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Table 1 Applications and acceptances to medical and dental schools in the United Kingdom by socio-economic status, 2003*
% of working-age
population
Socio-economic group
Higher managerial and professional
Lower managerial and professional
Intermediate occupations
Small employers and own account workers
Lower supervisory and technical occupations
Semi-routine occupations
Routine occupations
Unknown
Total
10
22
10
8
9
13
10
17
Applications
Acceptances
% Acceptances
4630
3439
1290
577
295
821
274
2257
13 583
3001
2009
741
342
165
443
143
980
7824
64.8
58.4
57.4
59.3
55.9
54.0
52.2
43.4
57.6
874
commentaries
Table 2 Applications and calculated acceptances to medical and dental schools in the United Kingdom by socio-economic status,
assuming the same acceptance rate across socio-economic groups
Socio-economic group
Applications
% Acceptances
Acceptances
4630
3439
1290
577
295
821
274
2257
13 583
57.6
57.6
57.6
57.6
57.6
57.6
57.6
57.6
2667
1981
743
332
170
473
158
1300
7824
Table 3 Applications and calculated acceptances to medical and dental schools in the United Kingdom by socio-economic status,
assuming the same application rate across socio-economic groups but the same success rate per group as in Table 1
% of working-age
population
Socio-economic group
Higher managerial and professional
Lower managerial and professional
Intermediate occupations
Small employers and own account workers
Lower supervisory and technical occupations
Semi-routine occupations
Routine occupations
Unknown
Total
10
22
10
8
9
13
10
17
Applications
4630
10 186
4630
3704
4167
6019
4630
7871
45 837
Notional %
Acceptances
64.8
58.4
57.4
59.3
55.9
54.0
52.2
43.4
Acceptances*
931
1846
825
681
723
1008
750
1060
7824
875
In the light of this, it is encouraging that a number of interventionist approaches have been
taken in an attempt to improve
participation rates. In 2004, the
Higher Education Funding Council for England last year awarded a
total of 9 million for outreach
projects in the United Kingdom.
Particular interest has focused on
programmes featuring student
mentoring of potential applicants,
with 1.5 million allocated to
mentoring schemes aimed at
increasing diversity in those
entering medical and health professions.
It would be desirable to demonstrate that such mentoring has a
statistically significant positive
impact. The paper by Kamali et al.
in this issue offers evidence in
support of this concept. Students
from educational settings traditionally under-represented in
medicine were allocated to two
groups. One group received active
guidance and assistance in gaining
work experience from their student volunteer mentors, the other
received advice only, without active help in organising experiences. The former group
subsequently performed significantly better in terms of offers
being made of places at medical
school.
The research design was compromised by the fact that both groups
received additional training in
interview techniques. This may
have contributed to the increased
number of offers received by both
groups of students over historical
levels. Here the authors are
encountering, but not resolving, a
classic ethical dilemma of medical
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