This profile of Liverpool highlights this medical school's entry requirements, typical offers, student numbers, competition ratios, teaching and learning methods, course structure, demographics and history.
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Liverpool's five-year medical curriculum aims to produce doctors that are prepared for 21st century medical practice. The medical school prides itself on its use of technology to assist learning, including augmented reality, simulation, and virtual reality. Content is taught through a spiral curriculum, in which core themes are revisited each year in increasing clinical detail. Anatomy is taught through prosection.
Key information dashboard
For convenience, here is an at-a-glance summary of key information related to Liverpool medical school.
Links in this dashboard can help you check which other UK medical schools are similar to Liverpool with regard to points listed here.
Be sure to check our notes in sections below for more details about each of these points.
Liverpool medical school establishment date: 1834
Years of course: 5
Total medical students: 1620
Average year cohort: 324.0
Region: North West
A Level typical offer:AAA
Advanced Higher typical offer:AA
IB typical offer:36 points
A Levels must include Chemistry, together with either Biology, Physics or Mathematics and a third academic subject.
National 5 results must include Biology, Chemistry, Physics, English Language, Maths and at least two other subjects attained by the end of S4.
IB applicants must achieve (at first sitting) 6,6,6 at Higher level, including Chemistry together with either Biology, Physics or Mathematics and a third academic subject.
Three further subjects required at Standard level, with minimum of 5 points each.
As explained on the website, Liverpool medical school gives special consideration to Liverpool Scholars and students on the Realising Opportunities programme. It also "provides a number of summer schools and school outreach activities, including Destination Medicine and the Merseyside Young Medics Programme".
University of Liverpool uses contextual data in the admissions process.
For uniform comparison of medical student admissions each year across all UK medical schools, we rely on annual reports from the Office for Students (OfS) entitled 'Medical and dental intakes'.
|Admission year||Total students admitted this year||Home places||International places|
|350 students in this cohort||335 Home students||25 International students|
|335 students in this cohort||305 Home students||30 International students|
|330 students in this cohort||305 Home students||25 International students|
|300 students in this cohort||275 Home students||25 International students|
|295 students in this cohort||275 Home students||20 International students|
|285 students in this cohort||275 Home students||10 International students|
Competition ratio data reported here is from the 2019-20 admissions cycle, as confirmed by MedSchoolGenie Freedom of Information (FOI) requests from this period.
Please note: Due to ongoing impact of Covid-19 since March 2020, UK medical schools have not yet released competition ratio data for the 2020-21 admissions cycle. Applicants should keep in mind that coronavirus-related lockdowns and other restrictions affected the entire UK education sector, so competition ratios were most likely distorted during 2020-21. MedSchoolGenie will update here when further competition data becomes available.
Applicant percentages of success
From reported competition ratios, it's possible to calculate percentages of success at various stages of the application process.
Numbers of applicants competing in latest admissions cycle
Based on reported numbers of applicants securing places, we can use competition ratios to estimate how many applicants have been competing at each stage of the most recent admissions cycle.
Please note: Estimates of competition factors from 2020 onwards may be less reliable than in previous years because UK medical schools have not yet reported competition ratios for the 2020-21 admissions cycle. MedSchoolGenie will update here when more recent data on competition ratios becomes available.
Encourages understanding basic science alongside clinical concepts, involving early patient contact.
Teaching is delivered through lectures, seminars, laboratory work and case-based learning.
As explained on the website overview of teaching and learning methods, "The School uses an integrated teaching model. The learning of medical sciences is enhanced by the clinical context of a systems-based approach. The development of understanding of clinical practice is supported by a ‘just in time’ model of academic weeks that relate to each clinical placement and case-based teaching within each placement."
As noted in the website description of anatomy teaching, "Students have access to anatomical models, prosected human specimens, technology-enhanced learning facilities, and dedicated demonstrators who deliver an exceptional level of teaching."
As explained in discussion of intercalation on this medical school's website, "existing medical students... are able to benefit from the breadth and quality of intercalated degree courses we offer. Intercalate during your MBChB programme at Liverpool and explore a subject of interest at an advanced level... after your third year of study."
The first year at Liverpool teaches students anatomy, physiology, pathology, and microbiology with a systems based approach. Emphasis is placed on structure and function of the body under normal conditions. Communication skills are taught with simulated patients to prepare students for clinical placements.
Year two expands on learning in year one, with a focus on illness-related changes and pathology. Secondary care placements begin in year two, integrating students into clinical environments. Students also receive teaching in research to broaden learning in academic medicine.
Years three and four:
The third and fourth years at Liverpool give students clinical exposure through four-week clinical blocks, preceded by ‘Academic Weeks' with lectures and pre-placement teaching. Students learn to recognise health problems, diagnose illness and disease, and manage patients. Specialist placements include neurology, paediatrics, and palliative care.
Year five aims to prepare students for clinical practice, consolidating clinical skills and professional attributes prior to graduation. Students are able to take a five week audit or Quality Improvement Project in an area of particular interest. ‘Preparation for Practice' weeks, involving interprofessional communication, prepare students for work in a multi-professional team.
This chart highlights gender and disability data reported by Liverpool to the General Medical Council (GMC), which has compiled this information into spreadsheets as part of its medical school annual return (MSAR) data sets.
Please note this data is retrospective, and that future numbers can vary from preceding years.
For comparison, we also include below all demographic data reported by this medical school to General Medical Council.
|Reporting year||Female students||Male students||Students with declared disability||Students without declared disability|
|2017-18||57.5% female students||42.5% male students||7.5% students with disability||92.5% students without disability|
|2016-17||59.1% female students||40.9% male students||6.7% students with disability||93.3% students without disability|
A medical school in Liverpool was originally established in 1834. This became attached in 1844 to the Liverpool Infirmary and was renamed in 1851 as the Liverpool Royal Infirmary School of Medicine. From 1881 it operated as University College Liverpool. The school used to have a problem-based learning (PBL) curriculum, which was replaced in 2014 with a new 'integrated' curriculum for its five-year MBChB course.