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Successful UCAS Medicine Personal Statement Example & Analysis

An example of a successful medicine personal statement.

Below is an example of a strong medicine personal statement that the Medicine Answered team improved. This medicine personal statement rewarded the applicant with interviews at all four medical schools, helping them to secure four offers. We have kindly been granted permission to post it. A complete analysis follows, showing paragraph by paragraph precisely what makes this medicine personal statement strong and how the multiple weaknesses initially present were corrected. This will help you to do the same and write a powerful medicine personal statement. Note: this medicine personal statement is of an A-level candidate. It is still very relevant to graduates. However, later in this article, we advise specifically on writing a Graduate Entry Medicine personal statement and the critical differences all graduates must consider.

This medicine personal statement does an excellent job of using the limited characters available to illustrate what skills the candidate gained from their activities; rather than using most of the characters to explain what these activities are. However, this is done skilfully so that the reader still clearly knows enough from these brief descriptions to understand what the activities are. This use of succinct language frees up characters so that they can instead be used to discuss the meaning and insight that the candidate gained from these activities.

Failure to illustrate what a candidate has learned is a classic mistake in many medicine personal statements. This was a particular issue this candidate had in their initial Medicine personal statement. They had many different types of experiences to list and could not describe them succinctly, causing their Medicine personal statement to far exceed the character limit. By using a more succinct writing style and focusing on illustrating activities rather than describing them, this reviewed version corrected this common medicine personal statement weakness.

UCAS UK Medicine personal statement example which received four offers for interview

“I wish to study medicine as I have long held the ambition to pursue a career that would help others and contribute to the community. As a carer for my grandmother, who has severe arthritis, I have seen how much of a difference good healthcare can make to her life. Shadowing a GP and witnessing the reassurance and help given to patients reinforced this and strengthened my ambition to study medicine. A Medlink lecture on psychiatry sparked my interest, so in college, I co-founded and led a mentoring group called ____ mentoring. Using concepts from cognitive behavioural therapy, I mentored students with low self-esteem or who were having problems at college. I taught after-school lessons on topics such as dealing with failure, stress and goal setting. Selecting a team, delegating work and organising meetings strengthened my leadership skills, while working to strict deadlines improved my organisation. We presented our work to an NHS psychologist, who gave us valuable feedback. We are currently filming our programme to make it available online and in other colleges. I undertook a residential stay at a holiday home for disabled people, where I took guests on day trips and helped to feed and toilet them. Many guests were completely reliant on carers and could not communicate verbally. At times, they would become violent. At first, I found this intimidating, but during the two weeks I learnt how to deal with these situations. I also volunteered at a summer playscheme where several children had learning disabilities. Being responsible for groups of children increased my confidence in caring for others: I found dealing with quieter children and including them in group activities to be rewarding. To develop my understanding of the children I read several books about how learning disabilities affect peoples’ lives. Teamwork is vital in all aspects of medicine, which I find very appealing. I witnessed a live scoliosis surgery, during which I saw how the outcome depended on the skill and dedication not only of the surgeon but also of every other member of the team. At the GP, I learnt how the clerical staff and nurses were vital in the running of the practice. Medicine is a dynamic profession that will continue to undergo major advances in the next few decades. These developments will require a commitment to lifelong learning, and I find the prospect of this exciting. I have attended lectures on topics such as premature birth and pharmacogenetics. During a lecture on RNA Interference (RNAi), the lecturer stated RNAi could be the most important development in medicine since antibiotics. Intrigued by this claim, I completed a 2500-word essay on RNAi and its impact on medicine. It was a challenging topic, but I found that I enjoyed using post-A-level books and medical journals, which improved my research skills. Next year, I will be travelling through Asia and Europe. I have secured work at a Romanian orphanage and will start a placement at ______________ hospital this October. I have also applied for a 10-week development and teaching project in Africa. I am currently learning Thai Boxing and sign language and taking courses in self-development and memory improvement. I participate in basketball tournaments and play tennis. I play the violin to grade 3 and find music helps me to relax. I gained a 200-hour Millennium Volunteers award, a v50 award and I am currently completing a Gold DofE award. I am part of a focus group for a national volunteering organisation. We organise events and promote the benefits of voluntary work to individuals and organisations. My experiences have made me absolutely committed to becoming a doctor, and I believe that they have also prepared me to cope with the demands of studying medicine. I realise that the long hours and often stressful situations which doctors work in are daunting, but it is a challenge I am willing to meet because of the satisfaction that I find in making a difference to peoples’ lives.”

Analysis of this Medicine personal statement

The overall structure of this medicine personal statement..

The initial medical school personal statement lacked a smooth flow as it skipped from point to point without any clear connection between the points. This also made it very easy for the reader to miss certain points or to forget them after they finished reading the Medicine personal statement. Therefore in this reviewed version, we took different scattered points throughout the document and grouped them into themed paragraphs giving the medicine personal statement structure and flow, making it easier to follow and read more like a story.

Paragraph 1 Of This Medicine Personal Statement

Notice that this Medicine personal statement opening paragraph has one central theme: doctors can help people -> the author has seen this for himself -> this fuels his desire to study Medicine -> he has confirmed this through work experience.

What is done well in this edited opening paragraph, is an event is described, and this is followed up by explaining the reason why this makes the author want to study Medicine. The candidate says how he was a carer for his disabled grandmother, and he shadowed a GP. In the unedited version, this was all he wrote. These are just statements and don’t say why that would want to make him study Medicine. Plenty of people look after a disabled relative but do not want to be a doctor so why does the author? However, in the edited medicine personal statement, we added the reason why his grandmother and the GP work experience caused him to want to study Medicine. Of course, the space is so limited in a medicine personal statement that you cannot expand on points very much. A deliberate choice has to be made about which points should be developed and which should not.

Note that the reasons for studying Medicine and examples used in this opening paragraph are not original. There is no unique Medicine personal statement opening line. This is a relatively typical Medicine personal statement opening paragraph. However, that is completely fine. These are solid reasons for studying Medicine and are true for the candidate.

Paragraph 2 Of This Medical Personal Statement

The edited version of paragraph 2 does an excellent job of succinctly explaining an unknown project to the reader without becoming verbose or complicated. It demonstrates what skills the candidate has learned, and they are perfect for studying Medicine, so this is a great example to use. Very few characters are wasted on describing the contents of the lecture or attending Medlink as the other content in this paragraph is far more impressive and important to write. For this reason, it was edited in this way as the unedited version was verbose and wasted many characters on explaining things such as “I attended the Medlink residential course which had various lectures including ….etc.” These do not add anything to enhance the author’s accomplishments and are not needed for narrative purposes either. The assessor already knows what Medlink is.

Many candidates try to state in their Medicine personal statement that they possess the ability to deal with pressure and have good stress/time management skills etc. The edited personal statement makes it more obvious to the reader that the candidate has taught these skills to others. This implies to the reader that the candidate understands these concepts well enough to be able to teach them to others. This is far more effective than if the candidate merely claimed to have these skills. The original wording in the candidate’s initial medicine personal statement was sloppy, so the teaching element was less clear. This is corrected in the reviewed medical school personal statement.

Paragraph 3 Of This Medicine Personal Statement

These are two good examples of caring role work experience, and in the unedited version, the candidate gave some insightful thoughts on things he learned. However, it was mixed in with lots of unnecessary content which diluted the strength of the good points. In this edited version, this is a powerful paragraph because the writer omits the extra material. This causes the remaining text to be more powerful, and it now shows that the candidate has keen self-awareness and insight. He can extract solid learning points from his experiences.

Essentially the candidate is saying he was acutely aware of how he felt during the experiences. He knew that it was challenging to deal with people who had limited communication skills, who could become violent (he even used the word intimidating) and when he was responsible for groups of children. Despite this, he persisted with these experiences and learnt from them. This demonstrates that he is a self-reflective learner. The statement about doing further reading shows how he is an independent learner. He can identify his own learning needs and knows how to pursue them. Being a self-reflective and independent learner is essential for studying Medicine particularly in PBL courses. The candidate is showing he has these skills as well as a lot of maturity and self-awareness in this paragraph of his medicine personal statement.

Paragraph 4 Of This Medicine Personal Statement

You will notice that the things mentioned in this paragraph are very routine things to put into a Medical personal statement and are very passive in nature (i.e. the candidate is not actively doing anything, he is just watching a procedure, he is watching the GP staff). In the unedited version, it very much read like this, i.e. the candidate was a passive observer. In the edited paragraph, however, it becomes more active and unique. Look how once again the author describes an event and then explains a learning point or gives a reflection. Notice how only a few of the words in this paragraph describe what the candidate did. Most of the words describe what the candidate learned and his reflections on the experiences. This is far more powerful than just listing the steps of the operation or describing the activities of the admin staff.

Paragraph 5 Of This Medicine Personal Statement

This paragraph is themed around the author’s keen scientific curiosity and passion for learning. He describes attending lectures and doing activities which are clearly outside of his A-level curriculum. This paragraph is cleverly constructed to make use of the limited character count by not wasting words on how or where he attended these lectures or stating that they are in addition to his A-levels. It is self-evident that they are extracurricular and he does not need to waste words to spell this out. The topics discussed are things that the author needs to understand well as they can be brought up in the Medicine interview. We highlighted to the candidate suggested areas which may be raised at interview, which indeed did arise.

He once again demonstrates that he is a self-reflective and independent learner by talking about various lectures he attends, and how he explored one lecture further by writing an essay on the topic. Note that the author in paragraph two also states how a Medlink talk sparked his interest and he developed things further. This is an individual with curiosity and a desire to understand things further. He once again shows self-reflection when he says that it was challenging to use post-A-level books and medical journals, but he enjoyed the challenge and looks forward to the academic challenges of the ever-evolving field of Medicine.

Paragraph 6 + 7 Of This Medicine Personal Statement

Note that with the correct reflective style it is possible to show the benefits of almost any hobby . For example, if we look at another medicine personal statement we reviewed, the candidate initially stated that playing doubles badminton enhanced their teamwork skills and gave a few basic reflections. This is not bad, but more could be extracted from this hobby. In the reviewed version this was discussed in greater depth and placed as part of an entire paragraph where the theme was teamwork – both in medicine and how the candidate also works to enhance their teamwork skills. See how it was possible to extract much more from this hobby: First we discussed teamwork in medicine and how then how the candidate also seeks to improve their teamwork skills followed by “working as a pair necessitates an awareness of each other’s strengths & weaknesses. We must then work to merge these in a way that potentiates our combined strengths & mitigates our weaknesses. We must consider how our opponents’ factor into this. The fast-pace of badminton requires the ability to make rapid decisions under pressure while still working towards an overall game plan.” This is far better than what the candidate originally said in their medical school personal statement about badminton being good for teamwork and thinking fast.

Making the most of the candidates work experience

How can Medicine Answered help you with your medicine personal statement?

Our Premium Medicine Personal Statement Review Service

This is a highly specialised service. Your medicine personal statement will be reviewed by both a professional editor with specific expertise in medical admissions to ensure the writing style is flawless; and also a qualified doctor who received all four offers to study Medicine to ensure all the content is excellent. This is our minimum standard. We do not use medical students or non-professional editors.

360 Application Review

This includes a full Medicine personal statement review as detailed. Additionally, a doctor will look at your academic grades, UKCAT scores (comparing them with the current 2018 results for this cycle) and work experience. In the context of your whole application , they will also suggest topics which may be discussed at your interview. They will provide a plan for what to do next to move forward and prepare for the rest of your Medicine application. They will give tailored feedback on these elements and based on this provide further suggestions on making strategically sound medical school choices in a way that maximises your individual strengths and minimises your weaknesses.

For more information about both services, visit the Medical Personal Statement Review page, or contact a member of our team.

Our free guides to helping you write an excellent medicine personal statement

Medicine Answered offer the following entirely free guides which will help you to write a superb Medicine personal statement:

How to write a medical school personal statement in 10 steps – this will help to take you from step 1, with no ideas and nothing written down; to step 10, a completed medical school personal statement.

How to write a Graduate Entry Medical School Personal Statement – this discusses how graduates should write their medicine personal statement whether they are applying to Standard Entry Medicine or Graduate Entry Medicine courses.

Further Related Questions 2023

What are the Manchester Medical School “non-academic information form” or the Keele Medical School “roles and responsibilities form”?

Manchester Medical School asks all candidates to also complete a non-academic information form after submitting their UCAS application. The other medical schools do not see this form as it is sent directly to Manchester. This form is very similar to a medical school personal statement but is under a format that the medical school controls. It contains headings which are the same types of topic that you would discuss in a medicine personal statement. The headings are “Experience in a caring role” “Hobbies and interests” “Teamwork” and “Motivation for Medicine”. Keele Medical School has a similar form called the roles and responsibilities form. Again it is sent directly to Keele Medical School. Both these forms should be treated as a separate piece of work from the medicine personal statement even though there is large overlap.

What is the UCAS word limit for medical school personal statements?

A medicine personal statement must meet the following two criteria:

1. Be less than 4000 characters (the counter UCAS use to determine the character count is slightly different from the word counter on most word processors, e.g. Microsoft Word. This is because the UCAS system counts punctuation, spaces, tabs and paragraph lines).

2. Be no longer than 47 lines on the UCAS system (again this is different to what 47 lines on a word processor would look like).

Guides & Info

Medicine Personal Statement Examples

Last updated: 29/6/2023

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The personal statement is changing to a series of free text questions for 2026 entry onwards, however it remains unchanged for 2025 entry. Keep an eye on our live updates page for guidance on these changes.

Your UCAS personal statement is a chance to showcase the skills, attributes, and experiences which make you suited to studying medicine. This can be quite a daunting prospect, especially when you have to boil all that down to just 4,000 characters, or 47 lines. 

In this article, we will:

• Examine examples of strong and weak medicine personal statements (interested in dentistry? Check out dentistry personal statement examples )
• Help you learn what you should and shouldn't include in your medicine personal statement

Want to explore more examples? Our Personal Statement Course has over 100 personal statement examples to help you find your voice.

What you'll find in this article:

Personal statement example 1 – introduction

Personal statement example 2 – introduction, personal statement example 1 – main body, personal statement example 2 – main body, personal statement example 1 – conclusion, personal statement example 2 – conclusion, strong personal statement example, weak personal statement example, what should your personal statement include.

To get into medical school , your personal statement should:

• Demonstrate meaningful insight into the profession, in the form of work experience or independent research. This could be partly based on medical books or podcasts when medical work experience is not possible
• Reflect on your strengths, weaknesses, and experiences
• Mention your extracurricular activities
• Discuss your academic interests and achievements

'At the moment I am working towards A-Level Chemistry, Biology and Maths. I achieved my AS-Level in Spanish but decided to drop it to focus on my more medically relevant subjects. I’ve been dreaming of studying medicine since I was a young child, and this was only reinforced when I contracted measles during my primary school exams. This affected my performance, but I found that this motivated me rather than discouraged me. A particularly inspiring doctor was heavily involved in helping me deal with the pressure. I was inspired by her to become a doctor myself and help others in a similar way. I am particularly interested in science and as such the practical side of medicine interested me. I’ve always enjoyed chemistry and biology the most, and have best learned when trying to link the pure science I learn in school back to it's practical and useful real-world applications. This is what is particularly interesting about medicine to me - you can apply pure, evidence-based science in a clinical and practical setting to have an obvious positive effect. Inspired by this interest, I invested in a subscription to the New Scientist magazine. I’ve read about a huge number of fascinating discoveries and how they’ve been applied in medical settings.'

This introductory section has some promising features, but there are areas the author could improve:

• The introductory sentence doesn’t catch the reader’s attention or hold much relevance for a medical personal statement. This sentence would be better suited to a subsequent section on the author’s academic achievements, and it would need to be supplemented with a suitable explanation as to why the chosen subjects are relevant for medicine. 
• The author uses an anecdote to illustrate why they first developed an interest in medicine. This is a good idea, but the anecdote they've chosen is not the most suitable. It references ‘primary school exams’, which uses the cliché of wanting to do medicine from a young age. This is not only overused, but is also underdeveloped. 
• The applicant mentions feeling under pressure for these primary school exams. This won’t fill the reader with confidence that the author will be able to cope with the demands of medical school and a career as a doctor. 
• The introduction should open with the anecdote rather than academic achievements. A strong and memorable opening line will catch the admission tutor’s attention, and gives the student an opportunity to summarise why they want to study medicine.
• It is far too long. A good introduction should be around 4-6 lines.

There are some parts of the introduction that are more effective:

• The part discussing why they enjoy chemistry and biology is useful – it links their love for pure science back to the passion they mentioned earlier for helping people. This demonstrates the blend of empathy and interest in science that medical schools will be looking for. 
• The same part also introduces the candidate’s reading of medical literature, which they could choose to discuss in more depth later in the statement, or which might be something that interviewers could choose to examine in more detail.

'From a young age, my real fascination in life has been science - in particular, the incredible intricacy of the human body. My passion to discover more about its inner workings fuelled my motivation to study medicine, and the challenging yet rewarding nature of the job leaves me certain that I want to pursue it as a career. I think that my chosen A-Levels have only made me more determined to become a doctor, while simultaneously allowing me to develop and improve my skills. I have become a better problem-solver by studying physics and maths, while also learning the importance of accuracy and attention to detail. I’ve particularly enjoyed chemistry, which has again helped me improve my problem solving skills and my ability to think rationally and logically. Throughout my chemistry and biology A-Levels, I’ve been required to engage in practical work which has taught me how to design and construct an experiment. I’ve also become better at communicating with other members of my team, something I witnessed the importance of during my work experience in A&E. During recent months, I’ve started reading more medical publications such as the Lancet and the British Medical Journal. I’ve been particularly interested in how this evidence-based science can be applied to clinical practice to really make an impact on patients.'

This introduction contains some useful reflection and demonstrates some insight, but is quite jumbled. The main areas of weakness are as follows:

• The content is good but much of it would be better suited to a later section and should be explored in more detail while being linked back to medicine (for example, the whole second half could be included in a longer segment on academia). 
• The applicant mentions that they improved their problem-solving skills. How did they do this? Why is this important in medicine? 
• They say that medicine is demanding but that this attracts them to the job. What experiences have they had to show the demanding nature of it? Why does this attract them to it? 
• The author also briefly mentions a stint of work experience in A&E, but the rushed nature of the introduction means that they can’t go into detail about the experience or reflect on what exactly they learned from it. 
• Similar to example 1, this introduction includes some clichés which detract from the author’s overall message. For example, that they have wanted to do medicine from a young age or that they love science (with no further explanation as to why). 
• It is far too long. Again, an introduction should be a succinct summary of why you're interested in medicine, and not a brief account of all of your experiences.

The stronger parts of this introduction include the following:

• The author does demonstrate that they can reflect on the skills they’ve improved through experience. For example, the analytical and problem-solving skills they gained from chemistry.
• The candidate shows an understanding of the link between evidence-based science and clinical application when discussing how they did further research around their physics course. This shows a good level of curiosity and insight.

'I first became interested in studying medicine when I carried out a work experience placement with my father an elderly care specialist. I really enjoyed the experience and it gave me a deeper insight into the challenges doctors face. I now believe that I better understand the resilience - both mental and physical - that doctors need to cope with the heavy workload and emotional challenges. A few months ago I was given the opportunity to attend work experience in St Mary’s hospital in Manchester where I visited and observed many different specialties and areas of the hospital like A&E and the labs and witnessed how doctors carried out their jobs. For the past year I’ve been doing some other volunteering work too, such as, taking meals around to patients on the ward, asking them about their experience in the hospital and just chatting with them about how they’re feeling. They’re often delighted to have someone to talk to especially during Covid when they weren’t allowed to receive visitors. I saw how my communication and empathy made a real impact on the mood of the lonelier patients. I spent a few days working in the same hospital, shadowing doctors and Allied Health professionals in the stroke ward. I became much more familiar with the process doctors used for treating stroke patients, and developed an understanding of the role that physiotherapists and occupational therapists have in their rehabilitation. On top of that I organised a placement with the emergency medicine doctors and spent time in the haemapheresis unit at St Mary’s.'

This example does contain some of the features we look for in a complete main body section but could definitely be improved: 

• The main issue with this is the list-like presentation, which goes hand-in-hand with a general lack of reflection or insight. Although it is good to discuss your work experience in your personal statement, it would be far better if the candidate focused on just one or two of the experiences mentioned, but went into far more detail about what they learned and the insight they gained. For example, after mentioning the role of Allied Health Professionals in the rehabilitation of stroke patients, they could go on to discuss how they came to appreciate the importance of these healthcare workers, and how the contribution of all these individuals within the multidisciplinary team is so important to achieving good outcomes.
• Statements like ‘I [...] witnessed how doctors carry out their jobs’ make it seem as if the candidate really wasn’t paying attention. They need to explain what they mean by this. Were they impressed by the doctors’ effective teamwork and communication skills, or perhaps by their positive attitude and morale? Did they seem well-trained and effective? What did they learn from this that might help them in the future?  ‍
• Similarly, the student simply states that they saw the effect of empathy on patients: ‘I saw how my communication and empathy made a real impact on the mood of the lonelier patients.’ This adopts a ‘telling’ approach, when the student needs to adopt a ‘showing’ approach. Simply telling us that they saw something does not adequately demonstrate an understanding of why those qualities are important, or what they actually mean. What does it mean to have empathy? What does that look like in real terms? How did they use it? What was the effect? Showing the tutor that you are empathetic is important, but simply saying it is disingenuous and shows a lack of understanding.
• The candidate spends a number of characters name-dropping the exact hospital they visited and its location, which isn’t the best use of valuable space, as it has no real impact on the message they’re trying to convey.
• Generally, it isn’t a good idea to talk about work experience with family members. Of course, this might be the reality, but try to have some other placements that you’ve organised yourself so that it doesn’t appear as if your family are doing all the hard work for you. At the very least, you could simply leave this information out.
• There are a few grammatical errors here, especially regarding the use of commas. It’s important to use a spell checker or to ask an English teacher to check your work for you before submitting your statement.

The better features of this example are:

• The candidate does show some insight into the role of a doctor when they talk about the resilience required by doctors to cope with the hard hours and challenging conditions. They just need to reflect in this way in other parts of the section, too.
• The author has clearly done a lot of work experience and is right to discuss this in their personal statement. Just remember that you don’t need to squeeze in every single little placement.

'I was pleased to be appointed as head boy in my last year of school, and as part of this role I headed up the school safety office. I carried out inspections of the dormitories, roll calls and helped in the running of school festivals and activity days. The office I was in charge of needed to ensure the safety of every student in the school and I helped plan and lead drills to prepare the students for storms, floods and fires. This role has made me a far better leader, and I also believe that I am now far more calm and logical when working under pressure or in uncertain situations. I’ve been an editor on the online school blog for over 2 years now and the experience has taught me how to work effectively in a team when under time pressure. In order to meet my deadlines I needed to remain motivated even when working independently, and I think that the diligence and work ethic I’ve developed as a result will be incredibly useful to me as a medical student. I took on the role of financial director for both the table tennis club and Model United Nations at my school. At first I struggled with the weight of responsibility as I was in charge of all of the clubs’ money and expenditures. However, I am now a far more organised individual as I came to appreciate the value of concise paperwork and of keeping a record of my actions. I not only manage the funds of the table tennis club but am also a regular member of it. I often play independently, and the lack of a specific coach means that I have to identify my own strengths and weaknesses. I am now far better at being honest about my weaknesses and then devising strategies for working on them. The sport has also allowed me to demonstrate my ability to work well in a team, but also to get my head down and work independently when necessary.'

This example is generally well written and showcases some of the features of a good main body section. However, there are some areas that can be improved:

• This section would benefit from the ‘show, don’t tell’ approach. Instead of explaining specific situations or events through which the candidate demonstrated certain attributes, they simply state them and then link them vaguely to a more general role or activity.
• The bigger problem, however, is that the author mentions a wide range of skills but falls short in linking these back to medicine.  ‍ For example, after reflecting on their role in the school safety office and the leadership skills they developed as a result, the author could talk about the senior role that doctors have within the multidisciplinary team and the importance of good leadership in a medical setting.  Similarly, the author mentions their ability to work independently but should really round this off by describing how this would benefit them in medical school, as the ability to progress your learning independently is crucial to success there. The student mentions an understanding of and proficiency with paperwork and recording their actions. Doctors must constantly do this when writing notes for each patient, so the candidate should really try to mention this in their statement to explain why their skills would be useful. The mention of teamwork could be followed by an explanation of why it is important in a medical setting and how the applicant witnessed this during their medical work experience. Finally, when the student talks about being able to identify and work on their weaknesses, they could use this as an opportunity to demonstrate further insight into the medical profession by discussing the importance of revalidation and audit in the modern NHS, or talking about how important it is for doctors to be able to work on their areas of weakness. 

Better aspects of this example:

• The applicant doesn’t simply list the activities they have been a part of, but also explains what they learned from these and the skills and attributes they developed as a result. This reflective ability is exactly what assessors will be looking for.
• The tone of the section is appropriate. The applicant doesn’t appear arrogant or over-confident, but at the same time, they manage to paint themselves in a good light, highlighting their range of skills relevant to medicine.
• This example uses the character count effectively. Unlike the earlier examples, almost all of the sentences serve a purpose and are succinct.
• They demonstrate a wide range of skills, most of which are very relevant to medicine.

' I am a resilient and empathetic individual and I think that I have the qualities to thrive despite the social and academic challenges of university. Through my work experience I’ve gained an insight into the difficulties doctors face but this has not dampened my enthusiasm. My placements and voluntary work have only strengthened my commitment and dedication to studying medicine.'

The effectiveness of a conclusion depends on the rest of the statement before it, so it is hard to judge how good a conclusion is without seeing what the candidate has mentioned in the rest of their statement. Assuming this follows on logically from the statement, however, we can say that this conclusion is generally good for the following reasons:

• It is brief, to the point, and highlights that the student holds some of the skills doctors need (this would of course need to be backed up with examples in the rest of the statement). 
• The author doesn’t introduce any new ideas here, as that would be inappropriate, but rather reiterates their determination, which is exactly what admissions tutors want to see. 
• The author demonstrates a balanced understanding of the demands of a medical career, illustrating this is a decision they have made rationally while considering the implications of their choice. 

As is always the case, this conclusion could still be improved:

• The mention of the social challenges of university is a bit too honest, even though these exist for everyone. Mentioning them could give the impression that the student struggles socially (which is not something they would want to highlight), or that they intend to dive into the social side of university at the expense of their studies. 
• If the candidate really insists on mentioning the social side, they should at least do this after discussing academics, and they should do it in the body of the statement, where they have space to explain what exactly they mean.
• The student describes themselves as empathetic. This should be avoided, as it should be evident from the statement itself.

'Over the years I have built up a large and extensive set of medical work experiences and volunteering opportunities. These have allowed me to demonstrate my ability to communicate effectively and work in a team, and they will allow me to become a more diligent student and effective doctor. I think that this, alongside my ability and strength of character mean that I should be considered for this course. I am excited to get started and begin to put my skills to good use.'

This is a reasonably strong conclusion. It provides a to-the-point summary of why the author believes they should be selected to study medicine and shows their excitement for starting this journey. However, there are some parts of this example that could be improved: 

• The author mentions 'ability' and 'strength of character.' These are nebulous terms and not specific to medicine or a medical degree in any way.
• The mention of a 'large and extensive range of medical work experiences' indicates overconfidence. Medical applicants are not expected to have any medical ability or any 'large and extensive range' of medical experience, nor is it probable that this candidate actually does (otherwise they wouldn’t need to go to medical school in the first place). Rather, medical students need a suitable set of skills and attributes in order to make the most of their medical education and become an effective doctor.
• On a similar note, the applicant says that their range of medical work experience will make them a better student and doctor, but this is only true if they can reflect on their experience and learn from it. Impassively watching an operation or clinic without properly engaging with it won’t make you a better doctor in the future.

We’ll now go on to look at an example of a strong personal statement. No personal statement is perfect, but this example demonstrates a good level of reflection, engagement and suitability to study medicine (we know this because the writer of this statement went on to receive four offers). 

It goes without saying that plagiarism of any of these examples is a bad idea. They are known to medical schools and will be flagged up when run through plagiarism detection software. 

Use these as examples of ways you could structure your own statement, how to reflect on experiences, and how to link them back to medicine and demonstrate suitable insight and motivation. 

'It is the coupling of patient-centred care with evidence-based science that draws me to medicine. The depth of medical science enthrals me, but seeing complex pathology affecting a real person is what drives home my captivation. As a doctor, you are not only there for people during their most vulnerable moments but are empowered by science to offer them help, and this capacity for doing good alongside the prospect of lifelong learning intrigues me. In recent years I have stayed busy academically - despite my medical focus I have kept a range of interests, studying Spanish and German to grow my social and cultural awareness and playing the violin and drums in groups to improve my confidence when working in teams and performing. This is similar to the team-working environment that dominates in medical settings, and I have found that my awareness of other cultures is a great help when interacting with the hugely diverse range of patients I meet during my volunteering work. The independent projects I am undertaking for my A-levels teach me how to rigorously construct and perform experiments, process data and present findings, developing my written communication. My work experience showed me the importance of these skills when making patients’ notes, and of course, medical academia must be concisely written and well constructed and communicated. Maths teaches me to problem-solve and recognise patterns, vital skills in diagnosis. Over the past two years, I have actively sought out and planned work experience and volunteering opportunities. My time last year in Critical Care showed me the importance of communication in healthcare to ensure patients understand their diagnosis and feel comfortable making decisions. I saw the value of empathy and patience when a doctor talked to a patient refusing to take her insulin and suffering from diabetic ketoacidosis. They tried to understand her position and remain compassionate despite her refusal. My experience deepened my insight into the realities of a medical career, as we were at the hospital for more than ten hours a day with breaks and lunches cut short by bleeps or calls from the ward. This helped me understand the physical resilience required by staff as I also came to appreciate the immense emotional burden they often had to bear. Despite this, the brilliant staff remained motivated and compassionate which I found inspirational. The Brighton and Sussex Medical School work experience and Observe GP courses I completed put emphasis on the value of holistic, patient-centred care, introducing me to specialities I had not previously considered such as geriatrics and oncology. Inspired by my experience I explored a variety of specialisms, reading memoirs (Do no harm) and textbooks (Oxford handbook of clinical medicine) alike. I investigated medical politics with my English persuasive piece, discussing the ethics behind the junior doctor strikes of 2016. I have been volunteering in a hospital ward since January, which helps improve my confidence and communication skills when talking to patients and relatives. I showed my ability to deal with unexpected situations when I found a patient smoking whilst on oxygen, and acted quickly to tell nurses. Over lockdown I felt privileged offering lonely patients some tea and a chat and seeing their mood change - it taught me that medicine is about treating patients as individuals, not a diagnosis. My work on the hospital door taught me to stay calm and interact assuredly with visitors, vital skills in public-service jobs like medicine. I coach tennis at a local club, planning and running sessions for younger children. I am responsible for players' safety and must manage risk while showing leadership qualities by making the sessions fun and inclusive. As a player, I am part of the self-run performance team, which forces me to better my ability without coaching. This means developing self-reflection and insight into my weaknesses, which I know to be integral skills for medics. One of the doctors I shadowed during my work experience was just starting her revalidation process and I saw the importance of self-awareness and honest reflection in meeting her targets and becoming a better doctor. I achieved my Gold Duke of Edinburgh certificate of achievement (and the Bronze and Silver awards), exhibiting my commitment and ability to self-reflect and improve. On our Silver expedition, we experienced severe rain, showing resilience by continuing when our kit was wet from day one. My diligence and academic ability will allow me to thrive in medical school, and I have the prerequisite qualities to become a compassionate and effective doctor. Despite the obstacles, I am determined to earn the privilege of being able to improve peoples' health. This is something that excites me and a career I would happily dedicate my life to.'

Strong personal statement example analysis

Introduction.

This statement is a good example of how a personal statement should be constructed and presented. The introduction is short and to the point, only dealing with the candidate’s motivations to study medicine while also demonstrating an insight into what the career involves. 

They demonstrate their insight briefly by mentioning that medicine involves lifelong learning. This is often seen as one of the challenges associated with the career but here they present it as an advantage which makes them seem more suited to the career. It also show they're a curious and interested individual who enjoys learning. 

The introduction's final sentence offers an opportunity for interviewers to probe the candidate further, to explore their curiosity, and ask them to explain what exactly attracts them to lifelong learning. An astute candidate would recognise this and try to think of a suitable answer in advance.

Paragraph 2 

The second paragraph opens the body of the statement by exploring the author’s academic interests. As with some of the previous example body paragraphs, the writer shows their reflective ability by explaining what each of their subjects taught them, and the skills they developed and demonstrated as a result. They improve upon this further by linking these skills back to medicine and explaining why they are important for doctors. 

This paragraph demonstrates the author’s work-life balance by showing their varied interests in languages and music, all without wasting characters by saying this directly. They also mention the diverse range of patients they encountered during their volunteering, which again implies an empathetic and conscientious nature while showing an insight into a medical career (particularly regarding the vast diversity of the patient cohort treated by the NHS). 

Their explanation of the relevance of maths could be more detailed, but again this could be something the applicant is hoping to be questioned on at interview. The candidate comes across as thoughtful and multi-talented, with the ability to reflect on their decisions and experiences, and with a suitable insight into how their strengths would play well into a medical career. 

In this particular paragraph, there isn’t much explanation as to how they drew their inferences about what a medical career entails from their volunteering and work experience (and what exactly these entailed), but these are explored in more detail later in the statement.

P aragraphs 3 and 4 

The next two paragraphs discuss the candidate’s work experience, beginning with a single work experience placement in detail. This is a better approach than the large lists of placements seen in the previous example body paragraphs. The author talks about a specific scenario and shows that they paid attention during their shadowing while also illustrating their ability to reflect on these experiences and the precise skills involved. 

The skills they mention here – communication, empathy, resilience – are skills that they specifically talk about developing and demonstrating through their activities in other parts of the statement. This shows that they have taken their learning and used it to inform the focus of their personal development. They also not only state that these skills are important for medics, but also explain why this is. For example, they explain that communication is important in helping patients relax and engage with their healthcare, and that resilience is required to deal with the antisocial hours.

In this section, the applicant briefly mentions a specific medical condition. This shows that they were engaging with the science during their placement and also provides interviewers with an opportunity to test the applicant’s scientific knowledge. Knowing this, the candidate would likely research diabetic ketoacidosis in order to be able to impress the panel. 

The author mentions some other virtual work experience opportunities they’ve been involved with and sets themselves up to discuss what these placements taught them. They then go on to explain the actions they took as a result of this, showing that they really engaged with the virtual placements and could identify what they learned and their areas of weakness. This is linked well to further reading and research they carried out, which illustrates their curiosity and engagement with medical science and literature. 

The reference to the junior doctor strikes at the end shows that they have engaged with medical news as well as the ethical side of medicine, which is something that many medical schools place a lot of emphasis on at interviews. Ideally, this section would explain how exactly they explored these different specialties and illustrate what they learned and how they developed their learning from the books mentioned.

Paragraphs 5 and 6 

These paragraphs discuss the applicant’s hospital volunteering and other extracurricular activities. The applicant doesn’t just state that they’ve volunteered in a hospital but goes into depth about the precise skills they developed as a result. They include an anecdote to illustrate their ability to react quickly and calmly in emergency situations, which is a great way to show that they’ve been paying attention (though this should really be backed up with an explanation as to why this is important in medicine). 

The candidate also shows their patient-centred approach when discussing how they cared for demoralised patients (again illustrating empathy and compassion). This style of healthcare is something that the modern NHS is really trying to promote, so showing an awareness of this and an aptitude for applying it practically will really impress your assessors. 

The author demonstrates another core attribute for medical students when talking about how their work on the front door of the hospital improved their confidence in communication, and they once more link this back to medicine. This last section could benefit from further explanation regarding the nature of their work on the hospital door and exactly how they developed these skills. 

In the second of these sections, the candidate simultaneously reflects on the skills they learnt from their tennis and explains how these apply to medicine, showing insight into the profession by mentioning and showing awareness of the process of revalidation. This will show assessors that the candidate paid attention during their work experience, reflected on what they learned, and then identified a way they could work on these skills in their own life.

The author name-checks the Duke of Edinburgh Award but then goes on to explain how exactly this helped them grow as a person. They link back to resilience, a skill they mentioned in an earlier section as being important for medics.

The conclusion is succinct and direct. Although clichéd in parts, it does a good job of summarising the points the candidate has made throughout the statement. They demonstrate confidence and dedication, not by introducing any confusing new information, but rather by remaking and reinforcing some of the author’s original claims from the introduction.

The following example illustrates how not to approach your personal statement. Now that you’ve read through the analysis of previous example passages and a complete example statement, try going through this statement yourself to identify the main recurring weaknesses and points for improvement. We’ve pointed out a few of the main ones at the end. You can even redraft it as a practice exercise.

' ‍ The combination of science with empathy and compassion is what attracts me most to a career in medicine. However, I wanted to ensure that the career was right for me so I attended a Medic Insight course in my local hospital. I enjoyed the course and it gave me new insight - the lectures and accounts from medical students and doctors helped me realise that medicine was the career for me. I was also introduced to the concept of the diagnostic puzzle which now particularly interests me. This is the challenge doctors face when trying to make a diagnosis, as they have to avoid differential diagnoses and use their skills and past experiences to come to a decision and produce the right prognosis. In order to gain further insight into both the positives and downsides of being a doctor, I organised some work experience in my local GP’s surgery. I managed to see consultations for chest pain, headaches, contraception and some chronic conditions which was very interesting. I also sat in on and observed the asthma clinic, which proved to be a very educational experience. During my experience, I tried to chat to as many doctors as possible about their jobs and what they enjoyed. I recently took up some work volunteering in a local elderly care home. Many of the residents had quite complex needs making it arduous work, but I learned a lot about caring for different people and some appropriate techniques for making them feel comfortable and at home. I became a better communicator as a result of my experience Nevertheless I really enjoyed my time there and I found it fulfilling when the patients managed to have fun or see their family. I appreciated how doctors often have high job satisfaction, as when I managed to facilitate a resident to do something not otherwise available to them I felt like I was making a real difference. My academic interests have also been very useful in developing skills that will be crucial as a doctor. I chose to study Physics and business at a-level and these have helped me develop more of an interest in scientific research and understanding; I’ve also become a more logical thinker as a result of the challenging questions we receive in physics exams. I know how important communication is as a doctor so I chose to study Mandarin, a language I know to be spoken widely around the globe. I was the lead violin in my school orchestra and also took part in the wind band, showing that I was willing to throw myself into school life. I really enjoyed our school’s concert, in which I had to perform a solo and demonstrate that I could stay calm under pressure and cope with great responsibility and i think that I’m now a better leader. This skill has also been improved in roles within my school on the pupil council and as form captain, which have improved my self-confidence. I needed to work hard in order to achieve my bronze and Silver Duke of Edinburgh awards, and have dedicated much of my time outside school to this endeavour over the past few years. I endured weekly sessions of Taekwondo, worked voluntarily in the charity shop Barnardo’s and took part in violin lessons.  As I’ve demonstrated throughout this statement I have an affinity for music, and so at university I plan to get involved with orchestras and bands. I also want to widen my horizons and discover new interests and hobbies, while trying to make new friends and cultivate a good work-life balance. I’m also keen to hike in the university’s surrounding territories. If I were allowed to study medicine, it would not only allow me to achieve one of my life goals, but to prove to you that I can become an effective, and successful doctor. I am absolutely dedicated to the study of medicine and know that I have the prerequisite skils and qualities to thrive in medical school and become a credit to your institution.”

Weak personal statement example analysis

• This personal statement does have some promising features, but overall it isn’t well structured and lacks appropriate reflection and insight. You can see this by comparing it to the strong example above. The author in this weak example very rarely describes what exactly they learned or gained from an experience and rarely links this back to medicine. 
• It reads quite like a list, with the candidate reeling off the experiences they’ve had or activities they’ve taken part in, without going into any real depth. They also use some vocabulary that implies that they really weren’t enjoying these experiences, such as when they speak of ‘enduring’ their time doing taekwondo, or of caring for residents being ‘arduous’ work. You don’t have to enjoy every activity you take part in, but implying that caring for people (a huge part of the job you are applying for and claiming to enjoy) is something you consider a chore isn’t a great start. This statement also has some questionable grammar and punctuation errors, which raises a red flag. Don’t forget to proofread your statement carefully before you submit it.
• The candidate often starts off their sections in a promising way. For example, by stating that they started volunteering in a local GP practice to gain more insight into the profession, but they rarely actually follow through on this. You never find out what insight the candidate actually gained or how they used this to inform their decision to apply for medicine. 
• Such lack of explanation and specificity is a theme throughout the statement. In the introduction, they say that personal accounts and lectures confirmed their wish to become a doctor, but they don’t actually explain how or why. They mention that their school subjects have helped them think more logically or improved their communication skills (which is good), but then they never go on to explain why this is relevant to medicine. They talk about leadership and self-confidence but again don’t link this back to the importance of self-confidence and the prominence of leadership in a medical setting.

To create an effective medicine personal statement, you need to provide plenty of detail. This includes concrete experiences demonstrating qualities that make a good doctor. If you can do this authentically, humbly and without selling yourself short, your personal statement will be in very good shape.

‍ ‍ If you're looking for more inspiration to craft a compelling medicine personal statement, check out our Personal Statement Online Course . It has over 100 personal statement examples, in-depth tutorials, and guidance from admissions experts, to help you create a ready-to-submit personal statement in just three days.

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Personal Statement for Medicine

Composing a personal statement for any degree is a challenge but for medicine, this is your chance to illustrate your academic prowess and work experience alongside a genuine passion and fascination for the medical subjects you love. a personal statement can support your application if your exam results are slightly below your expectations or can enhance a strong set of grades for the best chance of acceptance., make the most of your words.

UCAS , the admissions service for universities in the UK, describes a personal statement as “your opportunity to sell yourself to your prospective school, college or training provider.” Students are given a 47 line, 4,000 character limit (which roughly equates to 500 words) in which to show off their appeal to the institutions of their choosing. 

Here, it’s important to get into the mind of the member of admissions staff that will be reading your statement – what do they want to see? 500 words may seem like plenty, but you’ll likely find that space is at a premium when you’re trying to find the perfect formula to impress your chosen university.

Research a career in medicine before you apply

The key things that medical schools will be looking for are evidence of motivation, explorative work experience and suitability for fitting into their learning environment.

Your personal statement is not only an opportunity to demonstrate your motivations for studying medicine, but also to convey a sense of insight into medicine as a career. It is a chance to reflect on your experiences thus far and outline your personal qualities which will enable you to excel as both a medical student and future doctor.

Developing an understanding about the roles and responsibilities of a doctor will help you prepare your personal statement with ease. Volunteering in your local community and undertaking work experience placements are examples of activities which may allow you to gain a deeper insight into medicine. However, reading official resources such as those produced by the General Medical Council (GMC) before you even begin to think about the content of your personal statement, can help to give your writing a clear focus and direction.

Check how universities will use your personal statement 

Your personal statement may be used in the selection process for interviews to a varying degree by each medical school. Having said this, on the whole, personal statements do not feature heavily in the selection process for interview. Whilst this is the case for most medical schools in the UK, a few medical schools will utilise a scoring system to assess the personal statement at some point in their selection process; either before interview (for interview selection) or at the interview itself.

If this is the case for one or more of the universities you intend to apply to, pay careful attention to any details on their website which discuss exactly what the admissions team are looking for in a personal statement. For example, the University of Oxford place a larger emphasis on showing an interest in medical science and academia.

Where to find this information

It is important to check exactly how the medical schools you intend to apply to will use your personal statement both before and during the interview. To access the most relevant and up-to-date information you should check the websites for each of the medical schools you may apply to. If you have any queries about how your personal statement will be used, or if anything you find on their websites is unclear, email the admissions team directly.

Key things to remember about your personal statement 

Writing a personal statement can be daunting, but we are here to help make the process less stressful. To break it down, we have listed some essential factors you should remember to focus on when writing your own personal statement:

• Structure and flow: Creating a clear and organised structure allows the reader to follow your thought process and enables you, the writer, to include the most relevant information about yourself, given the restricted word count.
• Authenticity: The clue is in the title; your personal statement should be personal! Be genuine and honest about your experiences and skills and let your personality shine through your writing. 
• Relevance: With the limited word count, you need to include only the most relevant experiences and skills you have that are directly relevant to medicine. 
• Specificity: Provide details about your experiences and give examples. Avoid any vague and general statements. 

Goals and aspirations: You should mention your goals and aspirations and what you want to get out of a degree in medicine. What are your short-term and long-term goals?

The aim of this section is for you to establish a structure that works for you, by deciding what the main components of your personal statement will be about.

Before diving into finding the best structure for your personal statement, it is important to remember there is no set format or st ructure. Reading a few example statements may help to give you an idea of where you start ; however it is all about finding the right balance that is appropriate for you. This balance will be based on your personal experiences and what has been important in shaping your journey towards Medicine.

You should start your personal statement with a clear introduction and end with a conclusion .

DEVELOPING A STRUCTURE THAT WORKS FOR YOU

Here, we will focus on developing a structure for the main body of your personal statement. The importance of having a well-thought-out structure is that it will make your thoughts and experiences easier to follow. A good structure will help reinforce the key content of your statement, further giving admissions tutors the impression that you have a focused understanding of medicine and yourself. 

T here is no one way to structure the main body ; in fact , there are many ways! The components you discuss will differ according to your experiences, and the weighting given to these components will largely be based on what medical schools you apply to.

EXAMPLES OF PERSONAL STATEMENT STRUCTURE 

Here is an example of how to divide the main body of your personal statement:

• Interest in academia and wider reading
• Work experience and voluntary commitments
• Extra-curricular Activities

Remember, this is only one example. Alternatively, you could base your paragraphs on the qualities you want to demonstrate, such as:

• Interest in medicine, science, and academia
• Compassion, communication skills and empathy
• Leadership, teamwork and problem-solving

These ideas are here to prompt you, so work around them based on your experiences. If there is a particularly valuable quality, such as resilience, that you are passionate about and have relevant experiences in, of course , this should be included!

The idea of convincing an admissions tutor, in around 500 words, that you are an ideal prospective medical student can be overwhelming. This, as well as the fact that they will be reading through hundreds of personal statements of people applying for the same course, might make you feel pressured to have an introduction that will grab their attention and set you aside from the majority.

DON’T FOCUS TOO MUCH ON YOUR INTRODUCTION

A powerful introduction will state an intrinsic motivation to study medicine, whilst also outlining your understanding of the career. However, your reasons for wanting to pursue medicine do not have to be entirely crammed into your introduction. 

W hile there is no set length for an introduction, you should make sure it is not too short that it seems rushed and neglected, but not so long that it is the same size as the paragraphs of your main body. A few sentences should be sufficient for an introduction.

TRY STARTING WITH THE MAIN BODY FIRST

It might seem logical and necessary to begin by writing the introduction, but this is not the case! It is perfectly reasonable to work on other parts of your personal statement and return to write the introduction at a later point in time. Some people even find that once they have written the majority of their personal statement, they are able to pick out points they think will work well for their introduction.

• Be original: It is a personal statement , so keep it personal. It should accurately depict why you want to study medicine .
• Give examples: Stories can add to the personal element of motivation to study medicine but ensure that this comes across as genuine. Do not try and pin your motivation down to a single event as this can appear naïve . I nstead , state how this scenario was one of the elements that led you to pursue medicine.
• Use your time wisely: Do not spend all your time trying to think of a catchy opening. Remember that you can always come back to the introduction.
• Remember you have a word limit: Keep your statements succinct and to the point.
• Use a professional tone: Stay away from using humour as the person reading your personal statement may not receive it as well as you would hope. The aim is to be professional and put across your interest in medicine.

Keep in mind that depending on the interview style of the medical schools you are applying to; your personal statement can be used as part of your interview. They may pick out parts of your introduction and ask you to elaborate on them. 

C heck this beforehand and if applicable, remember this when stating your motivations to study medicine. If you would not be happy to talk about it in your interview, then avoid including it!

• Using cliché words and phrases such as ‘passionate’, ‘fascinated’ and ‘from a young age I have always wanted to’
• Using a quote without reflecting on how it adds to what you are trying to convey. If possible, avoid quotes and use your own words. After all, they are interested in what you have to say, not a scientist or author
• Making blank statements that do not add to what you are saying.
• Describing how TV shows attracted you to medicine, even if other reasons are raised, as this will reduce the power of your introduction.

Reflecting on your work experiences, wider reading and other relevant activities will form the bulk of the main body of your personal statement. Reflection is imperative to a successful application. A well-reflected personal statement shows that you have given serious thought to healthcare as a life-long career , and it goes down extremely well with the admission officers. The General Medical Council (GMC) has created a guide for medical students about reflection – most of the information is transferrable to medical applicants.

It is crucial to understand that the lessons and skills that you take away from an experience are far more superior to the number of activities you have undertaken or descriptions of consultations you may have seen. Therefore, this section will delve deeper into how you should reflect on an experience whilst undertaking it, as well as how this reflection can be incorporated concisely into your personal statement.

HOW TO REFLECT ON AN EXPERIENCE

Below are some general questions to think about when reflecting on any type of experience you have partaken in . R anging from clinical work experience placements to leadership roles, voluntary commitments, and par t-ti me jobs , you should ask yourself these questions when reflecting on your experiences.

• Description of the experience: W hat was your role? If you are telling a story, what happened , or what was the task at hand?
• Feelings and thoughts about the experience: What resonated with you or affected you the most?
• Analysis and evaluation of the experience: W hat went well and what didn’t? Which parts stood out to you? Did you have any challenging experiences? How did you deal with them?
• Conclusion and action plan: S ummary of what you learned and what you could have done differently . H ow could you relate this to your development as a doctor ?

HOW TO REFLECT ON YOUR LEARNING

The following questions will help you reflect and think critically about learning experiences. This includes anything you have read, listened to, or watched to gain a deeper insight into the life of a medical student and/or doctor.

• Description: What is the idea or concept you have been exposed to?
• Feelings and thoughts about what you have learned: What resonated with you or affected you the most?
• Analysis: Is there anything that drew your attention or anything you found challenging? Does this build upon what you had previously known or read about? Has it changed the way you think, opened your eyes to something new, or made you more confident and assured in a belief you already had?
• Conclusion and action plan: What other avenues of this concept would you like to explore? How can you implement what you’ve learned in your clinical practice?

HOW TO INCLUDE REFLECTION IN YOUR MEDICINE PERSONAL STATEMENT

Before you sit down and start typing away at your statement, we highly suggest that you first read through all of the reflective notes you wrote when undertaking any experience or activity that gave you an insight into medicine. This will allow you to look back at all of the wonderful experiences you have had and focus on the key points you can take away from them.

REFLECTION METHODS TO TRY

There are so many different approaches you can take to reflective writing in your personal statement , and different people prefer different methods. For example, you can structure your reflection according to Gibb’s reflective cycle . Another approach is the ‘STARR’ framework , which stands for ‘Situation, Task, Action, Result and Reflection’ . This is often a favourite among applicants for medicine interviews but can also be used in the personal statement to write structured reflections.

• S ituation: What is the setting in which you have undertaken your experience?
• T ask: What was the position or role you held?
• A ction: What actions did you specifically carry out on a regular basis?
• R esults: What was the most relevant and significant outcome of your activities?
• R eflection: What skills and knowledge have you acquired as a result of this activity? How and why had this experience influence d you?

Work experience can be loosely defined as any activity that is designed to sufficiently broaden your understanding of a particular career path. The aim of this section is to provide you with examples of the different types of work experiences you can undertake and how you should go about reflecting on them in your personal statement.

WHY IS MEDICAL WORK EXPERIENCE IMPORTANT?

Most students will feel that work experience gives the most realistic perspective of medicine as a career. Through shadowing in consultations, watching surgeries, and perhaps even just being in a clinical environment, you will start to build your understanding of the role of a doctor. 

A pplying to medical school is a huge commitment, so exploring the working life of a physician is definitely a wise thing to do. Work experience allows you to gain valuable skills that may be useful throughout your university life and your career as well.

WHAT IS THE AIM OF WORK EXPERIENCE?

W ork experience is evidence to show that you have taken the time to find out more about the realities of a career in medicine. Therefore, it is a vital aspect of not only the personal statement but your medical school application as a whole. The purpose and overall aim of your work experience will broadly fall into one or more of the following categories:

• To understand the realities of life as a doctor and medical student
• To develop the skills and qualities needed for a career in medicine
• To acquire more knowledge about your particular interests

TRADITIONAL MEDICINE WORK EXPERIENCE

Firstly, we will consider traditional in-person work experience activities, which are usually undertaken in a healthcare environment. This can include hospital, general practi c e, or pharmacy shadowing placements, as well as voluntary roles in a care home or hospice. To make the most out of these types of experiences, we would recommend the following:

• Listen to the types of questions that healthcare professionals use when taking a history or interacting with patients. What did you think about their interactions with patients? How do they adapt their communication style?
• Ask questions. This is an opportunity to ask all those burning questions ; don’t be shy! If possible, ask questions to a wide range of health care professionals about each of their individual roles as well as their experiences working in a multi-disciplinary team.
• Research one of the common conditions that you have seen during your placement and are interested in finding out more about it.

The above points will form the basis of your reflection, so it is important to start thinking about them as you go along with your work experience. Keep a reflective diary to jot down these thoughts and experiences. This diary will become especially useful when sitting down to write your personal statement.

TIPS FOR WRITING ABOUT MEDICAL WORK EXPERIENCE

• Mention the transferrable skills and attributes you will have developed. Skills such as teamwork, communication, problem-solving and resilience in the face of adversity are vital to a career in medicine.
• State clearly the insights you have gained. For example, as the GP demonstrates active listening and shows empathy, you will see that the patient immediately opens up and gives more information , which will be helpful in establishing a diagnosis. If this resonates with you, include this in your personal statement.
• It is important to show that you understand the challenges a doctor will face. Be sure to reflect on any negative experiences which made you more aware of the demanding nature of the profession. What could have been done differently in the scenario you witnessed?
• Be as concise as possible . D escriptions should be kept to a minimum. It is more important to highlight your thoughts, understanding and values before and after an experience, rather than details about the experience itself.
• Viewing medical work experience as merely a tick box exercise. Try not to view work experience as a requirement for university statements or interviews. Instead, you should view this as a learning opportunity for yourself so that you can develop both academically and personally. If you have this mindset, you will be able to truly discover a lot more about the subject and about yourself too!
• Concerning yourself too much with the medical jargon and knowledge you come across during your work experience, whether in-person or virtual. Focus on the attitudes and transferrable skills, and definitely do try to explore the science , but ultimately , medical school will teach you the required knowledge for your career
• Breaching confidentiality when writing about your work experience, whether it be in your personal statement or reflective diary. This means that you do not include any identifiable information in your personal statement, such as, ‘I witnessed Mr Smith undergoing an ECG’.

Volunteering is the idea of offering your time or skills to benefit an unrelated person or organisation with no formal payment in return.

Relevant volunteering can be considered a form of work experience and can significantly enhance your personal statement. Whilst grades are important, medical schools are also highly interested in students who exhibit genuine care and compassion. 

Doing voluntary work can highlight this side of you and give some insight into the life of a doctor, which is very much a caring profession. Volunteering can assist you in developing the necessary skills and qualities relevant to medicine.

EXAMPLES OF VOLUNTEERING ROLES

The types of volunteering roles and commitments you can include in your personal statement, can vary extensively. Moreover, the volunteering you have undertaken does not need to be within a healthcare setting. It is more important that you can reflect on your experiences and appreciate how the skills you have developed are relevant to career in medicine. Below are just some examples of voluntary roles you may include in your personal statement:

• Carehome/hospice volunteer
• Hospital volunteer
• School mentor
• Charity shop assistant
• Youth group coordinator
• Foodbank volunteer

TIPS FOR WRITING ABOUT VOLUNTARY ROLES

• Emphasise any long-term or frequent volunteering commitments. This shows commitment to medicine and determination. Whilst long-term volunteering is favoured, do not worry if you were unable to complete any due to the pandemic!
• Use buzzwords alluding to the relevant skills and qualities learnt. Examples of buzzwords can include “contributed”, “enhanced” and “implemented”. 
• Discuss briefly how you found any volunteering opportunities , especially if you organised it yourself. This shows initiative! If an opportunity is extremely rare or competitive, make sure to highlight this.
• Group together experiences where you gained similar skills and insights, rather than discussing multiple experiences individually. This can get messy and take up a lot of your time
• Speak about your feelings and emotions during your volunteering! This shows you are human and comes across much more genuine and sincere.
• Clearly state your contribution and actions , not someone else’s!
• Discuss any sacrifices, mistakes, or challenges you faced during your volunteering. Also , make sure you are prepared to describe what you did/would do differently to overcome these challenges!
• Rambling on about experiences . U se the STARR structure to organise thoughts. Keep it concise!
• Writing a long list of all the voluntary roles you have ever held. Focus on one or two that you benefitted from greatly and reflect on them.
• Repeating experiences, certain insights, or qualities. Demonstrate variety in what you have learned.
• Lie or exaggerate any details!
• Superficially state what happened. If you are able to, delve further into your thoughts before, during and after volunteering.

When it comes to extra-curriculars, it ’s easy to get confused on what you should include and how to include it in your personal statement. As an aspiring medic, you might have done many different activities at school (and outside) that may be related or seemingly have nothing to do with each other. This could range from part-time jobs to being a prefect in your school, societies, clubs , or even your personal hobbies or sporting interests.

HOW TO WRITE ABOUT EXTRA-CURRICULAR ACTIVITIES 

In your personal statement, a great way to tie it all together is to use your activities to reflect on how they made you the person you are today. Instead of simply listing all of your positions or engagements, think about what qualities you were able to gain from them that would make you a better doctor. 

A mong others, qualities like compassion, empathy, time management, organisation, critical thinking, teamwork, and leadership are essential in medicine, but they’re not necessarily born in a hospital or through direct engagement in clinical experiences. You have probably been doing some of these activities for a really long time, now let’s frame it in a different context for your application.

QUALITY OVER QUANTITY

In a large pool of applicants, it is easy to think , ‘ H ave I done enough?’. Sometimes, this can be the wrong question to ask, as most medical schools do not look at the ‘number’ of things you have done but rather how the things you’ve done can help you as a doctor. 

D o not worry if you have not done a lot of activities in your time at school. The number of things you’ve done doesn’t matter as much as:

• What you’ve learned from them
• How you’ve reflected on them
• What moments and experiences you can improve on
• How you’ve later developed as a person and an aspiring medic based on those experiences

WHAT GOES WHERE?

With a limited number of characters, every word counts. You want to make sure you make the most of everything you have done, but at the same time , frame it in the most effective way for your application. This is why you might want to focus on some activities over others or group some activities together to give yourself space to write about and reflect on your experiences in a more elaborate way and relate them to your future career. There are many ways you can group your activities, mainly either by the type of activity ( e.g., academic, sports, or volunteering ) or based on what qualities or skills you’ve developed as a result of partaking in this activity.

SHOULD I INCLUDE MY HOBBIES?

The short answer is yes if you want to, but – make sure you’re not just taking up space by listing them. You don’t need to elaborate on them too much if you don’t want to, but try to strike the balance so as to show the admissions committee you value your time spent doing these hobbies, but at the same time you’re not taking away from all the other elements of your personal statement. You could also relate them to having a work-life balance – an essential trait in medicine.

TIPS FOR WRITING ABOUT EXTRA-CURRICULAR ACTIVITIES

• Use your experiences to highlight your strengths and your skills. How did your activity help you develop a unique skill?
• Focus on the activities that have benefited you the most.
• Elaborate with insight and introspection on the activities you’ve chosen to focus on.
• Group other activities together to help you use your limited characters where they matter most.
• Listing things you have done without further elaborating on them.
• Elaborating on every single activity or being repetitive – if they sound similar, group them, or take some out if you don’t think they’re important.
• Faking interest or passion in something you do not actually like or mention ing an activity you did not really do. It takes away from the space you have to talk about things you are passionate about, which is a lot more valuable and impactful.

This is your final chance to make an impression on the admissions tutor, so make it count! The aim of your conclusion should be to tie together the key points that you included in the main body of your personal statement. Along with the introduction, this is one of the most difficult parts to write, so writing both at the end, after you have a coherent idea of the flow of your piece is advisable.

Ideally, it should only be a few sentences long. Make sure you give yourself plenty of time to revisit your conclusion multiple times before submitting. It is important to end on a confident note by expressing a real passion for medicine.

TIPS FOR WRITING YOUR CONCLUSION 

• Summarise and reiterate your key points: Include s kills, experiences, and interests and how these make you suitable for studying medicine. For example, if your experiences have taught you the importance of resilience, how will this skill help you to progress in your future career?
• Mention the takeaway points: What do you want the admission tutor to remember about you ?
• Revisit your conclusion and read it aloud to yourself: Reading it out to yourself and others helps to determine if you’re being concise and getting straight to the point without waffling.
• Write a couple of drafts: By writing different versions of your conclusion, you might find various ways of conveying the same idea, some that you like more than others. This will help you write the best conclusion to suit you.
• Acknowledge the difficulties and demanding nature of studying medicine: Studying medicine can be difficult, but you are equipped with the skills to handle this! You should showcase how the skills you’ve developed will assist you in overcoming difficulties .This will show you are the ideal candidate for studying medicine.
• Writing a conclusion that is too long. You will probably find that the 4000 – character limit of the personal statement will restrict the length of your conclusion. So ideally, one or two succinct sentences should be more than enough to summarise.
• Introducing completely new points – you do not want to leave the admissions tutor confused by bringing in new ideas that you cannot elaborate on further.
• As with the introduction, avoid clichés and quotes.
• Avoid repeating sentences from the main body of the personal statement.
• Avoid making your conclusion too specific to one university. For example, don’t mention a particular teaching style if it is not offered by all the universities that you are applying for.

Now that you have written your personal statement, the hard part is over, right? Well, in all honesty , you might find yourself spending more time editing your personal statement than writing it! It is important to give yourself enough time to perfect your personal statement before the deadline. 

O ur advice at this point is – before you start editing, put your personal statement away. By the time you have finished writing, you will have read and re-read it countless times in the process. You need to take the time away from it to get a fresh look. This will be invaluable when you start editing.

SPELLING, PUNCTUATION, AND GRAMMAR

First things first, triple-check that your word processor has spell-check on with UK English, so that you can correct any spelling mistakes. It may sound obvious; however, technology can often malfunction!

You are a school-age pupil, so the piece should sound like you wrote it. It does not have to sound like you have taken letter-writing classes and have used a thesaurus on every other word. However, you also need to come across as professional. It is best not to use contractions such as don’t (do not), as it is too informal. Make sure you have used a combination of long and short sentences so that it has structure, as well as making sure every sentence doesn’t start with ‘I’.

READ YOUR STATEMENT OUT ALOUD

There are many ways of making sure your personal statement reads well. One method, which is particularly helpful is to read your personal statement aloud to someone else. It becomes very obvious when a sentence is too long and does not flow or make sense when you say it aloud. The person listening will be able to tell you which parts do not sound right. 

W hen we write, we often overestimate how well the writing sounds because you will , of course , know what you meant to say. However, to another person and the admissions team reading it – you want them to know exactly what you mean, rather than having to decode paragraphs that are not crystal clear .

You could try asking an English teacher at your school, or a friend who is studying English to read through it. The spelling, grammar and syntax are independent of the content , so this could be really useful in ensuring it flows well.

SEEKING ANOTHER OPINION

Whilst it may seem tempting to gain as many opinions as possible on your personal statement, it is better to seek the advice of a few trusted individuals. The medicine personal statement is , by nature , a subjective piece of writing. Having too many people read your personal statement and suggest changes, can become quite confusing and stressful very quickly! Here’s how you can avoid this situation: 

• Make sure you are close to your final draft before giving your personal statement to someone else to read. However, still ensure you have enough time to make changes.
• If your school has a careers advisor or team of teachers familiar with reading personal statements, it is worth having your personal statement read and critiqued by them.
• When listening to feedback from others, consider all you can get, but don’t be afraid to not include all the feedback you receive since your personal statement should be truly reflective of only you.
• If you would really like a raw opinion, find a way to have a teacher read it anonymously ! The admissions tutor will be reading your personal statement with no knowledge of who you are. If you want someone to read your personal statement with no knowledge of your background, print off a copy with your details omitted.

TIPS TO SHORTEN YOUR PERSONAL STATEMENT

• Do not waste characters writing about things that are elsewhere on your UCAS form. For example, your A-level (or equivalent) choices can all be entered in the qualifications section.
• Remove unnecessary adverbs such as somewhat, rather, sometimes, fairly, pretty really, quite, basically, hopefully, luckily.
• Use the verb form of a word over the noun form – this should reduce words. For example, ‘I created a MedSoc’ vs ‘A MedSoc was created by me’
• Print off your personal statement to edit and cut words. Print it off in a different font to the one you typed it in. This will provide an experience of looking at your personal statement with ‘fresh eyes’.
• Use the ‘Build, Blur, Corrode’ method to identify the weakest parts of your personal statement.
• If you cannot bear to cut sentences, copy and paste them into a document called ‘Scrap’ , that way you know exactly where to find them if you were to want to add them again.
• When focusing on a specific paragraph, copy it into a new blank document and separate each sentence with a line between them. Use this technique to perfect each individual sentence and identify those that are too long.
• When retelling encounters from your work experience, details of what exactly happened are not always necessary!

YOUR PERSONAL STATEMENT IS READY TO GO

Once you’ve followed the steps and tips we have outlined, your personal statement is all ready to be submitted. You’ve finished another step in your application to med school! You’re essentially mid-way through the application process ; you should be proud of yourself that you have made it this far. 

Next, you should think about references from your teachers and prepare yourself for a medical school interview. Interviews can be intimidating, but don’t worry! We have created a guide to help you understand the process and how to complete the interviews to the best of your ability. 

HOW PREMED CAN HELP YOU

If you need some work experience to help enhance your med school application, we are here to help! At Premed, we offer in-person and online work experience to ensure you get a taste of life in the medical field. Boost your chances of getting into medical school by applying to one of our work experience courses today.

What should a medicine personal statement include?

When writing a personal statement for medicine, you should focus on including relevant work experience and any volunteer work. The majority of your writing should focus on these aspects as it is important to reflect on your experiences and how this makes the ideal candidate to study medicine. You may also want to include a few short sentences about some extra-curricular activities you partake in as well. 

What should you not say in a medical personal statement?

Don’t be generic about why you want to study medicine. You should demonstrate you have a passion for helping people by providing examples through any work experience or volunteering. Remember, an admissions tutor will read hundreds of personal statements so your application needs to be personal to you. 

Additionally, don’t provide general statements about your skills and experiences or simply list them. You should reflect on your experience and skills by supplying concrete examples to support your statements. This will show you can demonstrate these skills, enhancing your application. 

What do medical schools want in a personal statement?

What your personal statement should contain may differ from university to university but there are some common trends. For example, you should focus on writing about your skills and work experience and reflect on what you have learned from them. It is also ideal to state you understand what a career in medicine entails and how you are prepared to manage the challenges that come with a career in medicine. 

How should I structure my personal statement?

There are several ways you can structure a personal statement, there is no set structure! The way you write your personal statement should be personal to you based on your own experiences. An example of how you can structure your personal statement is:

Another example of a personal statement structure is: 

• Interest in academia and medicine
• Group of skills related to each other (e.g., compassion, empathy and communication)
• Another group of skills related to each other (e.g., leadership, teamwork and problem-solving)

Remember, you also need to include an introduction and conclusion! 

How long should a personal statement be?

You have a limit of 4,000 characters for your personal statement based on UCAS guidelines . This is equivalent to approximately 550-1,000 words. This shows you need to be precise with what you include in your personal statement as you are limited by the words you have. 

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UCAS Personal Statement Examples

Personal statement examples for the ucas medical school application.

UCAS personal statement examples can be a great coaching tool for applicants applying to  medical schools in the UK through UCAS. Students will need to submit a personal statement with their UCAS application, to demonstrate why they want to be a medical doctor and how they meet the requirements of the discipline. UCAS personal statements need a blend of the relevant personal, professional, and academic qualities of the applicant in a compelling narrative. In this blog, we’ll tell you what is required of your UCAS personal statement and show you 5 prime examples of UCAS personal statement examples.

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Article Contents 18 min read

If you are applying through UCAS to study medicine, your medicine personal statement has one key goal: to demonstrate why you want to become a medical doctor. This must be done by conveying your motivations, explaining why you are a good fit for the profession, and demonstrating what you have done to learn about medicine as a career. A strong personal statement will weave a narrative that paints a picture of who you are as a student, as a candidate for the program(s) to which you are applying, and as a person.

The medicine personal statement for UCAS must be no longer than 4,000 characters (including spaces), and is submitted as part of the overall UCAS application. The due date for UCAS is mid-October, and thus this is also the due date for your personal statement and the rest of your application materials.

I’ve had a good deal of privilege in my life. My family isn’t wealthy, but we’ve always had enough food, access to resources, reasonable shelter, the ability to fulfill all needs and many wants. The biggest realization of my life has been understanding just how privileged that basic description is. Through volunteer work and guided inquiry, I have come to see how central physicians are to contributing to their communities and to increasing equitable access to healthcare worldwide. At home and abroad, for individuals and populations, physicians play a critical role in advancing well-being and equality. I want to be on the frontlines of providing access to care, so I can contribute to that global effort.

Two years ago, the Missing Maps Project came to my school. Missing Maps is a project founded by Médecins Sans Frontières (MSF), which crowdsources map creation for vulnerable developing areas. While we take something as basic as maps for granted, many places in the world still need mapping; Google Maps doesn’t chart places like rural South Sudan. These maps help groups like MSF reach those in need of care, particularly following conflicts or other disasters. Participating in this project and learning about MSF introduced me to the world of humanitarian medical aid, expanding my understanding of how physicians can contribute to social justice work. It also gave me a whole new perspective of what such work requires in our shared world. If something as fundamental as basic mapping can mean the difference between someone receiving aid or not, this means the gaps in access to care are much larger than I’d once assumed; it also means that there are ways for medical and humanitarian individuals to come together to make real and lasting impact in the struggle for social justice.

Working on this project sparked my interest in pursuing medicine as a career. It was immensely satisfying to contribute meaningfully, but the deeper I looked into the issue, the more I wanted to be one of the people heading to the areas we mapped. I started volunteering at King’s College Hospital and took on several shadowing opportunities with local physicians. I was scheduled for a volunteer shift at King’s at 8am on June 14. When I awoke that morning, news of the tragic Grenfell Tower fire was everywhere. I rushed to the hospital, knowing that there would be patients in need, worried families, and dedicated staff, all whom I could help in some way – even if only with a warm blanket, a kind word, or a cup of tea. Being in the hospital that day and seeing the camaraderie of the health team, the precision of their efforts, and their love for the community put so many things into perspective for me. I was grateful to contribute and support them in any way, but I also determined there and then to pursue medicine not just as a career, but as a calling.

Along with shadowing physicians and pushing myself to excel academically, I completed an Emergency First Aid course. Soon after, I received advanced First Aid training and began working as an Event First Aid Volunteer through the Red Cross. Physician shadowing and first aid work helped me understand the practicals of healthcare work. I learned that I have a knack for the technical elements of providing such care, and that I can maintain composure in tense situations. I also learned that the mundane realities and long hours of a physician’s work are well worth the meaning derived from that work. 

I have excelled in my science A levels and enjoy the precision and problem-solving needed to do so. More than that, though, I am driven by the desire to know enough to bring people care when they need it, to run toward those in crisis and provide aid. I want to become a physician so I can use my academic skills, my experiences, and my privileges to acquire more knowledge and advance wellness, caring for my community and building bridges over the gaps of access to care, both at home and abroad. (3966 characters)

In essence, your UCAS personal statement for medicine has one job: to answer the question, “ Why do you want to be a doctor ?” This singular goal, however, is more complex than it seems. Discussing your motivation requires more than simply articulating your own personal reasons for pursuing medicine; it also requires you to show what makes you suitable for such a profession, what you’ve done to learn more about the profession, and what drives you to follow this particular path.

Describing personal experiences that shaped your perspective and aspiration is definitely part of the personal statement essay, but you also need to summarize key roles you’ve had and activities you’ve completed, in ways that show your reader that you are already taking this pursuit seriously. That is to say, while desire and motivation are part of your story, these must be backed up with evidence. What have you done to learn more about the day-to-day realities of practicing medicine? What volunteer or paid work have you done that have helped you develop the qualities sought in aspiring medical professionals? What self-directed learning have you undertaken to personally advance your knowledge?

Admissions committees review your personal statement to determine how your experiences have shaped you and your desire to practice medicine, and how you have used your experiences and opportunities to demonstrate key qualities of the medical profession. Per the Medical Schools Council’s Statement on the Core Values and Attributes Needed to Study Medicine , those key qualities are:

• Motivation to study medicine and genuine interest in the medical profession
• Insight into your own strengths and weaknesses
• The ability to reflect on your own work
• Personal organization
• Academic ability
• Problem solving
• Dealing with uncertainty
• Manage risk and deal effectively with problems
• Ability to take responsibility for your own actions
• Conscientiousness
• Insight into your own health
• Effective communication, including reading, writing, listening and speaking
• Ability to treat people with respect
• Resilience and the ability to deal with difficult situations
• Empathy and the ability to care for others

My passion for medicine was sparked in an unconventional place: my garden. I have vivid memories from my youth, spending time nourishing life in the flower and vegetable beds my mother diligently tended every year. When I was very young, I admittedly just liked playing in the dirt. As I grew, however, I understood the beauty of watching each tiny seed reach invariably toward the sun, taking on new and evolving forms at each stage of growth, struggling defiantly from the soil with a singular goal: to live. I witnessed how my mother’s care strengthened the tiny seedlings, the response each fragile life had to her efforts. A bit more nitrogen here, a bit less calcium there; snip this off, secure that with a tie; protect them from anything that could harm them. That sense of awe at life’s workings has propelled me toward the field of medicine.

Two years ago, I began volunteering in a local retirement home, helping residents to meals and ensuring basic needs were met. In the hours before or after my shifts, I visited with welcoming residents, keeping them company and learning about their lives. The lessons they taught me, their zest for life in its golden years, helped me connect my fascination with life’s processes to my desire to foster wellness in others. I also began learning the daily realities of providing care from the medical staff. I saw them burst into action when a code was called, and I watched them develop meaningful relationships with the residents, who thrived under their expertise and warmth. Being part of a team devoted to the care and comfort of others quickly became a calling.

I began shadowing physicians at Lincoln County Hospital, particularly in the rehabilitation ward. Watching doctors and other medical professionals work with patients overcoming tremendous injury, watching those patients themselves in their tenacious effort to heal and thrive, helped me see both the highs and lows of medicine. I cannot help but be invested in the patients’ efforts – efforts that sometimes exceed expectations, and that sometimes fall short. I’ve seen doctors, nurses, and patients alike light up as a trauma patient took his first independent steps in months; I have seen the dashed hopes when a similar patient was not able to support herself in the expected timeframe. What draws me in, though, is that drive – shared by medical professionals and those under their care – that continuous reaching toward the light, toward wellness, toward growth. Between my scholastic accomplishments, my innate curiosity, and my sense of awe for all those who strive for their own well-being and that of others, I am confident that my vocational path leads to the practice of medicine.

My A levels have left me enthralled with the sciences, especially the hands-on learning that takes place in labs. Learning more about biology and chemistry, the living systems of all bodies, has nurtured the curiosity I developed in my youth, while also helping me refine my practical problem-solving skills. Uncovering the hidden processes that sustain life, and the equilibrium that keeps those processes running, leaves me eagerly anticipating new modules and assignments for the knowledge they will bring. As demonstrated in my supporting materials, this dedication has resulted in excellent marks and the gold medal in the Biology Olympiads. What matters most to me, though, is the refined understanding and the deeper questions I am able to ask with each step of the learning process.

My mother’s love of gardening instilled in me a love for caring and tending and a sense of wonder for the functions of life, and my own academic interests have propelled me toward the sciences. The field of medicine allows me to combine both of these, while also learning more about how to prioritize the wellness and well-being of others. To pursue this in the noble field of medicine would be to combine my deepest passions and follow my most intense interests, and to do so in the service of others. (3999 characters)

Check out our video for a recap:

I’ve been lucky in my life not to have to think about my health status. I’ve always been healthy. I’ve never broken a bone or had to take more than one or two visits to the emergency room in my childhood. I do my best to eat right, to exercise plenty, and I have the luxury of good genetic health, too. And being an able-bodied, healthy person is a luxury. It’s a privilege I’ve enjoyed. Others have not been as lucky as me.

I first realized how fortunate I was many years ago, when I first met Tim. Tim was the first friend I made as the new kid in fourth grade. As a shy kid, having moved across the country the previous week, introducing myself to a crowd of students who’d all known each other for years was scary. Tim made the transition easier, by immediately coming up to me and offering the hand of friendship. Tim was funny, outgoing, athletic, and a supportive friend. Tim also used a wheelchair every day of his life.

At the time, I’d never met someone who uses a wheelchair. I had no idea of the physical, mental, and emotional struggles Tim dealt with everyday, as a disabled person in a rural town, often without access to proper accommodations. Our school only had one ramp. Before I met Tim, I had no idea how much extra effort he needed to put in just to live his life the same way I did. After finding out about the ramp, I did some at-home research with my dad’s help on how much wheelchair ramps cost to install and the specifications needed for a proper ramp. Then I went around my neighbourhood, the schoolyard and even the local park asking for donations until, many weeks later, I had enough to present to the school to get Tim another ramp.

In our teens, Tim and I started competing together in obstacle runs. Essentially, a foot race with some extra challenge thrown in for fun. On top of running, it requires jumping, climbing, crawling and other physical feats of strength and endurance to complete. Together, Tim and I have completed seven races. Me on foot, Tim on wheels. Tim even purchased an expensive new wheelchair with modifications like smaller wheels with wider treads and a lowered back that would make it easier and more comfortable for him to compete.

Six of those races, we organized together. Our first race was completed in a nearby city, which had been organizing the event for many years, and had the facilities and crew to make it happen. There were hundreds of racers. Some of them were in wheelchairs, like Tim. From them, we learned it was possible to host an athletic event that was all-inclusive and all fun. We got to work planning and executing our own race in our rural town.

Where we lacked the paved foot trails and equipment to set up challenging obstacles, we used dirt paths through the woods. We climbed over and under logs, hung from the support beams of a bridge, scaled up rope ladders we made ourselves. We did a trial run, and Tim was able to complete our homemade obstacle course in the woods after we cleared out any safety concerns like rocks and sticks and installed some ropes and handholds for him to use.

Researching and installing these adaptations to the course reminded me of my campaign to install a wheelchair ramp at our school. It reinforced how important it was for Tim to have access to proper equipment. The more I researched, the more I realized how much extra expense it is for patients to get the medical equipment and aid they need to succeed. On top of that, how important it was to install equipment like ramps properly to avoid accidents and deterioration. My interest in learning about medical accessibility prompted me to look seriously at it as a future career.

My friendship with Tim is what inspired me to seek a career in medicine. No one should have to struggle to live their life as they please, without access to the infrastructure and equipment they need. Tim is living proof that people like him can succeed in spite of a lack of access. But he shouldn’t have to. It is my goal to contribute the skills I have learned through this experience to finding better solutions and providing easy access to all. Good living shouldn’t be a luxury for only a few.

UCAS Personal Statement Example #4

The hardest part of being a paramedic is not knowing. My patients are in my care for minutes at most, in the mad rush to the emergency room. For my patients, they will be the most critical minutes of their lives. For me, they are some of the longest minutes I’ve ever experienced. Sometimes long enough for me to learn their names, to learn about their lives. And then I pass them into the care of the emergency room staff, and my job is done. My care ends at the closed hospital doors.

Most of the time, I don’t get to find out what happened to my patients. If I was successful, and got them there in time, or not. If I’m lucky, I might hear something through the grapevine or on the news. But usually, it’s back on the rig and on to the next emergency call.

I chose to become a paramedic because I couldn’t imagine another profession that suited me more. But now, after having served as a paramedic for nearly a decade, I decided it was time to change course, and take my passion for patient care further. So, I decided to apply for medical school.

Being a physician means committing to contributing positively to the profession and knowing that caring for a patient goes beyond the boundaries of diagnosing a problem and prescribing a fix. Ensuring my patients make it through their emergency requires much more from me than my medical knowledge, my technical skill and my focused attention. It requires my care. I need to give my patients the best possible care by investing in them. Many times, I wouldn’t have been able to provide to answer to a question without knowing all the facts. Those personal questions that EMTs and doctors ask you do have a reason!

Attending medical school will give me a chance to grow. Not just through the expansion of my medical knowledge and the practice of my medical skill, but it will give me a chance to apply my experience as a paramedic to patients who are coming out of the other side of an emergency. I already know I possess the grace under pressure, the ability to make quick decisions and act on them, needed of a doctor. But I know by specializing my skillset and learning more about the medical profession, I’ll be able to step through the hospital doors and continue in my mission to care for my patients.

At this point in my life, I feel I am ready to don the white coat. I have nine years as an EMT and have received numerous commendations for my service. I know I provide the best care I possibly can, on every call. I am ready to learn, to develop myself, and to take my skills into the emergency room. It is my goal to be the empathetic presence patients can expect after their care. To be the voice of wisdom they can turn to. With a medical degree from [University], I believe I will achieve my goal.

Check out this video for how to write a killer introduction to your personal statement:

I have always held a special connection with the elderly. As a child, I would often visit my great-grandmother in the small-town care home where she lived. Living so close and being able to visit her every week was a blessing for me. Hearing her stories and recollections was a unique learning experience for me, and an insight into another time.

My great-grandmother grew up in a rural area in the early 20th century. When she was a child, her family relied on lamps to light their home instead of electricity, and a water pump instead of a faucet for cooking and cleaning. Healthcare consisted of home remedies and a visit to the local doctor three towns away.

During my weekly visits, we would talk and play cards, and she would share her experiences with me. As I grew older, I began to take more notice of the nursing staff at her care home. I noted how they were perpetually understaffed, but always working hard to provide for the patients in our small town, some of whom had lived in the area their entire lives, like my great-grandmother. When I was a teen, I decided to volunteer my free time at the care home. It gave me a chance to continue visiting my great-grandmother and the other residents I had befriended, and I was able to do some good and add a gold star to my resume. Not only that, I was able to get hands-on experience caring for senior patients, learning what is required of senior care and expanding my knowledge of their healthcare.

But while I was volunteering there, working with patients sparked my passion. As I prepared for the end of high school and started working on my college applications, I realized the answer to what I wanted to do was right in front of me. I wanted to go into healthcare.

One patient in particular—a long-time resident and friend of my grandmother’s—related to me a story I will never forget. She’d grown up on a dairy farm with four siblings, and often helped her parents with the chores. After a fall off a ladder where her brother broke his arm, she and her brothers and sisters were able to quickly fashion a homemade splint for him, having crafted them before to fix a calf’s broken leg. The splint held until they were able to get her brother to the nearest town doctor.

Working in the care home, speaking to the different residents about their memories and experiences, it was fascinating to hear how much medicine and healthcare had evolved over the years. It was inspiring to compare the 40 km trek my great-great-grandparents had undertaken to ensure their children could see a doctor, to having full-time care in their very own home today. And it forged a bond between myself and senior patients, who remind me of how far we’ve come, and the areas where we’re lacking and need improvement.

I want to become a doctor so I can continue the work of caring for the senior patients like my great-grandmother. As a volunteer, I’ve already been able to experience what it is like to work in a seniors’ care home, but I know as a fully-fledged medical doctor I will be able to step up in numerous ways. Seniors have specialized healthcare needs, and many of them have lived through the continuous evolution of the field of medicine, so they have experiences to share, too.

I believe I can bring this first-hand and hands-on learning with me into medical school. But I am also eager to deepen my medical knowledge and learn how to be the best doctor I can be. I know I will be an asset to this program and an excellent future example of the kind of physicians this program can produce.

A UCAS personal statement is part of your application to chosen medical schools. It’s an opportunity to express your passion for a field of study, and demonstrate the skills and experience you have that would be an asset to the profession.

A UCAS personal statement should answer the question: why do you want to be a medical doctor? It should include information on your personal motivations and experiences, as well as any professional experience in the medical field or extracurricular or volunteer activity relating to your motivation for applying.

UCAS personal statements should be around 550-600 words, or no more than 4,000 characters.

Personal statements should always include an introduction, a few body paragraphs, and a conclusion.

Yes! Proofreading is always important to make sure your essay is polished and free of errors. If an admissions committee sees you haven’t proofread your work, it may indicate you don’t have attention to detail or care for your work.

It depends on how quickly you write, but it generally will take more than a day. Before you start writing, you’ll need to brainstorm ideas, research the schools you plan to apply to, draft your essay and make time for rewrites and edits. This is why it’s best to start writing as soon as possible.

Focus on the information about the school’s culture, program curriculum and values. See how they align with your own values and experiences to see if it would be a good fit for you.

It depends on the program you’re applying to, but in general it is a requirement of most UK medical schools.

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Personal Statement: Motivation for Medicine

Introduction.

Possibly one of the most important questions that you need to address in your personal statement is “Why medicine?”. So what should you include in your personal statement to answer this and where should you write this?

Table of Contents

In a nutshell, there’s no right answer! Some students chose to include this in their introduction, while others chose to explore their reasons for choosing medicine later in their personal statement in its own paragraph. This is entirely down to personal preference, with no right of wrong answer, perhaps try doing both and see which flows better with the rest of your personal statement.

How do I show my motivation for medicine? 

There are a few key things to consider when thinking about why medicine, these include:

• Science –  Why do you like the academic side of medicine? Was there a key thing you studied that sparked your interest in medicine from the basic sciences at school?
• Caring – Why do you want to do a job where you care for people? Being a doctor is a “client facing” role, so why does this appeal to you?
• Experiences – have you had a certain experience that inspired you to do medicine? Maybe a personal story about your own health or someone close to you. Don’t worry if you haven’t or don’t want to share this, some students find it a very personal reason as to why they choose to pursue medicine rather than enjoying science and caring for others. 

Do many sure that you add personality to these three rather generic statements above. Most applicants to medicine were inspired to apply to medicine for the same reasons, by adding depth and personality it is just another way to make your personal statement stand out. 

Many people ask, should I say if anyone in my family are doctors – You can mention that you have doctors in your family, but you have to show the value of adding this. Think about if they did something inspiring that made you want to follow in their footsteps and become a doctor too, or perhaps your relative helped you see the day-to-day role of a doctor which you found something that appealed to you. An example of this could be: “By living with my uncle, who is a doctor, I have seen first hand how a doctor manages their work life balance”. 

Worked Examples

“I want to do medicine because it is a prestigious job, and I want to challenge myself academically with the opportunity to earn good money as a bonus”

This is a poor explanation, the student comes across as being driven by the title, prestige and money associated with medicine. 

“I love medicine, and have had a dream of going to medical school since young. Viewing my father’s life-depending operation at the age of 16, I was given an insight into the intricacies of a hospital, and the pressure-driven, yet intellectually engaging, environment of medicine”

The answer starts off a tad idealistic, and there is a concern that the stereotypical “life-changing” event will be used poorly. However, the student links his experience to what he gained and learnt from it, so it is a fairly good answer, albeit far from perfect.

“I enjoy the detailed scientific academia which intellectually stimulates and challenges me, alongside the human engagement involved in clinical practice”

This is a good answer, because it links together two different, but equally important, sides of medicine – scientific theory and clinical practice. 

“The fusion of science and society in medicine appeals to me, as the vocation combines the stimulating study of human anatomy with the practical application of this science in a clinical environment, with an altruistic objective.”

This example, although short, has demonstrated several reasons that the candidate wants to study medicine. 

Try to think about what you could say for the following key points:

• Interest in the human body
• Work experience
• Scientific news and journals
• Caring and helping others

By completing exercises such as this, you will be able to construct your answer for why medicine in your personal statement easily. This will also help you when it comes to preparing for medical school interviews. 

The key takeaway here is ensuring you don’t just list a few points – try and focusing on one or two and expanding. You need to integrate the fact that medicine is a fusion of science and social. Hopefully these tips will help you show to medical schools that they should interview you.

Frequently Asked Question

→what is a personal statement for medicine.

A personal statement for medicine is a written statement of your motivations and experiences that have led you to pursue a career in medicine. It is an essential part of your medical school application process that allows you to showcase your unique qualities and abilities to admissions committees.

→What should I include in my personal statement for medicine?

You should include your motivations for pursuing a career in medicine, any relevant experiences you have had in healthcare, research or volunteer work, and any personal qualities or traits that make you a strong candidate. You should also highlight any challenges you have faced and how you have overcome them.

→What is the structure of a personal statement for medicine?

A personal statement for medicine should have an introduction, body, and conclusion. The introduction should grab the reader’s attention and provide a brief overview of what the statement will cover. The body should contain the main content of your statement, including your motivations, experiences, and personal qualities. The conclusion should summarize your main points and reinforce your desire to pursue a career in medicine.

→How can I make my personal statement for medicine stand out?

To make your personal statement stand out, you should focus on highlighting your unique qualities and experiences that set you apart from other candidates. You should also showcase your passion for medicine and your dedication to making a positive impact in the field. Additionally, you should ensure that your statement is well-written and error-free.

→How should I approach writing my personal statement for medicine?

You should approach writing your personal statement for medicine by first brainstorming and outlining your main points. Then, you should focus on writing a strong introduction that grabs the reader’s attention and provides an overview of your statement. You should then develop the body of your statement, ensuring that each paragraph is focused on a specific topic. Finally, you should write a conclusion that summarizes your main points and reinforces your commitment to pursuing a career in medicine.

→How do I write a motivation letter for medical school?

When writing a motivation letter for medical school, you want to showcase your passion for medicine, your qualifications and experiences that make you a strong candidate, and your reasons for wanting to attend the specific medical school. Here are some tips to help you write a strong motivation letter:

Start with a strong opening statement that grabs the reader’s attention and sets the tone for your letter.

Discuss your academic qualifications and achievements, including any relevant coursework or research experience.

Highlight your experiences in the healthcare field, such as volunteering at a hospital or shadowing a physician. Discuss how these experiences have shaped your desire to pursue a career in medicine.

Discuss any personal qualities or traits that make you a strong candidate, such as your strong work ethic, leadership skills, or ability to work well under pressure.

Explain why you want to attend the specific medical school, highlighting any specific programs or opportunities that interest you.

Emphasize your commitment to making a positive impact in the field of medicine and how attending medical school will help you achieve your career goals.

Close with a strong conclusion that summarizes your main points and reinforces your passion for medicine.

Remember to proofread your letter carefully for grammar and spelling errors and to tailor your letter to the specific medical school you are applying to. With these tips, you can write a compelling motivation letter that showcases your qualifications and passion for medicine.

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• Personal Statement: Language and Tone

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Medicine Personal Statement Examples – Oxford (Alexander)

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Welcome to our collection of Medicine Personal Statement Examples! We’ve searched far and wide to find personal statements from successful applicants all around the UK and asked them to analyse the strengths and weaknesses of their work for your own inspiration. Today’s subject is from Alexander, who studies Medicine at the University of Oxford.

Alexander applied to study medicine in 2014 at 4 of the best medical schools in the UK, including Edinburgh and Sheffield . In the end, he received offers from both University College London and the University of Oxford , of which he chose the latter and began his studies in 2015.

Let’s read the personal statement that got him a place at Oxford, or skip straight to his feedback to learn what made his personal statement a success!

Please be aware that these examples are meant purely for the sake of inspiration, and should absolutely NOT be used as a model around which to base your own personal statement. UCAS have a rather strict system that detects plagiarism .

University of Oxford Medicine Personal Statement Example

Whole personal statement.

Life as a doctor is hard – long hours, demanding patients and a pressurised working environment. However you also have the tremendous privilege of helping people at their most vulnerable. This is what appeals to me about medicine.  

I have always been interested in science and health and used to enjoy listening to my grandfather talking about his experiences as a family doctor at the birth of the NHS. My parents are pharmacists, so healthcare has always featured in family conversations. It made me think that medicine would be a challenging yet rewarding career.  

Medicine reflects my academic interests. For instance, I am a keen follower of rugby and American Football and became intrigued by concussion. My EPQ allowed me to research the physiology of brain injuries, analyse scientific papers on the materials used in helmet construction and study the psychological impact of wearing helmets.  

Taking part in the Chemistry Olympiad and Cambridge Chemistry Challenge really tested my understanding and ability to apply the principles of chemistry to new and unique situations such as drug manufacture. I was particularly interested in the complexity of the processes that create some of our most basic, yet fundamental drugs.  

I am curious about medical research, so read ‘The Trouble with Medical Journals’ by former BMJ editor, Dr Richard Smith. It showed me how difficult it is to conduct studies that are wholly free from bias and conflicts of interest, and opened up an interesting debate about the role of pharmaceutical companies in funding clinical trials.  

My work experience has given me a great insight into life as a doctor. I organised a placement in an orthopaedics department, where I closely observed the whole process from admission and surgery to after-care. I saw how important communication was in all aspects of the department: having clear, defined roles in theatre, and using the right language to guide scared patients through complex procedures. I also witnessed first-hand one of the main challenges facing a doctor – dealing with uncooperative patients, yet still achieving a good outcome.  

My work as a volunteer at a dementia care home showed me some of the harsher realities of long-term illness and gave me a practical understanding of the effects of degenerative brain disease. I spent time talking to residents and keeping them company, including one who was a former matron. She could remember how to diagnose illnesses but could not remember when she last had a cup of tea. When I asked her about her time as a matron, she cried. I found this upsetting and it pushed me way out of my comfort zone. Initially I felt uncomfortable and did not know how to approach my time at the home. However I persevered and gained a new appreciation of the difficulties faced by both the elderly and those caring for them.  

A doctor must keep calm and make good decisions under pressure. On my Gold DofE expedition, I used my problem-solving ability to navigate out of a dense forest using only contour lines. At times the group became frustrated and started to argue. I took responsibility to try and resolve these difficulties by suggesting solutions in a non-confrontational manner.  

My passion outside work and college is cricket. I play as much as I can for several clubs and coach young people aged 4-15. I like the responsibility of influencing a young cricketer’s development. Coaching has enabled me to gain valuable experience in organising other people and become a better communicator. It can be frustrating, but worth it when you see how much they improve. I also help junior school children with their reading, which is richly rewarding but demands great patience.  

In summary: I enjoy science. I can relate to people. I am resilient and would relish an environment of lifelong learning. A career in a caring profession like medicine would be stimulating, meaningful, and provide me with the best opportunities to apply my knowledge to benefit others.

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University of Oxford Medicine Personal Statement Example Analysis

Now, let’s go section by section and see what Alexander has to say about what he wrote:  

INTRODUCTION

Introduction

I wanted to keep this introduction very simple and straightforward, which I believe I did well. I didn’t waffle about any life-changing events that made me decide to study medicine overnight, I just focused on an honest appraisal of my background that led me to consider medicine. It’s very direct, but I feel admissions teams prefer honestly over trying to create a massively blown-up story about something that is actually pretty simple. It saves time and space that can be used to thoroughly discuss my experiences and skills later on.

‘Life as a doctor is hard’ does sound a little cliché and cringy when I read it back all these years later. I wanted to create a catchy opening but instead, it just feels like I’m either moaning or explaining medical work to a child. In the second part, emphasising the medical background I come from may come across as I’m only doing medicine because my family do it/want me to do it. It is certainly worth mentioning, but I barely discuss how living with medical professionals has helped me develop my own skills and interests.

Lastly, and this is a reoccurring issue, why did I split this into two paragraphs? They both link together, but splitting this section in half makes each part feel less significant than if I had left them as one.  

I am curious about medical research, so read ‘The Trouble with Medical Journals’ by former BMJ editor, Dr Richard Smith. It showed me how difficult it is to conduct studies that are wholly free from bias and conflicts of interest, and opened up an interesting debate about the role of pharmaceutical companies in funding clinical trials.

I start off the main part of my personal statement by discussing my academics. Here, I found ways to relate the extra things I’d done at sixth form (EPQ, Olympiad, Trouble with Medical Journals) to medical topics and reflected on how they had helped me become a good medicine applicant. Again I kept the things I gained from them very simple, being very clear about exactly what I did and not trying to stretch the truth. Although I am trying to sell myself, I didn’t want to over-exaggerate my accomplishments as many admissions teams can see right through insincerity. Detailing my additional research is also a great way of demonstrating my interest in medicine in a practical and applicable way, rather than just describing life experiences that inspired me.  

Throughout these paragraphs, the writing sometimes comes across as a bit waffly, such as being intrigued by concussions because of rugby and American football. It’s a very random detail to mention and could have flowed more naturally into my EPQ. Instead of providing this surface-level information about myself, I could perhaps have given examples of what I’d learnt, although I did leave it slightly open to encourage interviewers to ask me about my EPQ at the interview. I do provide a better amount of depth when discussing the other topics here though.  

As for the paragraphing issue, this section is a bit more justifiable as each paragraph does tackle a separate topic. However, paragraphs this small do make the content feel less important or in-depth.

This is my discussion of work experience and volunteering work . Here, I was clear that I organised my orthopaedic work experience and dementia home volunteering myself, not that it was arranged for me. This may seem like an odd thing to point out, but it definitely shows a level of confidence and initiative that some applicants do miss (it was especially important for me considering my medical background, it would be very easy for the reader to assume my parents sorted something for me).  

Again, I didn’t over-exaggerate what I had done or learnt, I was very factual and let that speak for itself as I was confident it was good enough to be impressive. Even if it wasn’t the most impressive experience they had seen, the confidence in which I presented it gives it equal or greater value to work experience that has been dressed in over descriptive language.  

Paragraph-wise, this is actually a section I handled correctly in my opinion.  

Given how much I could have written about these two experiences, I unfortunately wasn’t as reflective as I should have been here. I had learned a lot from these experiences, but I only really discussed the surface-level skills I had learnt from them. There are many underlying lessons that I could have defiantly discussed in order to give this section a bit more power.  

I was a bit nervous about including the time I made a person cry, and how difficult I initially found the care home, but overall I think that it was important to show awareness that I’m not yet a perfect doctor/person, but at least I have been able to see an improvement in myself from the experience. This is a tactic that could backfire if you’re not fully confident, but as long as you can explain yourself in the interview, you’ll come off as a stronger candidate because of it.  

Here we have another pretty straightforward paragraph which only says what I myself did and doesn’t try and take too much credit. It ticks off some of the soft skills medical schools are looking for, again with examples that I could elaborate on further in the interview. The first sentence of this paragraph also serves to justify the inclusion of everything else I discuss here by linking everything back to medicine.  

In reality, it’s a bit of a filler paragraph to try and show I’ve got some other skills they are after. Nothing here is as strong as what I previously discussed, although it’s really not expected to. I certainly don’t feel it’s a particularly strong or stand-out paragraph like the previous one, but it serves its purpose of demonstrating some additional skills.  

I think this paragraph works well, showing both my extra-curricular interest in cricket and also how I’ve turned my passion for it into something that helps others, which sounds like a decent analogy to medicine. The personal statement isn’t just about medical abilities; universities also want students who are happy, healthy and likely to contribute to university life as a whole. This example perfectly encapsulates how I would be a fantastic university student!

Everything doesn’t need to be “all medicine, all the time”, but linking this topic to medicine would have definitely helped it feel more relevant in this personal statement. I just said that this sounds like a good analogy for medicine, so all I would have needed to do is point this out in a slightly more explanatory way. Looking at the wording and phrasing I used, “ I like the responsibility ” maybe sounds a bit sociopathic while “organising other people” is also a slightly odd phrase. The junior school reading is maybe something I could have expanded on further, to show a bit more breadth.

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This is a proper summary of my personal statement; it doesn’t contain any new information and brings everything from my personal statement together in just 3 lines. It comes across as very snappy and ends with a true reflection of why I want to study medicine. This is pretty much everything expected of a good quality conclusion.  

This is perhaps where I may become a bit overly confident describing myself with all those terms. Taken on its own, the paragraph does nothing to show how I can say these things about myself, but I have tried to demonstrate why I believe I have those qualities throughout my statement. So hopefully, in context, it sounded appropriate. I suppose it must have done or else I wouldn’t have gotten my offers.  

Final Thoughts

Throughout this analysis, I have made sure to point out several times that this statement is no-nonsense and straight to the point. It’s very factual, and I make a point of showing my qualities with evidence rather than just saying I am caring or I like science for example. I show a good breadth of experiences and am not afraid to speak about the bad ones, which shows I have a fuller picture of the highs and lows of a career in medicine. I wrote this knowing that whoever would end up reading would know far more than me about medicine and be far more experienced than myself, so I didn’t want to either talk down to them or sound like I was desperate to impress them. I’d say the biggest strength of this personal statement is its confidence. When writing, know what your strengths are and own up to your weaknesses while understanding that they don’t detract from your abilities unless you let them.  

Because I was applying to Oxford I put my academic achievements first, even though my strongest paragraphs were more in the middle. There were several things that I had done that I did not include, and perhaps I could have created more space by shortening some of the paragraphs to create space for them, to ensure I’m covering more of the skills and qualities medical schools are after. These are all structural issues, but I had a few issues with my writing style too. The confident writing approach is effective when done well, but it can fall flat when you make weird statements like my first line, or become a bit too cocky. There’s a balance to reach and, although you probably won’t perfect every line, you will need to most likely go through countless drafts to get it right.  

So there you have it! This personal statement helped Alexander earn 2 offers from two of the most prestigious medical schools in the country!

Everyone has different experiences and abilities, so you may not be able to relate to everything that was said in this personal statement. However, the information and advice provided by Alexander is universal and will help any applicant write a better personal statement!  

Be sure to check out more Medicine Personal Statement Analyses to see advice from all different kinds of applicants, including Ali Abdaal , another Oxbridge medical student! Or if you want to get started on your own statement, check out 6med’s Medicine Mastery Bundle for all the support and resources you’ll ever need for your whole application. 

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Medicine Personal Statement

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Your Personal Statement for Medicine is your chance to tell Medical Schools why you want to study Medicine and become a Doctor. With a successful Medicine Personal Statement, you’ll really stand out from the pool of other applicants.

What is a Medicine Personal Statement?

Your Personal Statement supports your UCAS Application. It’s designed to help Medical Schools choose the best candidates.

It gives you the chance to tell Admissions Tutors about the skills or qualities you have that are relevant to studying Medicine and being a Doctor – and write about your motivation to study Medicine .

Have a look at our Medicine Personal Statement examples from current Medical School students to get an understanding of the content and structure.

How Important Is It?

Medical Schools use Personal Statements in different ways.

You’ll find that some Medical Schools won’t pay much attention to it, while some will use it to shortlist candidates for interview . Some will also use it to form the basis of interview questions , so make sure your PS is interview-proof and doesn’t include anything you can’t justify or elaborate on.

If a Medical School is struggling to decide between two candidates, they may use the Personal Statement as a deciding factor.

You can learn more in our guide to how Medical Schools use your Personal Statement .

Make Sure You Stand Out

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How Long Should My Personal Statement Be?

Your Medicine Personal Statement needs to be 4,000 characters – which is around 500 words – over 47 lines.

What Should My Personal Statement Include?

Medicine Personal Statements should cover the following elements, so that Medical Schools can get to know you.

• Motivation — Why do you want to study Medicine and become a Doctor?
• Exploration — What have you done to learn about Medicine? For example: work experience , volunteering , wider reading or research
• Suitability — Why are you a good fit for Medicine?

Reflection should be a big part of your PS. When you’re writing it, don’t just list your work experience placements, academic achievements and extracurricular activities — reflect on key learning points and link everything back to qualities that are important for Medicine.

For more specific advice about what to include when you’re applying for Graduate Entry Medicine, check out this blog .

What Should My Personal Statement NOT Include?

When you’re writing your Personal Statement, try to keep it concise and avoid unnecessary information. After all, you only have a limited number of words!

Some common PS mistakes include:

• Giving a generic or clich éd reason for wanting to become a Doctor
• Writing about what you did for work experience, without offering any reflections on what you actually learned from the experience
• Claiming that you have a certain quality (e.g. empathy ) without backing it up
• Listing all of the extracurricular activities you do, without mentioning the skills they helped you to develop which are relevant to Medicine

Of course, it’s also important to check your PS for spelling mistakes and grammatical errors. Get it checked by someone else for a second opinion too.

When Should I Start Writing My Personal Statement?

Personal Statements need to be submitted before the UCAS deadline, which is typically a date in October for Medicine.

Don’t leave it until the last minute! It’s a good idea to start working on it during the summer break – perhaps after you’ve got your UCAT out of the way. If you leave it all until September or October, remember that you’ll be writing it alongside A-Level work and BMAT revision if you’re planning to sit the BMAT.

Start by reading some Medicine Personal Statement examples for inspiration. Then note down everything you can think of to cover your Motivation, Exploration and Suitability for Medicine. Perhaps check this content plan with someone like a parent to see if you’ve missed out anything important. After you have a clear plan, you can start writing your first draft.

How Should I Structure My Personal Statement?

The structure of your Personal Statement is a matter of personal preference, but we advise you to follow a format that covers the following points:

• Why you want to study Medicine and become a Doctor (Motivation)
• Work experience and/or volunteering – and what you learned from it (Exploration)
• Wider reading and study beyond your school curriculum (Exploration)
• Skills from extracurricular activities which are relevant to a Doctor’s skill set, e.g. leadership skills, communication skills, teamwork, etc (Suitability)
• Conclusion (Motivation)

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What Is Changing In The Future?

UCAS has announced that Personal Statements will be changing in the future. To make the writing process more structured, there are plans to provide applicants with a series of questions to answer.

These questions have not been confirmed yet, but UCAS says they are likely to cover areas such as:

• Motivation for the course
• Preparation for the course through learning and through other experiences
• Preparedness for student life
• Preferred learning styles
• Extenuating circumstances

According to UCAS, the changes will be introduced no earlier than 2024, for candidates applying for 2025 entry. Find out more here.

How Can I Get Help?

Getting feedback on your Personal Statement for Medical School is incredibly important.

You could ask a relative to read it, give you feedback on how it reads, and let you know if you’ve forgotten any big accomplishments that they can remember. Another option is to ask a friend or a teacher to have a read and tell you if it makes sense and gives a good impression.

You might also like to get professional help with your medical Personal Statement, since it’s such an important piece of writing.

Of course it’s important that you write it yourself, but getting advice and getting it reviewed can be incredibly beneficial. Some of the best options include:

• Get a Personal Statement Review by an Admissions Tutor
• Join a Personal Statement Workshop to get help crafting an excellent statement
• Focus on one-to-one help with Personal Statement Tutoring for your Medical School application

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How to Write a UCAS Personal Statement [With Examples]

James is senior content marketing manager at BridgeU. He writes and directs content for BridgeU's university partners and our community of international schools

What are the big challenges students should be aware of before writing their UCAS Personal Statement?

• The essential ingredients for writing a great Personal Statement
• How to write the UCAS Personal Statement [with examples]

Final hints & tips to help your students

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The UCAS Personal Statement can sometimes be a student’s only chance to impress a UK university. Read our in-depth guide to helping your students plan & write a winning application.

There are hundreds of articles out there on how to write a UCAS Personal Statement that will grab the attention of a UK university admissions officer.  

But if you’re working with students to help them perfect their Personal Statement in time for the  relevant UCAS deadlines , we can sum up the secret to success in three words.

Planning, structure and story. 

The UCAS Personal Statement is a student’s chance to talk about why they want to study for a particular degree, course or subject discipline at a UK university. 

As they set about writing a personal statement, students need to demonstrate the drive, ambition, relevant skills and notable achievements that make them a  suitable candidate for the universities they have chosen to apply to . 

But the UCAS Personal Statement requires students to write a lot about themselves in a relatively short space of time. That’s why lots of planning, a tight structure and a compelling story are essential if a student’s Personal Statement is to truly excel. 

As important deadlines for UK university applications grow closer, we at BridgeU have put together a guide, outlining some of the strategies and techniques to help your students to write a personal statement which is both engaging and truly individual.

Handpicked Related Content

Discover the simple steps that will boost the confidence of your native English speaking & ESL students alike in  University Application Essays: The 5 Secrets of Successful Writing .

As they begin to plan their Personal Statement, students may feel intimidated. It’s not easy to summarise your academic interests and personal ambitions, especially when you’re competing for a place on a course which is popular or has demanding entry requirements. In particular, students will likely come up against the following challenges.

Time pressure

Unfortunately, the Personal Statement (and other aspects of university preparation) comes during the busiest year of the student’s academic life so far.

Students, and indeed teachers and counsellors, must undertake the planning and writing of the personal statement whilst juggling other commitments, classes and deadlines, not to mention revision and open day visits!

Because there is already a lot of academic pressure on students in their final year of secondary school, finding the time and headspace for the personal statement can be hard, and can mean it gets pushed to the last minute. The risks of leaving it to the last minute are fairly obvious – the application will seem rushed and the necessary thought and planning won’t go into  making the personal statement the best it can be . 

Sticking closely to the Personal Statement format

The character limit which UCAS sets for the personal statement is very strict – up to 4,000 characters of text. This means that students have to express themselves in a clear and concise way; it’s also important that they don’t feel the need to fill the available space needlessly.  Planning and redrafting of a personal statement is essential .

Making it stand out

This is arguably the greatest challenge facing students – making sure that their statement sets them apart from everyone else who is competing for a place on any given course; in 2024 alone, UCAS received applications from 594,940 applicants. In addition, UCAS uses its own dedicated team and purpose built software to check every application for plagiarism, so it’s crucial that students craft a truly  original personal statement which is entirely their own work .

The essential ingredients for writing a great UCAS Personal Statement 

We’ve already mentioned our three watch words for writing a high quality Personal Statement.

Planning. Structure. Story. 

Let’s dig deeper into these three essential components in more detail.

Watch: How to Write a UCAS Personal Statement with University of Essex

Planning a ucas personal statement.

It might sound like a no-brainer, but it’s vital that students plan their Personal Statement before they start writing it. Specifically, the planning phase could include: 

• Students thoroughly researching the UK university courses they plan on applying to. 
• Deciding on what relevant material to include in their Personal Statement (we’ll cover this in more detail later on). 
• Writing an unedited first draft where they just get their thoughts and ideas down on paper. 

Structuring a UCAS Personal Statement

As we’ve discussed, the UCAS Personal Statement requires students to be extremely disciplined – they will be required to condense a lot of information into a relatively short written statement. This means that, after they’ve written a rough first draft, they need to think carefully about how they structure the final statement. 

A stand out Personal Statement will need a tight structure, with an introduction and a conclusion that make an impact and really help to tell a story about who your student is, and why they are drawn to studying this particular degree. 

This brings us nicely to our third and final ingredient…

Telling a story with a Personal Statement

The UCAS Personal Statement is a student’s opportunity to show a university who they are and how their life experiences have shaped their academic interests and goals. 

So a good Personal Statement needs to offer a compelling narrative, and that means making sure that a student’s writing is well-structured, and that every sentence and paragraph is serving the statement’s ultimate purpose –  to convince a university that your student deserves a place on their subject of choice. 

How to help your students start their UCAS Personal Statement

In order to ensure that a personal statement is delivered on time and to an appropriate standard, it’s essential to plan thoroughly before writing it. Here are some questions you can ask your students before they start writing:

How can you demonstrate a formative interest in your subject?

It may sound obvious but, in order for any UCAS personal statement to have the necessary structure and clarity, students need to think hard about why they want to study their chosen subject. Ask them to think about their responses to the following questions:

What inspired you to study your chosen subject?

Example answer:  My desire to understand the nature of reality has inspired me to apply for Physics and Philosophy

Was there a formative moment when your perspective on this subject changed, or when you decided you wanted to study this subject in more detail?

Example answer:  My interest in philosophy was awakened when I questioned my childhood religious beliefs; reading Blackburn’s “Think”, convinced me to scrutinise my assumptions about the world, and to ensure I could justify my beliefs.

Can you point to any role models, leading thinkers, or notable literature which has in turn affected your thinking and/or inspired you?

Example answer :  The search for a theory of everything currently being conducted by physicists is of particular interest to me and in “The Grand Design” Hawking proposes a collection of string theories, dubbed M-theory, as the explanation of why the universe is the way it is.

Asking your students to think about the “why” behind their chosen subject discipline is a useful first step in helping them to organise their overall statement. Next, they need to be able to demonstrate evidence of their suitability for a course or degree. 

How have you demonstrated the skills and aptitudes necessary for your chosen course?

Encourage students to think about times where they have demonstrated the necessary skills to really stand out. It’s helpful to think about times when they have utilised these skills both inside and outside the classroom. Ask students to consider their responses to the following questions. 

Can you demonstrate critical and independent thinking around your chosen subject discipline?

Example answer :  Currently I am studying Maths and Economics in addition to Geography. Economics has been a valuable tool, providing the nuts and bolts to economic processes, and my geography has provided a spatial and temporal element.

Are you able to demonstrate skills and competencies which will be necessary for university study?

These include qualities such as teamwork, time management and the ability to organise workload responsibly.

Example answer:  This year I was selected to be captain of the 1st XV rugby team and Captain of Swimming which will allow me to further develop my leadership, teamwork and organisational skills.

How have your extracurricular activities helped prepare you for university?

Students may believe that their interests outside the classroom aren’t relevant to their university application. So encourage them to think about how their other interests can demonstrate the subject-related skills that universities are looking for in an application. Ask students to think about any of the following activities, and how they might be related back to the subject they are applying for.

• Clubs/societies, or volunteering work which they can use to illustrate attributes such as teamwork, an interest in community service and the ability to manage their time proactively.
• Have they been elected/nominated as a team captain, or the head of a particular club or society, which highlights leadership skills and an ability to project manage?
• Can they point to any awards or prizes they may have won, whether it’s taking up a musical instrument, playing a sport, or participating in theatre/performing arts?
• Have they achieved grades or qualifications as part of their extracurricular activities? These can only help to demonstrate aptitude and hard work. 

How to write the UCAS Personal Statement [with examples] 

If sufficient planning has gone into the personal statement, then your students should be ready to go!

In this next section, we’ll break down the individual components of the UCAS Personal Statement and share some useful examples.

These examples come from a Personal Statement in support of an application to study Environmental Science at a UK university. 

Watch: King’s College London explain what they’re looking for in a UCAS Personal Statement

Introduction.

This is the chance for an applying student to really grab an admission tutor’s attention. Students need to demonstrate both a personal passion for their subject, and explain why they have an aptitude for it .  This section is where students should begin to discuss any major influences or inspirations that have led them to this subject choice. 

Example :  My passion for the environment has perhaps come from the fact that I have lived in five different countries: France, England, Spain, Sweden and Costa Rica. Moving at the age of 15 from Sweden, a calm and organized country, to Costa Rica, a more diverse and slightly chaotic country, was a shock for me at first and took me out of my comfort zone […] Also, living in Costa Rica, one of the most biodiverse countries in the world, definitely helped me realize how vulnerable the world is and how we need to take care of it in a sustainable manner. 

This opening paragraph immediately grabs the reader’s attention by giving the reader an insight into this student’s background and links their academic interests with something specific from the student’s personal backstory. 

Discussing Academic Achievements 

The next paragraph in this Personal Statement discusses the student’s academic achievements. Because this student has had an international education, they frame their academic achievements in the context of their personal background. They also cite useful examples of other curricula they have studied and the grades they have achieved. 

Example : 

Throughout my academic life I have shown myself to be a responsible student as well as a hard working one, despite the fact that I have had to move around a lot. I have achieved several other accomplishments such as a high A (286/300) in AS Spanish at age 15, and also completed a Spanish course of secondary studies for ‘MEP’(Ministerio de Educacion Publica), which is a system from Costa Rica.   

You’ll notice that this student doesn’t just list their achievements – their strong academic performance is always linked back to a wider discussion of their personal experiences. 

Showcasing Extracurricular Activities

As well as discussing academic achievements, a good Personal Statement should also discuss the student’s extracurricular activities, and how they relate back to the student’s overall university aspirations. 

By the third/fourth paragraph of the Personal Statement, students should think about incorporating their extracurricular experiences, 

Another valuable experience was when my class spent a week at a beach called ‘Pacuare’ in order to help prevent the eggs of the endangered leatherback turtle from being stolen by poachers who go on to sell them like chicken eggs. We all gained teamwork experience, which was needed in order to hide the eggs silently without scaring the mother turtles, as well as making it more difficult for the poachers to find them. 

When the poachers set fire to one of the sustainable huts where we were staying, not only did I gain self-awareness about the critical situation of the world and its ecosystems, I also matured and became even more motivated to study environmental sciences at university.

This is a particularly striking example of using extracurricular activities to showcase a student’s wider passion for the degree subject they want to study. 

Not only does this Personal Statement have a story about volunteering to save an endangered species, it also illustrates this applicants’ wider worldview, and helps to explain their motivation for wanting to study Environmental Science. 

Concluding the UCAS Personal Statement

The conclusion to a UCAS Personal Statement will have to be concise, and will need to tie all of a student’s academic and extracurricular achievements. After all, a compelling story will need a great ending. 

Remember that students need to be mindful of the character limit of a Personal Statement, so a conclusion need only be the length of a small paragraph, or even a couple of sentences. 

“ After having many varied experiences, I truly think I can contribute to university in a positive way, and would love to study in England where I believe I would gain more skills and education doing a first degree than in any other country.  “

A good Personal Statement conclusion will end with an affirmation of how the student thinks they can contribute to university life, and why they believe the institution in question should accept them. Because the student in this example has a such a rich and varied international background, they also discuss the appeal of studying at university in England. 

It’s worth taking a quick look at a few other examples of how other students have chosen to conclude their Personal Statement. 

Medicine (Imperial College, London) 

Interest in Medicine aside, other enthusiasms of mine include languages, philosophy, and mythology. It is curiously fitting that in ancient Greek lore, healing was but one of the many arts Apollo presided over, alongside archery and music.   I firmly believe that a doctor should explore the world outside the field of  Medicine, and it is with such experiences that I hope to better empathise and connect with the patients I will care for in my medical career. 

You’ll notice that this example very specifically ties the students’ academic and extracurricular activities together, and ties the Personal Statement back to their values and beliefs. 

Economic History with Economics (London School of Economics)

The highlight of my extra-curricular activities has been my visit to Shanghai with the Lord Mayor’s trade delegation in September 2012. I was selected to give a speech at this world trade conference due to my interest in economic and social history. […] I particularly enjoyed the seminar format, and look forward to experiencing more of this at university. My keen interest and desire to further my knowledge of history and economics, I believe, would make the course ideal for me.

By contrast, this conclusion ties a memorable experience back to the specifics of how the student will be taught at the London School of Economics – specifically, the appeal of learning in seminar format! 

There’s no magic formula for concluding a Personal Statement. But you’ll see that what all of these examples have in common is that they tie a student’s personal and academic experiences together – and tell a university something about their aspirations for the future.

Watch: Bournemouth University explain how to structure a UCAS Personal Statement

Know the audience

It can be easy for students to forget that the person reading a personal statement is invariably an expert in their field. This is why an ability to convey passion and think critically about their chosen subject is essential for a personal statement to stand out. Admissions tutors will also look for students who can structure their writing (more on this below). 

Students should be themselves

Remember that many students are competing for places on a university degree against fierce competition. And don’t forget that UCAS has the means to spot plagiarism. So students need to create a truly honest and individual account of who they are, what they have achieved and, perhaps most importantly, why they are driven to study this particular subject.

Proof-read (then proof-read again!)

Time pressures mean that students can easily make mistakes with their Personal Statements. As the deadline grows closer, it’s vital that they are constantly checking and rechecking their writing and to ensure that shows them in the best possible light. 

Meanwhile, when it comes to giving feedback to students writing their Personal Statements, make sure you’re as honest and positive as possible in the days and weeks leading up to submission day. 

And make sure they remember the three key ingredients of writing a successful Personal Statement. 

Planning, structure and story! 

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Personal statement examples by subject: complete list

Take a look at how other students have written their personal statements

When you're writing your university personal statement, a little inspiration can be handy.

On The Student Room, we have hundreds of real personal statements written by students when they applied for university in previous years.

You'll find all of these listed below, in order of subject. 

For more help with writing your personal statement, our personal statement section  is a good place to go. You can also find tips and discussion in the personal statement advice forum .

If you've already been to university, you can  add your own personal statement to the library  to help others.

And don't forget our sister site The Uni Guide , which has expert advice on getting your personal statement sorted.

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Top Rated Personal Statement Examples

Your personal statement needs to stand out from the crowd in order to be successful. Take a look at our best rated personal statements from our library of over 2,000 examples to understand how students have successfully applied for courses in the past.

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Full Guide to UCAS Personal Statement Changes

Nausheen Mohideen

Navigating the UCAS application process is a crucial step for any prospective university student in the UK, and the personal statement has always been a vital component of that journey.

Recently, UCAS announced significant changes to the personal statement format for students starting in 2026, aiming to streamline the application process and make it fairer and less stressful for applicants.

These updates have introduced a new structure, replacing the traditional form essay with a series of specific questions or prompts.

In this comprehensive guide, we will explore everything you need to know about these changes: what they entail, why they were made, and how you can effectively adapt to the new format.

Whether you’re a first-time applicant or reapplying, this guide will help you craft a compelling personal statement for 2026.

What is a UCAS Personal Statement?

A UCAS personal statement is a written piece that forms a key part of a student’s university application in the UK. It allows applicants to showcase their personality, academic interests, and motivations for choosing their specific course.

Traditionally, the personal statement has been an opportunity for students to highlight their strengths, skills, experiences, and any extracurricular activities that make them suitable candidates.

Its main purpose in the university admissions process was to provide a holistic view of the applicant beyond grades, allowing admissions officers to assess their potential fit for the course.

UCAS Personal Statament Changes from 2026

Starting in 2026, UCAS has revamped the personal statement section of university applications. Instead of the traditional 4000-character essay, applicants will now be asked to answer a set of specific questions or prompts.

This new structure aims to offer clearer guidance, lessen the stress of writing and create a more consistent and fair evaluation process for universities.

The revised format focuses on key aspects, such as reasons for choosing a course, relevant skills, and personal experiences. This approach is intended to streamline the application process, allowing students to provide more focused and concise answers that align with what the admission team are looking for.

According to the UCAS website , below are the prompts/questions that will replace the personal statement:

• Why do you want to study this course or subject?
• How have your qualifications and studies helped you to prepare for this course or subject?
• What else have you done to prepare outside of education, and why are these experiences useful?

A factor that remains the same after the personal statement changes is the character count which will remain at 4000 characters including spaces.

The personal statement still requires the student to highlight the reason for their interest in the course and include any other extracurricular activities and experiences taken up that make them fit for the course.

The key difference as mentioned above is the addition of questions that will help you better structure your personal statement.

Why Were The Changes Made?

The changes to the UCAS personal statement are being introduced to ensure fairness and inclusivity for all students, regardless of their background or experience with essay writing.

By using structured questions, the new format provides clear guidance, making it easier for all applicants to present their unique journeys, goals, and potential.

These questions help break down the personal statement into manageable sections, giving students a clearer idea of what to write about.

Who Was Consulted to Make These UCAS Personal Statement Changes?

To develop these changes, UCAS consulted a broad range of people, including over 1,200 UK and international students , 170 teachers and advisers, and representatives from more than 100 universities and colleges.

They also collaborated with governmental bodies, regulatory agencies, and charitable organisations across the UK. To ensure the new format’s effectiveness, an external research agency was engaged to test the template, guidance, and wording. Feedback showed that over half of the students found the new questions easy to complete.

Admissions teams appreciated the clarity for evaluating applications, while advisers believed the new format would help students provide more comprehensive responses, particularly benefitting those with less access to school support, like mature students.

What Are You Expected To Include in Your Personal Statement

The three new questions in the UCAS personal statement are designed to help you clearly express why you’re interested in the course you’re applying for, linking your academic and extracurricular experiences to your chosen field.

This is your chance to show admissions staff that you’re passionate, curious, and knowledgeable about the subject and that you have the skills and potential to thrive as a student.

Remember, an example can fit into more than one section—what matters is explaining why you’re including it and what you’ve learned from it. Focus on what makes your application unique and relevant to the specific course or university.

In conclusion, the changes to the UCAS personal statement mark a significant shift in the university application process, aiming to make it fairer, clearer, and less stressful for students.

This new format ensures that all students, regardless of their background or writing experience, have an equal opportunity to present their unique strengths and aspirations. As you prepare your personal statement, take advantage of the guidance provided, stay true to your experiences, and use this opportunity to showcase your genuine interest in your chosen field of study.

Follow us on Instagram @_homesforstudents and let us know your thoughts on these UCAS Personal Statement changes.

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UCAS personal statements | 10 ways to support your child

Applying to university can be a long and complex process as your child explores what and where they want to study, making decisions that will shape their future career and happiness..

Although this is a journey only they can take, you can offer both practical and emotional support as they prepare their application – and that includes helping them as they plan and write their personal statement.

What is a personal statement?

Why are personal statements important, what should a personal statement include, why must personal statements be unique, how can i help my child with their personal statement, tips for international parents.

A personal statement is a key element of your child’s UCAS application. Submitted online with their application, it’s a mini essay they must write that showcases their ambitions, skills and experience.

Even though they can apply to up to five courses at once in a single UCAS application, they only need to write one statement.

For your child, a personal statement is their first opportunity to impress a university with their passion and flair for their chosen degree. In their own words they can show what makes them the best candidate for the course. It can make their application stand out.

For admissions staff, a strong personal statement that shows your child’s suitability for their course and commitment to their chosen subject, can tip the balance in favour of making them an offer.

Your child has just 4,000 characters (including spaces) to create a well-rounded personal statement. It needs to be impactful and reflect their personal and academic journey. It should include:

• an engaging introduction that shows their passion for their subject, setting the tone for the rest of their statement
• their achievements and interests and how these have prepared them for their chosen course
• any relevant experience – from work experience to placements, internships and volunteering – especially if these relate to their course
• extracurricular activities that have helped them grow and learn and that demonstrate transferable skills such as resilience, teamwork, and leadership
• skills and personal attributes that make them a strong candidate
• their ambitions and career goals, and how their course will help them achieve their dreams
• a strong conclusion that shows they're ready for university life

A personal statement has to be your child’s own work. It must be unique to them. They shouldn’t copy anyone else’s statement or share their own.

UCAS has a dedicated verification team that checks applications and personal statements for fraud and similarities with previous applications. This includes similarities to text on the internet if, for example, an AI chabot has been used to generate the statement.

Any incidents are flagged and the relevant universities alerted, potentially stopping them from making offers.

The guidance from UCAS is simple: your child’s personal statement should be just that – personal and written by them.

Even though your child must write their own personal statement, there are things you can do to help them.

• Talk to them about why they want to go to university, their experiences, achievements and ambitions – it’ll spark ideas about what they want to include, and why.
• If they want to start writing straight away – great! It not, encourage them to make notes that they can come back to. But don’t let them leave it too long.
• Help them organise what they want to say into sections – it’ll allow them to focus on what’s most important to include.
• Once they’ve written a draft, offer to read it. You might be able to suggest improvements, spot grammar or spelling mistakes.
• Don’t over-edit their work. This is their personal statement, expressed in their words, not yours.
• Be encouraging – it could take several rewrites before they’re happy with their personal statement.
• Make sure they know the deadline for completing their personal statement.
• Some schools/colleges review students’ personal statements before submission. If this is the case, encourage your child to make the most of the feedback.
• Don’t be upset if your child doesn’t want your help. They’re growing up and this might be something they want to do on their own. Respect that. But if you know they’re running out of time, or suspect they’re floundering, ask them what you can do.
• Download our guide to writing a personal statement – it’s packed with helpful, practical tips, as well as insights from our staff about what admissions teams look for in personal statements.

Your child’s personal statement must be written in English so, if that’s not your native language, it can be difficult to support them practically. But there are still things you can do.

Encourage your child to research the UK university system, the requirements of their chosen course, and what universities are looking for in applicants. This will help guide the content of their personal statement.

UCAS’s official website features a range of resources to help your child plan and structure their personal statement. Once they’ve registered with UCAS and set up their online Hub, they’ll also be able to access a personal statement builder.

Online educational forums in your country can offer useful insights, while grammar and spell-checking tools can provide valuable language support.

Similarly, English-speaking friends or teachers familiar with the UCAS system can offer valuable feedback, and help your child’s abilities, dreams, and ambitions shine through in their personal statement.

Although we use the terms parent/child in this blog for simplicity, it is intended for anyone fulfilling a parenting role.

Published By Judith Charlton on 30/08/2024 | Last Updated 30/08/2024

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How to Write a Personal Statement for a Non-Medical Prescribing Course

• Independent Prescribing Course
• How to Write a Personal…

Table of Contents

Introduction

Prerequisites for the Course

Personal Statement Overview

Paragraph 1: Introduction and Context

Paragraph 2: Motivation

Paragraph 3: Your Experience

Paragraph 4: Scope of Practice

Paragraph 5: Key Skills for Prescribers

Paragraph 6: Conclusion

Tips for Writing Your Personal Statement

Writing a personal statement is a crucial step in applying for a Non-Medical Prescribing (NMP) course. This guide will help you craft a compelling personal statement that highlights your qualifications, experience, and motivation for becoming a prescriber.

Before you begin writing your personal statement, ensure you meet the following requirements:

• You must be a qualified healthcare professional eligible for the course (e.g., pharmacist, nurse).
• You need access to a Designated Prescribing Practitioner (DPP) . For nurses, you also need a Designated Prescribing Supervisor (DPS).

If you’re struggling to find a DPP or DPS, consider reaching out to professional networks or organizations that can assist in matching you with an appropriate mentor.

Your personal statement should:

• Be between 300 to 500 words long
• Include your scope of practice
• Link to relevant healthcare policies
• Demonstrate your readiness for the course

Remember, universities receive many applications, so it’s essential to make your statement stand out.

Structure of the Personal Statement

Start by addressing the current healthcare landscape:

• Mention the shortage of GPs and the NHS crisis
• Discuss how pharmacists or nurses are positioned to help
• Reference the NHS Long Term Plan or Workforce Strategy

Example: “With the current shortage of GPs and increasing NHS waiting times, pharmacists are uniquely positioned to assist in addressing the healthcare crisis. This aligns with the NHS Long Term Plan, which emphasizes the importance of expanding the roles of non-medical prescribers.”

Explain why you want to undertake the prescribing course:

• Discuss your desire to uplift your profession
• Mention job satisfaction and patient care
• Align your goals with the NHS vision

Example: “My motivation for pursuing this prescribing course stems from a desire to enhance patient care and contribute more significantly to my profession. By expanding my skill set, I aim to improve job satisfaction while aligning my career with the NHS vision of providing accessible, high-quality healthcare.”

Detail your relevant professional experience:

• Describe your current role and responsibilities
• Highlight how your experience has developed your skills
• Focus on communication, examination, and diagnostic skills

Example: “As a community pharmacist for the past five years, I’ve honed my communication and diagnostic skills through daily patient interactions. I regularly conduct medication reviews, offer lifestyle advice, and make referrals when necessary, all of which have prepared me for the increased responsibilities of a prescriber.”

Introduce and explain your chosen scope of practice:

• Specify the area you want to develop (e.g., respiratory conditions)
• Describe your current experience in this area
• Explain how you currently diagnose, manage, and treat within this scope
• Demonstrate your ability to differentiate between related conditions

Example: “I aim to develop my prescribing practice in respiratory conditions. Currently, I frequently encounter patients with respiratory issues in my pharmacy. I take detailed histories, perform basic examinations, and differentiate between conditions such as asthma, COPD, and respiratory infections. For instance, when a patient presents with a cough, I consider various possibilities including bronchitis, pneumonia, or even pulmonary embolism, referring or treating as appropriate.”

Discuss the essential skills for prescribers and how you possess them:

• Effective communication
• Reflective practice
• Critical analysis
• Evidence-based decision making
• Adherence to GPHC and RPS frameworks

Example: “I recognize that effective prescribers must possess strong communication skills, practice regular reflection, and engage in critical analysis of evidence. My experience has honed these skills, and I am committed to practicing in line with the GPHC standards and the RPS Competency Framework for Prescribers.”

Wrap up your statement by:

• Expressing your interest in the specific university
• Summarizing why you’re a strong candidate for the course

Example: “I am excited about the opportunity to join [University Name]’s prescribing course, known for its excellent reputation in pharmacy education. With my experience, skills, and dedication to improving patient care, I believe I am well-prepared to undertake this challenge and contribute positively to the prescribing community.”

• Be concise and clear in your writing.
• Use specific examples to illustrate your points.
• Proofread carefully for grammar and spelling errors.
• Tailor your statement to the specific university and course.
• Be honest and authentic in your expression.
• Demonstrate your understanding of the responsibilities of a prescriber.

Writing a strong personal statement is crucial for your application to a Non-Medical Prescribing course. By following this structure and including relevant details about your experience, motivation, and understanding of the role, you can create a compelling case for your admission. Remember to showcase your unique qualities and commitment to patient care throughout your statement.

Author:  Faheem Ahmed

Pharmacist Prescriber, 2x Award-Winning Pharmacist, Pharmacy and Clinic Owner, Founder of MEDLRN and loves sharing his experience with pharmacists.

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Helping your child write a great personal statement

Advice for parents, guardians and carers.

• How to fill in the UCAS application
• Supporting your child with writing their personal statement for 2026 entry
• What happens once UCAS gets an application?
• Parent, Guardian and Carer Guide
• Key dates and the application journey
• Planning their future
• Researching options
• Revision tips and how to manage exam stress: a guide for parents and guardians
• Alternatives to university
• How to pay for uni
• International student finance
• Bills, budgeting and preparing for uni
• Finding university accommodation
• Making new friends and dealing with homesickness
• Parents Evening: The UCAS parent series

For most applicants, it will be the first time they’ve had to write reflectively about themselves. Taking a positive approach, and leaving enough time to do a good job, really can make your child’s application stand out from the crowd.

The personal statement format is changing for 2026 entry. If your child is applying to start their studies in 2026, we have updated guidance to help you support them.

Personal statement guidance for 2026 entry

parents-personal-statement-tool-cta.jpg

Our personal statement tool.

Help your child think about what to write and how to structure it, with UCAS’ personal statement tool – available in the UCAS Hub.

Not only is it a great tool to get them thinking about what they should be writing about, but it also tracks the characters they use, making sure they keep to the 4,000 limit.

The UCAS Hub  

Getting started.

To get started, encourage your child to:

• think about what makes them interesting, and what makes them stand out in a positive way
• write down a whole load of words – anything that shows why they’re excited about the course(s) they’re applying for
• remember why they chose the subject
• list work experience or other activities as supporting evidence, to show why they’d make a great student
• think about skills they could use on the course, such as leadership, communication, and time management
• ask you, their teacher, and their friends for ideas and feedback
• is relevant and focused – don’t waste the 4,000 characters
• uses clear, plain English
• avoids clichés
• is original – UCAS’ software scans all personal statements for plagiarism
• is redrafted multiple times until it’s right

Pulling it together

Taking all those ideas, and structuring them into a perfect personal statement of up to 4,000 characters, is the next step.

Four key parts to a good personal statement:

• First part – a punchy opening paragraph, showing their excitement for and understanding of the course. What makes them want to study it over any other course?
• why it interests them
• why they’re suitable (relevant skills, work experience, and inspirational moments) 
• any activities they’ve taken part in that demonstrate their interest in the course or subject area
• achievements they’re proud of
• positions of responsibility they’ve held
• attributes that make them interesting, special, or unique
• Closing paragraph – a concise statement which leaves the reader with a clear understanding of why they are perfect for the course.

Help your child stand out from the crowd

There’s a lot more to a university – or a job – application than academic achievements.

Admissions tutors and employers want to see how applicants have built up skills and experience outside of their studies too.

Work experience and internships

Work experience looks great on a personal statement, but only if your child can reflect on what they learnt from it, and how it’s relevant to the course they’re applying for.Using a real work experience example to answer the all-important question ‘why should we give you a place on this course?’ is bound to impress. For those looking to study medicine, for example, work experience that shows an interest in caring professions would be valuable – like nursery, preschools, or care home experience.

Work experience doesn’t always have to be in a relevant industry – at this stage, just gaining some experience in the workplace is more important.

Getting some professional experience, ideally relevant to your child’s chosen industry, will be looked on favourably by employers, and will help them decide if a particular career is right for them.

Part-time work

A Saturday job in a shop can demonstrate potential to admissions tutors. Encourage your child to be specific and describe a situation they’ve dealt with. How did they handle the situation? What did they learn? Get them to keep it relevant to the course, and describe how the skills link to their degree work. If they’ve developed strong communication skills as a result of interacting with customers, they should mention how they would put them to good use when presenting ideas in seminars, for example.

A part-time job can equip them with transferable skills, show they can balance work with their studies, and help cover living costs.

Volunteering

Doing voluntary work at a younger age shows that an applicant has drive. It's often a good way of building up communication and interaction skills too, so help your child reflect on these in their personal statement.

Volunteering could give your child the opportunity to gain more hands-on experience in a particular role than they would in a part-time job, or even through work experience. Many smaller charities are willing to give students more responsibility, as they don’t have the funds to pay lots of staff.

Clubs and hobbies

Talking about other interests or hobbies helps inject some personality into their statement. Before it goes in, they should ask themselves ‘so what?’. Less can sometimes be more – only include an example if it’s relevant.

The key words here are moderation and motivation. They should be picky, and avoid the temptation to sign up to everything in freshers’ week. It’s far better to actively contribute to one or two societies or initiatives so they have something more meaningful to put on their CV and job applications.

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Electronic and Electrical Engineering (Industrial) MEng, BEng

Year of entry 2025, open days 2024.

Bookings for our October 2024 Open Days are now open. Book now

Course overview

We live in an age where electronic and electrical products play a crucial role in almost every aspect of our lives. From the evolution of smartphones to the development of wind turbines, electronic and electrical engineers are at the forefront of providing technological advances that not only continue to innovate the world but also address many of the biggest challenges faced by society today.

Some of the world’s largest industries such as healthcare, energy and construction rely heavily on the creative and technical skills of electronic and electrical engineers to deliver sustainable solutions for the future — which is why this is such a relevant discipline and hugely sought after by many reputable organisations worldwide.

Studying electronic and electrical engineering at Leeds will equip you with the fundamental concepts and new skills used by modern engineers, taught by academics who are leaders in their fields. This will give you the key knowledge and experience you need to begin your career in this challenging, yet rewarding, field.

Industrial placement year

This programme gives you the opportunity to undertake a paid industrial placement year as part of the course. Our close industry links give you the platform to apply to a number of major organisations such as GKN Automotive Innovation Centre, Leonardo MW Ltd. and Diodes Incorporated.

Why study at Leeds:

• This course is accredited by the Institution of Engineering and Technology.
• Our School’s 100-year globally-renowned research activity has been responsible for engineering new technologies and creating pioneering industry-driven developments and feeds directly into your course, shaping your learning with the latest thinking.
• Enhance your career prospects and give your CV that competitive edge before you graduate with our industrial work placement opportunities. Our close industry links have given previous students the chance to work at — and build professional relationships with — organisations such as Amazon, Rolls-Royce and Sony.
• Experience expert teaching delivered by a programme team made up of academics and researchers who specialise in a variety of electronic and electrical engineering disciplines.
• Enjoy a more practical approach to learning, with access to our specialist facilities during your project work, including lecture theatres and labs featuring industry-standard equipment and the latest technology.
• Make the most of your time at Leeds by joining our student society ShockSoc where you can meet students on your course, attend high-quality technical visits, enjoy social events and get the chance to put theory into practice by participating in our own Robot Fighting League (RFL). Watch our RFL video to find out more.

Integrated Masters

Learn more about what an integrated Masters is and how it can benefit your studies and boost your career.

View this video on Bilibili .

Accreditation

Institution of Engineering and Technology (IET)

Accreditation is the assurance that a university course meets the quality standards established by the profession for which it prepares its students.

This course is accredited by the Institution of Engineering and Technology (IET) on behalf of the Engineering Council .

This integrated Masters programme (MEng, BEng) is accredited for the purposes of fully meeting the academic requirement for registration as a Chartered Engineer (CEng).

Course details

This course offers you the chance to learn the core fundamentals across electronic and electrical engineering, with a range of optional pathways, meaning you can tailor your degree to what interests you the most.  

You’ll develop your knowledge of the mathematical and scientific principles that underpin electronic and electrical engineering, as well as key topics like circuit design and communications networks. Specialist modules will allow you to build on this foundation in areas like power electronics, digital electronics, semiconductors and electric machines. 

Ethics plays an integral role in the engineering practices of today, which is why you’ll study engineering ethics as part of your course. You’ll be taught by academics from the Inter-Disciplinary Ethics Applied Centre, as well as your lecturers, covering a wide range of topics such as professionalism and codes of conduct, corporate social responsibility, engineering and responsibility, ethics in innovation and research ethics.

The ethics training will advance your critical thinking, communication and creative problem-solving skills which are crucial to employers, but it will also help you identify and respond effectively to ethical dilemmas that you may encounter in your professional life in the engineering industry.

Each academic year, you'll take a total of 120 credits.

Course Structure

The list shown below represents typical modules/components studied and may change from time to time. Read more in our terms and conditions .

For more information and a list of typical modules available on this course, please read Electronic and Electrical Engineering (Industrial) MEng, BEng in the course catalogue.

Course structure

The list shown below represents typical modules/components studied and may change from time to time. Read more in our terms and conditions.

Years 1 and 2

The first two years lay the foundations of your studies and give you a thorough understanding of key topics.

You'll learn about the physical principles that affect the function of electronic components and electrical systems, as well as circuit theory, digital electronics and embedded systems. You'll study communications systems, power electronics and modules designed to improve your mathematical skills for engineering.

Year 1 compulsory modules

Circuit Analysis and Design – 20 credits

You'll be introduced to key electronic components, the basic concepts of electronic circuit analysis and design, and the basic principles of electronic circuit test and measurement.

Physics of Electronic Devices – 20 credits

During this module, you'll learn about the fundamental physical concepts that underpin the design and operation of electronic devices and electrical systems.

Introduction to Communication Systems – 20 credits

This module introduces you to the fundamentals of communication systems and how the internet works. You’ll learn about the different building blocks and protocols that are used to implement both wired and wireless communication links. You'll also build the skills to apply programming tools (MATLAB) to model communication signals and systems.

Digital Electronics and Microcontrollers – 20 credits

You’ll be introduced to the fundamentals of digital electronics, logic circuits, C++ and microcontrollers. You’ll gain insight into the development, simplification and simulation of combinational and sequential logic circuits, and develop an understanding of their place within typical microcontroller architectures. You’ll also learn how to interface with various electronic components and develop your own project-based embedded system.

Introduction to Engineering Mathematics – 20 credits

Develop your knowledge and understanding of the key mathematical principles necessary to underpin your education in engineering. On completion of this module, you should be able to apply mathematical methods, tools and notations to the analysis and solution of engineering problems.

Algorithms and Numerical Mathematics – 10 credits

You’ll explore the concepts of logical algorithm design and numerical mathematics, and the application of logical algorithms to solve numerical mathematics problems in engineering. Application includes practical implementation in the form of programming logical algorithms.

Electronic Design Project – 10 credits

Develop essential skills in interpreting circuit diagrams, building the corresponding physical prototype and using laboratory instruments to test and evaluate the circuit. You'll also have an opportunity to learn important practical laboratory skills and engage in a team design project.

Year 2 compulsory modules

Electronic Circuit and Systems design – 20 credits

Gain the necessary skills and knowledge to design and build a variety of electronic circuits and systems. Throughout this module, you’ll learn the concept of ‘signal conditioning’ and practical implementation of amplifiers, filters and signal detectors, focusing on the real characteristics of operational amplifiers and the behaviour of circuits and components at high frequencies. The module also explores the use of analogue to digital conversion in the context of embedded systems, digital interfacing from a circuit-design perspective, such as logic level compatibility and load switching, and the most common serial communication protocols used in modern digital circuits. The module concludes by considering interference, power supplies, thermal management, ‘modularity’ and ‘fail-safe’ circuit design approaches and the ethical considerations around obsolescence in product design.

Transistors and Optoelectronic Devices – 20 credits

Develop your knowledge and understanding of the properties of the semiconductor materials and devices used for transistors and optoelectronic devices. You'll gain an understanding of the principles of semiconductor physics, including an introduction to quantum mechanics and the design and analysis of important representative devices.

Communications Theory – 20 credits

You’ll cover fundamental concepts, models and principles related to the field of communication, using analytical tools for the design of modern communications systems, including Fourier analysis and signal processing, as well as the statistical treatment of signals. The module aims to provide you with a theoretical framework for understanding various aspects and components of communication systems and technologies.

Embedded Systems Project – 20 credits

This module will challenge you to design a prototype product within a tightly constrained set of software tools and hardware components. You’ll be equipped to proficiently write, compile, run and debug C++ programs using standard techniques. It involves implementing diverse embedded software techniques on microcontrollers, emphasising the refining of diverse project skills in embedded systems design projects. The major objective is to develop proficiency in programming a state-of-the-art microcontroller to interface with sensors/actuators and a display, as required. You’ll also learn project management and presentation skills.

Microprocessors and Programmable Logic – 20 credits

Building on the digital electronics covered in year 1, you'll be taught how to implement digital designs onto programmable hardware using industry-standard tools, as well as simulate and verify designs before and after implementation. This module covers the study of microprocessors and FPGAs, providing a deep insight into computer architectures. Starting from transistors, you’ll learn how to design your own computer and how to write computer programs in assembly language and binary machine code. You’ll gain hands-on experience with industry-standard FPGA tools which will enhance your employability by developing practical skills in Verilog.

Power Electronics – 20 credits

Develop the appropriate analytical skills and knowledge to design electrical power converters whilst gaining an understanding of power electronic conversion techniques, including the basic converters (DC-DC, AC-DC and DC-AC). You’ll learn the methods of circuit analysis applicable to switched mode circuits and become familiar with the properties of the relevant semiconductor devices.

You'll take more specialised modules that focus on topics such as digital communications, power systems and RF and microwave systems and circuits.

Compulsory modules

RF and Microwave Systems – 20 credits

Learn the principles of high-frequency electronic systems and the theory and practice of modern radiofrequency (RF) and microwave circuit design.

Electric Machines – 20 credits

Get introduced to the principles of electromechanical conversion with a focus on both DC and AC electric machines. This module covers the operation of electric machines, starting from basic electromechanical conversion principles to their numerous applications and visiting different machine types and designs. You’ll be equipped with the necessary skills to select and analyse appropriate electric machines for different applications.

Control Systems – 20 credits

Gain an understanding of the theory and practice of control systems, including linear systems analysis using Laplace transforms and transfer functions, the transient response of feedback systems and stability criteria.

Individual Engineering Project – 40 credits

The Individual Engineering Project module is a simulation/hands-on experience that allows you to apply your engineering knowledge to investigate a real-world problem through a major independent technical project. You're expected to plan, design and execute the project, demonstrating your ability to manage time and resources effectively. You’ll be under the supervision of an academic specialist who’ll support and guide you throughout. The project encourages independent thinking, problem solving and the application of theoretical knowledge to identify a solution. This module is a significant component of an engineering degree, reflecting the practical, applied nature of the field.

Professional Studies – 10 credits

Explore the key aspects of working in a professional engineering environment and managing engineering activity. You’ll develop a good understanding of the importance of engineering to society as well as the need to consider ethical, societal and environmental issues that accompany new technologies. You’ll also learn about other topics relating to professional engineering such as quality management, risk management, innovation management, finance, intellectual property and data protection.

Optional modules (selection below indicative of typical options)

Choose one of the following optional modules.

Digital Media Engineering – 10 credits

Learn the principles of digital audio, images and video, and digital content transmission systems.

Digital Communications – 10 credits

You'll be introduced to the key principles of advanced digital communications systems, including pulse shaping, channel characteristics and multiple-access techniques in cellular mobile and optical communications systems.

Electric Power Systems – 10 credits

Learn about the fundamentals of power system modelling, analysis and operation. You’ll build an understanding of the various layers and components in modern power networks and how power systems are operated.

You’ll have the opportunity to apply to spend a year in industry. A work placement is an invaluable opportunity to transfer your learning into a practical setting, applying the knowledge and skills you’ve been taught throughout your degree to real-world challenges – in a working environment. It’s important to note, work placements are not guaranteed.

You'll be able to further specialise your learning, choosing optional modules through your pathway in topics such as medical electronics, using renewable sources to generate electric power and wireless communications systems. You'll also undertake a substantial research project to apply what you have learned and gain knowledge of the electronics industry to help prepare you for professional life.

You'll have the opportunity to work with your supervisors throughout the project, who will be experts in their particular research area.

Recent projects include:

• Autonomous search-and-rescue robot
• 4G mobile system simulation
• Aviation flight tracking receiver
• Quadrocopter surveillance drone
• Walking School Bus

Modern Industry Practice – 15 credits

Professional engineers need to have a sound knowledge of how the engineering industry operates, including the different roles within companies, the operation of supply chains, legal and contractual issues and much more. This knowledge is vital for individual career planning. This module aims to help you develop a detailed understanding of the global engineering industry and will assist you in making appropriate career plans. You’ll learn about diverse roles within the workplace, focusing on topics such as personal development, CV writing and the recruitment process. You'll cover research, innovation and entrepreneurship in engineering, with emphasis on the practical aspects of working in industry through case studies and company profiles. Ethical considerations, professionalism and sustainability also feature in this module, including the ethics of AI within the broader context of sustainability, systems engineering and innovation.

Team Engineering Project – 45 credits

In this Team Engineering Project, you’ll work in a group of 3 or 4 to investigate and define a problem, utilising your technical knowledge gained in previous years of study to identify a solution. Work will be split into individual parts whilst coming together as a team. You’ll present your findings through both verbal and written communication, supervised by an academic specialist who’ll support and guide you throughout. Whilst this module will develop your teamworking skills, you’ll also be encouraged to use your own initiative and self-organisation, too. It's a chance to build your self-confidence and experience in industry, working on a technical project that replicates a real-world challenge that you may encounter in your future career when you graduate.

Optional modules through pathways (selection below indicative of typical options)

You will study four modules from one of the pathways below.

Electronic Engineering pathway module options:

Integrated Circuit Design – 15 credits

This module explores VLSI design, covering principles, combinational and sequential logic representations and circuit implementation. You’ll delve into the electrical properties of silicon logic, MOSFETs, and switch-level elements, utilising mathematical models for informed design decisions. The curriculum extends to physical design, layout, modularisation and the application of CAD tools for complex VLSI system analysis. Memory devices and circuits are elucidated, incorporating principles of architectural and system-level design involving interconnects, data flow and synchronisation. This approach equips you with practical skills for tackling VLSI design challenges.

Control Systems Design – 15 credits

This module covers the analysis and design of control systems. You'll develop knowledge and build an understanding of linear systems, enabling you to analytically investigate control systems and simulate them using computer tools. You’ll have the opportunity to design and evaluate PID and compensator-based controllers using several analytical techniques. You’ll also be introduced to the principles of digital control systems and methods for their implementation.

FPGA Design for System-On-Chip – 15 credits

Explore the use of Hardware Description Language (HDL) for designing digital circuits and the industry-standard software tools used for the implementation of reprogrammable digital logic circuits using FPGAs. You'll be provided with a hardware platform to explore and test the concepts learned. Examination is conducted predominantly through small group mini project work.

Embedded Microprocessor System Design – 15 credits

This module explores the use of microprocessors in a System on Chip (SoC) environment and uses the C-language and industry-standard software tools for implementation on an advanced Arm A9 Processor. This module provides an opportunity to develop your skills in the use of contemporary design tools which support the optimisation of embedded processor architectures. You'll use a hardware platform to explore and test the concepts learned. You’ll be assessed through an open-ended mini project, undertaken in small groups, giving you the opportunity to demonstrate the key skills and techniques you’ve developed in the class.

Medical Electronics and E-Health – 15 credits

You’ll gain knowledge and understanding of how electronics technology is used in medical applications and healthcare, and to consider a range of likely future developments in this field.

Communications Engineering pathway module options:

Wireless Communications Systems Design – 15 credits

Explore the principles which govern the physical layer of modern wireless communications systems, including the software tools needed to design and evaluate the systems and sub-systems which form a wireless communications system.

Cellular Mobile Communication Systems – 15 credits

You’ll study the operating principles of a broad range of cellular mobile systems and consider the challenges and direction of future developments in cellular mobile systems.

Digital Signal Processing – 15 credits

You’ll cover the fundamental principles of digital signal processing, building the skills to apply DSP techniques to a broad range of signal processing problems. This module explores the core principles of digital signal processing (DSP), covering a spectrum of applications in communications. You’ll explore the mathematical theories of DSP for both analysis and design, applying these techniques to process signals from random processes. The curriculum evaluates the advantages and disadvantages of various DSP implementations and elucidates how DSP algorithms can optimise the performance of cellular mobile radio systems. By fostering a deep understanding and practical application, this module equips you with valuable insights into the diverse aspects of DSP in communication contexts.

Optical Communications Networks – 15 credits

Learn about the essential elements of modern optical networks, which will provide you with knowledge of the optimisation methods used in optical network design, and the performance of optical fibre communication systems.

High Speed Internet Architecture – 15 credits

You’ll be provided with a basis for understanding, appreciating, and performing practical research and development in networking with a special emphasis on Internet routers and switches. It covers topics on the design, analysis, and performance evaluation of a wide range of network architectures, switches and Internet routers. You'll learn the architectural evolution of routers and switches, analyse their performance and hardware cost and gain insights into their limitations.

Data Communications and Network Security – 15 credits

Gain the knowledge and understanding of data communications networks and their use in a range of applications and to consider the need for network security and appropriate security measures.

Electrical Engineering pathway module options:

Smart Grid Analysis – 15 credits

Get introduced to the concepts behind future sustainable electricity systems. You’ll gain a knowledge and understanding of the issues relating to the integration of distributed generators (including renewable sources), their control and protection methods, and tools to analyse their impact on the grid.

Power Electronics and Drives – 15 credits

You'll have the opportunity to explore the applications of power electronics for machines and other conventional electrical systems. You'll gain skills in analysing, designing, simulating and evaluating power converters for the control of various applications.

Electric Power Generation by Renewable Sources – 15 credits

Gain knowledge of sustainable electrical power generation using renewable energy harvesting technologies, with particular emphasis on electrical solar and wind power generation.

Electric Power Generation and Distribution – 15 credits

This module gives you an understanding of the various layers and components in modern electric power networks, of how power systems are operated in technical and economic terms as well as of the technological changes power systems will be facing in the years to come.

Project work

Every year of your course gives you hands-on experience of project work . This gives you the opportunity to explore your subject further as well as developing valuable skills in problem solving, communication and teamwork.

Learning and teaching

As an engineering student at Leeds, we ensure that you benefit from a wide range of teaching methods, including lectures, workshops, small group tutorials and practical lab work.

Laboratory classes and project work allows you to gain first-hand experience investigating and applying material from your lectures and tutorials to real-life work situations. Together, they will equip you with in-depth knowledge, key practical skills and transferable skills that will help you secure a graduate job. Our close links with industry also mean that you have direct contact with industry and potential employers from an early stage in your course.

You’ll be assigned an academic personal tutor to guide you through your studies, and you’ll receive support from fellow students through our peer mentoring scheme. Peer mentors are students who are on your course but are in years 2 and 3. They’ll help you when you arrive at university and throughout your first year. You’ll meet your peer mentors during your first week for a social activity.

On this course you’ll be taught by our expert academics, from lecturers through to professors. You may also be taught by industry professionals with years of experience, as well as trained postgraduate researchers, connecting you to some of the brightest minds on campus.

Most modules are assessed by more than one component. These components can include written examinations held at the end of each year, in-class and online tests, example sheets, assignments, and coursework in the form of reports, projects, presentations and posters.

Entry requirements

A-level: AAA including Mathematics.

Where an A-Level Science subject is taken, we require a pass in the practical science element, alongside the achievement of the A-Level at the stated grade.

Excludes A-Level General Studies or Critical Thinking.

Extended Project Qualification (EPQ), International Project Qualification (IPQ) and Welsh Baccalaureate Advanced Skills Challenge Certificate (ASCC): We recognise the value of these qualifications and the effort and enthusiasm that applicants put into them, and where an applicant offers an A in the EPQ, IPQ or ASCC we may make an offer of AAB at A-Level (any required subjects such as Mathematics must still be at grade A).

GCSE: English Language at grade C (4) or above, or an appropriate English language qualification. We will accept Level 2 Functional Skills English in lieu of GCSE English.

Alternative qualification

Access to he diploma.

Pass 60 credits overall with 45 credits at Level 3, 30 credits with Distinction (including an appropriate number Mathematics modules) and the remaining 15 credits with Merit or above.

D*DD (RQF) with Distinctions in all Mathematics units including Maths and Further Maths (and/ or other appropriate maths units) plus a diagnostic Maths test. Some units may be optional on your BTEC but are required by the Faculty. Please contact us for further information.

Please note – there may be different requirements for the older QCF BTEC’s, please contact Admissions.

Cambridge Pre-U

D3, D3, D3 including Mathematics.

International Baccalaureate

18 points at Higher Level to include 5 in HL Mathematics: Analysis and Approaches or 6 in HL Mathematics: Applications and Interpretation

Irish Leaving Certificate (higher Level)

H1 H2 H2 H2 H2 H2, including Mathematics.

Scottish Highers / Advanced Highers

AA at Advanced Higher level, including Mathematics and AABBB at Higher Level.

Other Qualifications

Engineering Diploma: A (plus A-level Mathematics at grade A or above).

Read more about UK and Republic of Ireland accepted qualifications or contact the School’s Undergraduate Admissions Team.

Alternative entry

We’re committed to identifying the best possible applicants, regardless of personal circumstances or background.

Access to Leeds is a contextual admissions scheme which accepts applications from individuals who might be from low income households, in the first generation of their immediate family to apply to higher education, or have had their studies disrupted.

Find out more about Access to Leeds and contextual admissions .

Typical Access to Leeds A Level offer: ABB including Mathematics and dependant on successful completion of the Access to Leeds Scheme.

For alternative qualification offers please contact the admissions team.

International

We accept a range of international equivalent qualifications . For more information, please contact the Admissions Team .

International Foundation Year

International students who do not meet the academic requirements for undergraduate study may be able to study the University of Leeds International Foundation Year. This gives you the opportunity to study on campus, be taught by University of Leeds academics and progress onto a wide range of Leeds undergraduate courses. Find out more about International Foundation Year programmes.

English language requirements

IELTS 6.0 overall, with no less than 5.5 in each section. For other English qualifications, read English language equivalent qualifications .

Improve your English If you're an international student and you don't meet the English language requirements for this programme, you may be able to study our undergraduate pre-sessional English course , to help improve your English language level.

UK: To be confirmed

International: £32,250 (per year)

Tuition fees for UK undergraduate students starting in 2024/25 Tuition fees for UK full-time undergraduate students are set by the UK Government and will be £9,250 for students starting in 2024/25.

The fee may increase in future years of your course in line with inflation only, as a consequence of future changes in Government legislation and as permitted by law.

Tuition fees for UK undergraduate students starting in 2025/26 Tuition fees for UK full-time undergraduate students starting in 2025/26 have not yet been confirmed by the UK government. When the fee is available we will update individual course pages.

Tuition fees for international undergraduate students starting in 2024/25 and 2025/26 Tuition fees for international students for 2024/25 are available on individual course pages. Fees for students starting in 2025/26 will be available from September 2024.

Tuition fees for a study abroad or work placement year If you take a study abroad or work placement year, you’ll pay a reduced tuition fee during this period. For more information, see Study abroad and work placement tuition fees and loans .

Read more about paying fees and charges .

There may be additional costs related to your course or programme of study, or related to being a student at the University of Leeds. Read more on our living costs and budgeting page .

Scholarships and financial support

If you have the talent and drive, we want you to be able to study with us, whatever your financial circumstances. There is help for students in the form of loans and non-repayable grants from the University and from the government. Find out more in our  Undergraduate funding overview .

Scholarships

Apply to this course and check the deadline for applications through the UCAS website .

We may consider applications submitted after the deadline. Availability of courses in UCAS Extra will be detailed on UCAS at the appropriate stage in the cycle.

Admissions guidance

Read our admissions guidance about applying and writing your personal statement.

What happens after you’ve applied

You can keep up to date with the progress of your application through UCAS.

UCAS will notify you when we make a decision on your application. If you receive an offer, you can inform us of your decision to accept or decline your place through UCAS.

How long will it take to receive a decision

We typically receive a high number of applications to our courses. For applications submitted by the January UCAS deadline, UCAS asks universities to make decisions by mid-May at the latest.

Offer holder events

If you receive an offer from us, you’ll be invited to an offer holder event. This event is more in-depth than an open day. It gives you the chance to learn more about your course and get your questions answered by academic staff and students. Plus, you can explore our campus, facilities and accommodation.

International applicants

International students apply through UCAS in the same way as UK students.

We recommend that international students apply as early as possible to ensure that they have time to apply for their visa.

Read about visas, immigration and other information here .

If you’re unsure about the application process, contact the admissions team for help.

Admissions policy

University of Leeds Admissions Policy 2025

This course is taught by

School of Electronic and Electrical Engineering

School of Electronic and Electrical Engineering Undergraduate Admissions

Email: [email protected] Telephone:

Career opportunities

Because of the nature of the industry, the demand for high calibre electronic and electrical engineering graduates is huge and far-reaching, with the potential to take you all over the world.

Plus, University of Leeds students are among the top 5 most targeted by top employers according to  The Graduate Market 2024, High Fliers Research , meaning our graduates are highly sought after by some of the most reputable companies in the field.

Qualifying with a degree in electronic and electrical engineering from Leeds will set you up with the core foundations you need to pursue an exciting career across a wide range of industries, including:

• Pharmaceuticals
• Construction
• Telecommunications
• Electronics and technology
• Manufacturing

The breadth of knowledge and experience, along with the teamwork, design, problem-solving, communication and numerical and analytical skills taught on the course are widely transferable and desirable to a whole host of employers.

Here’s an insight into the job roles some of our graduates have obtained:

• EMC Design Engineer, Apple
• Electrical Power Engineer, E.ON
• Software Engineer, GE Hitachi Nuclear Energy Canada
• Senior Smart Grid Development Engineer, Northern Powergrid
• Systems Engineer, BAE Systems
• Research Engineer, Huawei Technology
• Engineer, Jaguar Land Rover
• Principal Engineer, Network Rail
• Technologist, Rolls-Royce
• Senior Radio Optimisation Engineer, O2
• Senior Software Developer, Skype
• Senior IT Project Manager, Vodafone Ltd
• Validation Engineer, Hikma Pharmaceuticals

Read our alumni profiles to find out more about where our students are working.

Careers support

At Leeds, we help you to prepare for your future from day one. Our Leeds for Life initiative is designed to help you develop and demonstrate the skills and experience you need for when you graduate. We will help you to access opportunities across the University and record your key achievements so you are able to articulate them clearly and confidently.

You will be supported throughout your studies by our dedicated Employability Team, who will provide you with specialist support and advice to help you find relevant work experience, internships and industrial placements, as well as graduate positions. You’ll benefit from timetabled employability sessions, support during internships and placements, and presentations and workshops delivered by employers.

Explore more about your employability opportunities at the University of Leeds.

Watch our Employability Team video.

You will also have full access to the University’s Careers Centre , which is one of the largest in the country.

Study abroad and work placements

Study abroad.

This degree does not offer the option to study abroad. However, the Electronic and Electrical Engineering MEng, BEng degree does have this option.

Work placements

This programme gives you the opportunity to undertake a paid industrial placement year as part of the course.

It’s important to note, work placements are not guaranteed. The job market is competitive – and there may be competition for the placement you want. You’ll have to apply the same way you would for any job post, with your CV and, if successful, attend an interview with the organisation.

Our Employability Team will help you every step of the way. They run a number of placement sessions to discuss opportunities and support you with CV writing and interview preparations. Plus, they’ll be there to answer any questions you may have and offer guidance throughout the process, too.

Benefits of a work placement year:

• 100+ organisations to choose from, both in the UK and overseas
• Build industry contacts within your chosen field
• Our close industry links mean you’ll be in direct contact with potential employers
• Advance your experience and skills by putting the course teachings into practice
• Gain invaluable insight into working as a professional in this industry
• Improve your employability

Here are some examples of placements our students have recently completed:

• Trainee Electronics Design Engineer, GKN Automotive Innovation Centre
• Industrial Placement Microwave Engineer, Leonardo MW Ltd.
• Analysis Engineer, Diodes Incorporated

Find out more about  Industrial placements.

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