Work

Gateway to belonging? A mixed-methods study exploring the experiences of widening participation students in a UK medical school

Year: 2026

Type: article

Abstract: Objectives To contrast the perceptions of Gateway-entry and Year 1 direct-entry students on their medical school experience when in Year 2 of the medical degree programme. Design A two-phase sequential mixed-methods study consisting of a voluntary, anonymous online questionnaire with closed and open questions, followed by nested qualitative semi-structured interviews. Non-parametric Mann-Whitney U tests were used for statistical comparisons. Free-text comments from the questionnaire and interview transcripts were analysed using qualitative content analysis to gain deeper insight into student perceptions. Setting A medium-sized UK medical school offering two routes of entry: direct entry into Year one or entry into the Gateway programme. Participants Sixty-nine Year 2 MBBS students (15 who entered through the Gateway route and 54 who entered Year 1 directly) responded to a questionnaire. Six participants (five direct-entry, one Gateway-entry) were interviewed. Results The questionnaire response rate was 29% (69/242). While Gateway-Yr2 respondents were more likely to report feeling disadvantaged (p=0.039), they were also more likely to feel prepared academically than direct-entry respondents (p=0.047) and they reported similar levels of non-academic preparedness, sense of belonging and support. Gateway-Yr2 were more likely to undertake paid work, but, despite this, 80% of Gateway-Yr2 respondents reported having the work-life balance they would like (compared with 52% of direct-entry respondents). Conclusions Widening participation initiatives increase diversity within medical schools, but students entering through these routes often face challenges. To our knowledge, this is the first mixed-methods study to explore the relationship between entry route to medical school and aspects of student experience known to underpin student integration and retention. Findings suggest Gateway programmes may support student integration and academic confidence, helping to bridge disparities in background and enhance institutional familiarity.

Source: BMJ Open

DOI: 10.1136/bmjopen-2026-123003

Authors: Alison Isobel Graham, Katharine Hubbard, Jason William Boland

Institutions: Newcastle University, Buckinghamshire New University, University of Hull, University of York, Hull York Medical School

Language: English

Topic: Medical Education and Admissions

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities, Good health and well-being

Open Access status: gold

Estimated APC paid: $1,839