# Former access to medicine higher education diploma students’ experiences of their diploma course and subsequent professional degree: a qualitative study

## TL;DR

This study explores the experiences of former Access to Medicine students who became doctors or pharmacists, focusing on how these courses helped or hindered their paths into healthcare professions.

## Contribution

The study provides new insights into the experiences of Access to Medicine students and their role in widening participation in healthcare education.

## Key findings

- Participants highlighted advantages like supportive peers and tutors in Access to Medicine courses.
- Deficiencies in chemistry preparation and limited medical school acceptance were identified as key disadvantages.
- Socioeconomic background and schooling were seen as factors influencing students' aspirations for healthcare careers.

## Abstract

Access to Higher Education Diplomas (Medicine) are courses offered at UK Further Education colleges for mature students who lack the qualifications required to study medicine, dentistry or pharmacy). These courses are frequently referred to as Access to Medicine Courses (ATMCs) and provide students with the necessary entry level qualification to study these subjects at university. ATMCs play a role in efforts to widen participation in medicine for non-traditional students. However, relatively little is known about the experiences of former ATMC students during their course, professional degrees and early careers. This study investigates the experiences of former ATMC students who are practising doctors or pharmacists with a focus on decision-making surrounding the ATMC, positive and negative experiences resulting from being an ATMC student both before and after qualification, and their views and experiences of widening participation (WP).

Fifteen participants who had graduated from medicine or pharmacy after using an ATMC as their entry qualification were recruited using convenience and snowball sampling. Semi-structured interviews were conducted and the data analysed using thematic analysis.

Fourteen medical doctors and one pharmacist were interviewed. Ten participants were female and five male. Participants attended four ATMCs before studying at five universities. Nine participants could be classed as WP students. Interviews ranged from 30 to 75 min. Several themes and subthemes emerged from the analysis. The location of the course provider was a factor in ATMC choice. Reported disadvantages of ATMC were the limited number of medical schools accepting the qualification and deficiencies in chemistry. Advantages included supportive peers and tutors. Participants spoke about their experiences and views of WP and the role ATMC could play in it. Participants commented on the role that socioeconomic background and schools have in potential candidates aspiring to a career in medicine.

ATMCs are crucial in efforts to widen participation in medicine, pharmacy and dentistry. There are issues with the courses that need to be addressed especially in how well they prepare students for medical school in chemistry. This research suggests that addressing shortcomings in potential candidates’ aspirations due to their socioeconomic backgrounds and schooling would increase the number of people applying to medical school from non-traditional backgrounds.

The online version contains supplementary material available at 10.1186/s12909-025-07399-x.