Last Updated on December 22, 2022 by Omoyeni Adeniyi
With an acceptance rate of just over 8%, the Oxford University Medical School is one of the most highly competitive medical programs in the world. Whether you’re applying to medical school or not, it’s interesting to see how the odds stack up against applicants.
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Overview of Oxford University Medical School
About GCSE Requirements for at Oxford
The clinical, pre-clinical and health subject ranking evaluates university teaching, research, innovation, impact and international outlook across medical, public health, dentistry and psychiatry subjects.
The mean BMAT score was 50%, which increased following short-listing to 58%.
The mean percentage of A* at GCSE was 75%; this rose for those short-listed to 93%.
The mean number of A* at GCSE was 7.6; this rose to 9.8 for those short-listed.
The mean number of total GCSE qualifications offered (not including short courses and other GCSE-equivalent qualifications) was approximately 10.1.
Colleges interviewed blind of college choice (or allocation) and BMAT score.
Offers were made to 12% of male applicants and 12% of female applicants (48% of shortlisted male applicants and 39% of shortlisted female applicants).
For those with an offer of a place, the mean adjusted BMAT score was 60%. For those with an offer of a place who had taken GCSEs, the mean percentage of A* at GCSE was 93% and the mean number of A* at GCSE was 9.6.
What is Oxford’s Acceptance Rate?
Generally, Oxford has an acceptance rate of approximately 13-17%. While this may seem a lot higher than the acceptance rates of top American universities, it is important to note that there are higher barriers to applying to Oxford – including the restriction that one can only apply to either Oxford or Cambridge and that one can only apply to 5 UK universities in the academic year.
Oxford Acceptance Rate Last 5 years
University of Oxford Acceptance Rate
Oxford’s undergraduate acceptance rate is approximately 17%. To put this number in context, roughly 80% of undergraduates and 36% of graduate students are from the UK. International student acceptance rates vary slightly, but we’ll get to those numbers in a moment.
At 17%, Oxford is highly competitive, but not nearly as rigorous as Harvard, Columbia, or Yale, whose acceptance rates hover around 5%. At the same time, Oxford’s acceptance rate is slightly lower than Cambridge’s 21%. Nevertheless, both Oxford and Cambridge receive upwards of 20,000 undergrad applications per year, domestically and internationally.
Unlike many top-tier U.S. schools, Oxford’s acceptance rate has steadily risen for the past five years. This trend is in part due to the school’s conscious effort to expand accessibility and inclusion to traditionally underrepresented groups, such as women, minorities, the socioeconomically disadvantaged, and the disabled.
The most popular undergraduate majors at Oxford are economics & management, medicine, maths & computer science, and biomedical sciences. If some of these undergrad majors — namely medicine — sound unfamiliar, that’s because of the UK’s different approach to higher education.
With the exception of professional or technical degrees, most U.S. undergraduate degrees focus on broad knowledge and skills. On the other hand, UK degrees expect students to go in-depth in their chosen field. As a result, there are usually no general education requirements. That’s why medicine and law are available as baccalaureate majors: students start learning the required courses for these disciplines right away instead of waiting until graduate school.
Like at most English universities, Oxford’s undergraduate degrees take three years to complete. In most cases, students can add a master’s degree for only one additional year.
Oxford Medical School Postgraduate
It may surprise today’s doctors, who are only too aware of the complex, highly structured and constraining nature of current postgraduate medical education (PGME), that in the UK PGME was essentially unstructured until about 40 years ago.1 Individuals set up their own ‘training programmes’, by applying for posts with whomever they felt would best help their career and who could provide teaching and training in their chosen specialty. The General Medical Council (GMC)’s remit was undergraduate education and acquired nominal responsibility for PGME only in 1978. There were no college curricula, regular monitoring (such as annual reviews in competence progression [ARCP]) did not exist and appointments were made by individual hospitals or universities. The sole outcome of significance for hospital doctors was passing the college exams in one’s discipline. There was no constraint in moving anywhere in the country or between disciplines.
This relatively unstructured system rather suited academic training because research is, by nature, unpredictable in both time and direction. So, if a trainee unexpectedly found an opportunity or need to move elsewhere/abroad, or to spend more time on a project, there were no external constraints to do so. Another factor of significance was that the vast majority of people were not appointed to consultant posts until 15 or more years after graduation. So spending several additional years in research was not a major disadvantage. Indeed, given the competition for posts, having a significant research portfolio was a major plus.
In the 1970s to the 1980s this relaxed and advantageous situation for academic medicine started to change. The increasing complexity and demands of medicine and society led to changes in PGME, with more structure, specification and oversight of the training programmes and trainees. Postgraduate deans – university employees with pastoral responsibilities (the first of which were created in the 1960s) – were established across the whole country by the late 1970s. In the 1980s, colleges started to produce curricula. In the 1990s, postgraduate deans and their administrative organisations (deaneries) were given budgets and responsibility for appointments and approval of posts together with royal colleges, and the number of posts started to be regulated. In the early 2000s, training posts were restructured with the abolition of the house officer, senior house officer, and junior and senior registrar grades, and the creation of foundation and speciality training posts. Competencies were defined and regular monitoring of trainee progress was instigated, under the control of the deaneries. The duration of training programmes was restricted to 9 years or less, leading to the award of a certificate registering completion of training.
In parallel, as virtually all the funding for this activity came from the NHS, most postgraduate deans became employed by the Department of Health (DH) instead of the universities. The Post Graduate Medical Education Training Board (PMETB) was set up by the DH in the early 2000s to replace the roles of the GMC and the royal colleges, but this was later abolished and overall responsibility for PGME was transferred back to the GMC. Most recently, a national body, Health Education England (HEE), with its 13 local education training boards (LETBs), has been created. LETBs incorporating deaneries are now responsible for overseeing education and training of both medical and non-medical clinical members of the NHS workforce.
As can be seen from the above very brief and incomplete outline, PGME has been totally transformed, particularly in the last 20 years. An undoubted accompaniment has been the much increased bureaucracy and rigidity. This, combined with the shortened training period, and the abolition of many clinical academic posts in response to the pressures of the research assessment exercise, resulted in a crisis in clinical academic trainee numbers in the early 2000s. The Walport Report2 and the creation of the Integrated Academic Training (IAT) programme.
Oxford Medical School Scholarships
The following scholarships are managed by the University’s Student Fees and Funding team. This list is provided to give an idea of the centrally-managed funds that are available to graduate students starting a degree in the 2021-22 academic year.
You may not be eligible for all of the listed scholarships and some may not yet be confirmed; please open the drop-down for each scholarship for further details. This is not an exhaustive list of all available scholarships and additional funding opportunities may be available across the University (for example through colleges, departments and divisions).
Please see the Oxford funding page for more information on the scholarship selection process. You may also like to refer to the Fees, funding and scholarships search to help you identify scholarships you may be eligible for that require you to submit an additional application.
Scholarships that require an additional application
In addition to submitting the Oxford graduate application form for your chosen course(s), the following scholarships also require an additional application process.
China Oxford Scholarship Fund
China Scholarship Council-University of Oxford Scholarships
Commonwealth Shared Scholarships
Ertegun Graduate Scholarship Programme in the Humanities
Hill Foundation Scholarships
Oxford Centre for Islamic Studies (OCIS) Graduate Scholarships
Oxford-E P Abraham Research Fund Graduate Scholarships
Oxford-Taiwan Graduate Scholarships
Oxford-The Simcox Family Graduate Scholarship
Oxford-Weidenfeld and Hoffmann Scholarships and Leadership Programme
Saïd Foundation Oxford Scholarships
University of Oxford Croucher Scholarships
how to get into Oxford Medical School from India
The eligibility requirements are the first step to knowing how to get admission in Oxford University from India. These requirements might differ from one course to another, but there are some primary eligibility criteria that you must fulfil as an international student applying at Oxford University. Following are the eligibility requirements for Indian students who wish to pursue a degree at Oxford University:
It is necessary that you have a 10+2 basic qualification from a recognised academic institution with a minimum percentage of marks
A valid score stating your understanding and command over the English language determined by tests like IELTS, TOEFL etc.
If you are aiming for your bachelor’s courses, your brilliant scores in ACT exam or SAT exam will play a pivotal role
It is important to have a Letters of Recommendation (LOR) and Statement of Purpose (SOP) in the prescribed format that will be evaluated during the application process
Work experience in a bachelor’s degree and PG courses will take an individual’s educational journey into new heights; however, it varies from the chosen program
Scores of GMAT, GRE, etc. is necessary when applying for master’s courses