Application forms common questions

Personal statements

Preparation

• Read the question carefully and pay attention to the wording, make sure you answer the question posed e.g. does it ask “How your work experience and education make you a suitable candidate for the job” or “‘Please use the space below to describe how your skills and achievements relate to the requirements of the post”
• What is the word count? Pay attention as this is an indication of how much detail they require
• Re-read the job advert and pay attention to the person specification for the post
• Use short, well-structured sentences and paragraphs
• Have a clear opening paragraph to set the scene for your statement and a strong conclusion, reiterating your suitability for the post and your enthusiasm
• You can use headings to split up your statement such as the headings from the person specification, this can also help you to get started by writing bullet points below the headings and then expanding this into paragraphs

  Evidence your suitability

• If you are evidencing skills for a particular role, the STAR approach can work well, it allows you to provide solid evidence
• Use the person specification as a checklist and ensure you have addressed all the essential requirements for the post

  Get Advice

• Ask a friend or family member to have a quick look at your application to proof-read it – they will often spot mistakes you have missed
• Come to one of our live masterclasses to hear all about application techniques and ask your questions

Personal Statement for Postgraduate Programmes at Glasgow?

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