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For many academically able young people, low social class remains a persistent barrier to medical education and, subsequently, to careers in medicine: those from social class I are 100 times more likely than those from classes IV or V to win a place at medical school. Since 2004, research conducted at UCL has underpinned the development of a free Widening Participation (WP) programme for young people from non-selective state schools. That programme incorporates a wide range of activities, including a summer school; outreach programme; mentoring scheme and work experience placements to provide structured support and guidance for applications by non-selective state school students to medical school. Since 2007 more than 700 pupils have taken part in the programme. 18% of the first cohort obtained places at medical school and in 2013, 9% of that group qualified as doctors from UCL Medical School.
The field of medicine has become more complex and morally demanding as it faces the challenges of technological advances, changing social attitudes and financial constraints, all dramatically highlighted in the recent Francis Report. These challenges require a profession with independent judgment and a willingness to listen to, and communicate humanely with, patients. The complex skills required for this can be developed through what have become known as the `medical humanities', or the application of philosophy and other humanities to medical education.
This argument was first explored and tested in the UK by researchers at the University of Glasgow (UoG), where the key actors in the UK medical humanities movement worked together to articulate and trial humanities content to students of medicine.
The impact this can have on medical practice has been recognised by the General Medical Council, funding streams in the Wellcome Trust and other major funding bodies, the Royal Colleges and NHS units. From the pioneering work at Glasgow, there are, as of 2013, five centres of medical humanities in the UK and 24 in total worldwide, and humanities content is delivered to medical students at module or degree level in 30 of the UK's 32 medical schools.
The diversity and progression research project investigated the particular circumstances of black and ethnic minority, disabled, and lesbian, gay and bisexual students to identify the specific factors that contribute to their experiences on social work programmes. The research findings have been used to inform the development of a Toolkit of resources for social work educators, placement providers, employers and students to use to enhance the quality of learning experience of diverse student groups. The Toolkit was developed from the findings from the research, to provide guidance on ways of addressing common challenges in the curriculum, learning and teaching.
Bristol research has led to a fundamental improvement of policies and programmes in the English education system so that they make visible and take into account, the needs of Black and Minority Ethnic (BME) learners at risk of underachieving. The studies have been used to shape progressive rounds of Government policy and programming including the implementation of the Ethnic Minority Achievement Grant and the Black Pupils Achievement Programme, informing and scaling-up good practice relating to school leadership and teaching in local authorities and schools throughout the 2008-2013 assessment period. They have also been used to increase levels of understanding amongst policymakers and the wider public about the barriers to achievement facing BME pupils and successful practice for overcoming those barriers.