BACKGROUND: The United Kingdom Clinical Aptitude Test (UKCAT) is designed to increase diversity and fairness in selection to study medicine. AIM: The aim of this study is to determine if differences in: access to support and advice, in modes of preparation, type of school/college attended, level of achievement in mathematics, gender and age influence candidate performance in the UKCAT and thereby unfairly advantage some candidates over others. METHODS: Confidential, self-completed, on-line questionnaire of applicants to study on an undergraduate medical degree course who had taken the UKCAT in 2010. RESULTS: Differentials in access to support and advice, in modes of preparation, type of school/college attended, in level of achievement in mathematics, gender and age were found to be associated with candidate performance in the UKCAT. CONCLUSION: The findings imply that the UKCAT may disadvantage some candidate groups. This inequity would likely be improved if tutors and career advisors in schools and colleges were more informed about the UKCAT and able to offer appropriate advice on preparation for the test.
BACKGROUND: The United Kingdom Clinical Aptitude Test (UKCAT) is designed to increase diversity and fairness in selection to study medicine. AIM: The aim of this study is to determine if differences in: access to support and advice, in modes of preparation, type of school/college attended, level of achievement in mathematics, gender and age influence candidate performance in the UKCAT and thereby unfairly advantage some candidates over others. METHODS: Confidential, self-completed, on-line questionnaire of applicants to study on an undergraduate medical degree course who had taken the UKCAT in 2010. RESULTS: Differentials in access to support and advice, in modes of preparation, type of school/college attended, in level of achievement in mathematics, gender and age were found to be associated with candidate performance in the UKCAT. CONCLUSION: The findings imply that the UKCAT may disadvantage some candidate groups. This inequity would likely be improved if tutors and career advisors in schools and colleges were more informed about the UKCAT and able to offer appropriate advice on preparation for the test.