Aspiring to equity: virtual work experience for prospective medical students

Abstract

Abstract Introduction Work experience (WEx) is important for aspiring medical students to gain insights into healthcare, enhancing their confidence and understanding of medicine. Typically, those with greater social resources find securing WEx easier, creating a disparity for students from widening participation backgrounds. With the COVID-19 pandemic, traditional in-person WEx shifted to virtual platforms; however our knowledge of the effectiveness of these programmes at engaging students and increasing their confidence and insight into medicine is limited. Methods In 2022, the Imperial College Healthcare NHS Trust (ICHT) in the United Kingdom initiated a comprehensive 5-day virtual WEx via Microsoft Teams, targeting students from all backgrounds but prioritising students from underrepresented groups. The curriculum was strategically organised into five core themes, each designed to provide insights and practical knowledge about various facets of the entry process into medical school and the medical profession. This digital approach facilitated simulated clinical experiences, reflective group interactions and direct dialogues with medical students and doctors through live sessions. Results The ICHT virtual WEx saw engagement from 500 participants nationwide, half of whom were from non-selective state schools. Post-programme evaluation demonstrated that confidence (non-selective school students p < 0.0001, selective school students p < 0.0001) and knowledge (non-selective school students p = 0.002, selective school students p < 0.0001) in the medical school application process both increased. Participants expressed appreciation for exposure to a broad range of professionals within the medical community, “near-peer” learning for insights into medical careers and the interactivity of the programme. Conclusions The success of the ICHT’s virtual WEx underscores its ability to help aspiring students understand what it is like to work in healthcare, and what is needed to apply to Medicine and to be a doctor. This programme has been usefully employed in a hybrid format post-pandemic. By improving access and equity for aspiring medical students including from underrepresented regions, this model has potential to widen participation.