• For Entry: September
  • Duration: 5 years
  • School: Medicine
  • Study Abroad: No
  • Study Mode: Full Time

Dundee is an excellent place to study medicine, both for the high quality of the teaching programme and for the facilities available

There are several ways to enter our MBChB Medicine course:

  • Apply directly to the MBChB Medicine course (UCAS Code A100). This is the route that the majority of applicants take. The standard MBChB course takes five years to complete. If you choose to study one of our BMSc intercalated degrees (between Years 3 and 4) this will add an extra year to your studies.
  • Apply to the pre-medical year (UCAS code A104). This is an additional year to prepare you for the MBChB Medicine course and is aimed at applicants with a predominantly non-science background, or as a widening access route for applicants with proven evidence of adverse circumstances leading to significant educational disadvantage. The pre-medical year plus the standard MBChB course takes six years to complete.
  • Apply to the three year BSc (Hons) Medical Sciences (UCAS Code B902) which is aimed at applicants who aspire to study medicine. Students who attain a degree qualification of Upper Second (2:1) or higher would be eligible to apply to Year 1 of MBChB Medicine (A100) subject to also achieving the required standard in the UK Clinical Aptitude Test (UKCAT) and Multiple Mini Interviews (MMI). The BSc (Hons) Medical Sciences plus the standard MBChB course takes eight years to complete.

The information on this page relates to the MBChB Medicine course.

Medicine MBChB

The University of Dundee’s School of Medicine is ranked 1st in Scotland and 5th in the UK (Guardian Good University Guide 2017)

Clinical Skills Centre, School of Medicine

Our course is innovative, student-centred and community-based, and follows the recommendations of the General Medical Council, the professional governing body for medicine in the UK.

Dundee allows you to study medicine in a friendly, responsive and student-centred environment. Our comparatively small size as a medical school works to your advantage: there is close integration of teaching and research activities, and our medical students are fully involved from an early stage in pioneering new approaches to teaching, clinical practice and research. Ninewells Hospital and Medical School is the centre of many areas of pioneering research in cancer, keyhole surgery, heart disease, drug development, and medical education.

You will be part of a caring community providing healthcare for Tayside, Fife, and further afield, and will have access to a wide range of facilities including lecture theatres, teaching laboratories, library, integrated self-teaching area, computer suite and a world-leading Clinical Skills Centre. A new education facility is being built on the Ninewells Hospital site which will further enhance the quality of our teaching.

Professional accreditation

This programme is fully accredited by the professional governing body for medicine in the UK, the General Medical Council (GMC).

What's so good about Medicine at Dundee?

In the 2017 Guardian Good University Guide medicine at Dundee was ranked 1st in Scotland and 5th in the UK. Our ranking in league tables, and student satisfaction with the quality of our course, is consistently high.

Who should apply?

  • Students who have done well academically at school and are committed to medicine.
  • Individuals with broader interests demonstrating leadership, organisational and communication skills.
  • Post-school students and graduates, for whom a number of places is allocated each year.

The following are the minimum, up-to-date entry requirements.

Selection for interview is based on academic performance and UKCAT score. For those applicants selected for interview (i.e. multiple mini interview or MMI), the decision on whether or not an offer is made is based exclusively on performance in the MMI.

Courses starting 2017
Qualification Level 1 Entry Advanced Entry to Level 2
SQA Higher/Advanced Higher AAAAB (minimum) at the same sitting of Highers, to include chemistry and another science subject (from biology, physics or mathematics). The other three Highers can be your own choice and this choice of subjects will not influence the assessment.
We also require biology, mathematics and English at least to grade 2 Standard Grade or Intermediate2/National 5 at grade B. Achievement at Standard Grade will also be taken into account.
Offers will be conditional, based on three Advanced Highers/'crash' Highers taken in 6th year, at BBB grades.
Level 2 entry is not possible to this degree
GCE A-Level AAA at A-Level (A2), to include chemistry and another science subject (from biology, physics or mathematics). The third subject can be your own choice; we have no preference.
These results should be obtained at one sitting and at the first attempt at A-Level examinations, two years after GCSE. We also require biology, mathematics and English at least to GCSE grade B.
Achievement at GCSE and AS level will also be taken into account.
General Studies at A-Level is not accepted.
Level 2 entry is not possible to this degree
Irish Leaving Certificate (ILC) Three Higher Level subjects at Grade H1 including Chemistry and Biology and three Higher level subjects at Grade H2 including English and either Maths or Physics. Grade B or better is required in English, Maths and Science in the Irish Junior Certificate (Higher Level) Level 2 entry is not possible to this degree
International Baccalaureate (IB) Diploma 37 points (minimum) at grades 6, 6 and 6 at Higher level, to include chemistry and another science at Higher Level, plus three subjects at Standard Level with an average of grade 6. Applicants are advised to supply previously certified grades from nationally recognised exams if their application is to be competitive. Level 2 entry is not possible to this degree
Graduate Entry A minimum of an upper second class (2:1) Honours degree in a relevant life science subject is required to allow consideration. This should be the first degree obtained. Previous academic attainment will also be taken into account.
All offers to current PhD students will be conditional on the formal submission and written confirmation of the acceptance of their PhD dissertation.
Level 2 entry is not possible to this degree
SQA Higher National (HNC/HND)
Scottish Baccalaureate 85% overall with 8.5 in Chemistry and Biology Level 2 entry is not possible to this degree
SWAP Access
Advanced Diploma
Welsh Baccalaureate
European Baccalaureate
Other Qualifications

 EU and International qualifications

Other Qualifications

Qualification Grade
Cambridge International Pre-U Diploma Applicants with the Cambridge International Pre-U Diploma will be made offers in terms of achievement of the Diploma plus specified subjects and grades in the Principal Subjects. The Principal Subjects have to include Chemistry and Biology and the grades required in the three Principal Subjects will be D3.

Applicants from other countries - most commonly offered qualifications are detailed below:

Country Grades Required
Canada An average of 90% in six year-12 subjects, to include at last 90% in Chemistry and another science.
Hong Kong Hong Kong Advanced Level Certificate considered
India CBSE/12th Standard considered with 85% or above overall and 85% or above in a minimum of three subjects (including Chemistry and another science subject)
Malaysia STPM/ Advanced Certificate of Education considered
  • High School Graduation Diploma (HSGD) with a cumulative GPA of 3.75 out of 4.
  • Scholastic Aptitude Test (SAT) - SAT scores of 700 in each section (Critical Reading, Mathematics, and Writing) with a cumulative score of 2100
  • Advanced Placement (AP) - four AP exams with scores of 5, including Chemistry and another science.
Other As a general rule applicants presenting qualifications from countries other than the UK or Ireland are expected to have attained these at a level sufficient for entry to medical school in their home country. It would be helpful if UCAS referees' reports could indicate what these requirements are.

Other qualifications of equivalent standard may be considered, please contact us for more information.

UK Clinical Aptitude Test (UKCAT)

All applicants must sit the UKCAT test in their year of application unless certified exempt because there is no testing centre in your country.  There is no minimum cut-off score.
2016 UKCAT Information Leaflet

Sitting UKCAT in 2016 (for 2017 entry)

In the 2016 test, UKCAT will be piloting a new Decision Making section in place of the Decision Analysis subtest. Neither you nor universities will receive a score for this subtest. Further information about this new section can be found on the UKCAT website.

This means that in 2016 only, candidates will receive a total score for the sum of the three remaining cognitive sections (Verbal Reasoning / Quantitative Reasoning / Abstract Reasoning), ranging from 900 to 2700, instead of 1200 to 3600. Candidates will continue to receive their SJT results in one of four bands.

How will your score compare with previous years?

You will want to understand how your score in 2016 relates to UKCAT scores used in previous years. The table below is illustrative only but provides a benchmark estimate of the likely impact of this change on your total score. It shows the UKCAT total score of the 2015 cohort with and without the Decision Anlaysis subtest, across the range of performance in the test.


Total score with Decision Analysis

Total score without Decision Analysis

















Notes on entry requirements:

  • All applications must be made through the UCAS website by 15 October in the year before you wish to start your degree.
  • A maximum of four medicine courses may be listed on the UCAS application.
  • All applicants must sit the UK Clinical Aptitude Test (UKCAT)
  • All applicants (including overseas) must attend for interview prior to an offer of a place. Interviews are held in Dundee and Asia, the location is at the choice of the applicant - there is no fee to attend the interview.
  • All entrants are required to sign the Medical School Charter and will be offered Occupational Health Assessment during the first semester
  • All Highers and A-Levels applicants must have obtained these qualifications at the same time and first opportunity.  Applications with re-taken qualifications are not considered.   Applicants will not be advantaged or disadvantaged if their school policy requires examinations to be taken at different times.
  • If Biology has not been passed at Higher or A-Level this subject must normally have been passed as indicated under entry requirements.  
    An appropriate group of SQA (formerly SCOTVEC) National Certificate modules may be accepted as an alternative to Standard Grade Biology.  
    A good pass in Combined or Dual Science at GCSE may be accepted instead of a single GCSE pass in Biology.  
    A Physics qualification is not an entry requirement.  However, knowledge of Physics is helpful to students on the course.
  • Human Biology or Social Biology is accepted as an alternative to Biology at Higher or A-Level.

Other expectations

Via the personal statement on the UCAS application applicants are expected to demonstrate:

  • A range of suitable personal attributes such as motivation, commitment, social contribution, teamwork/leadership and excellent communication skills.
  • Some knowledge of, and commitment to, medicine. Thus we encourage up to two weeks of medically-related work or shadowing experience.
  • An awareness of the course and University to which they are applying.
  • A satisfactory reference.

The UCAS Reference should indicate your referee’s judgement on:

  • The applicant’s preparedness for a degree in Medicine.
  • Any adverse factors that the referee believes have impacted on your academic performance up to this point.
  • School policies on Senior Phase Curricula (for example the number of Highers available in one exam diet).

We reserve the right to require applicants to provide details regarding activities described on UCAS personal statements (such as contacts regarding work experience) and shall investigate a number at random as well as any suspect claims.  Misleading statements may lead to an application being rejected.

English Language Requirement

For non EU students

IELTS, TOEFL, Pearsons and Cambridge Advanced English equivalent to the European Framework C1 level in each component and overall score are accepted.

Only the above Certificates are acceptable English language tests for this course

IELTS Overall7.0
Listening 7.0
Reading 7.0
Writing 7.0
Speaking 7.0

 English Language Requirements

What you will study

Systems in Practice (SiP), Years 1-3

Systems in Practice (SiP) runs from the beginning of Year 1 until the end of Year 3. It is based on the various organ systems of the body and is an integrated course that focuses on normal and abnormal structure, function and behaviour, basic and clinical sciences, and hospital and community perspectives. Problem-oriented learning (where learning is structured around examples of clinical problems) is employed wherever appropriate.

The aims of this phase are to:

  • Introduce the biomedical-scientific principles underlying the practice of medicine
  • Develop an understanding of normal and abnormal structure, function and behaviour of the various body systems
  • Provide an introduction to clinical practice in both hospital and community settings
  • Demonstrate how basic and clinical science integrates with clinical practice
  • Instil the values of professionalism and enable development of students’ professional identities

Structure of SiP

Each year is made up of a period of system-based teaching (Principles and three systems are covered in Year 1, seven systems in Year 2, and five in Year 3), Integrating Science and Specialties (ISS) blocks, examinations and Student Selected Components (SSCs).  The systems programme is integrated so you will learn about the basic science and clinical aspects at the same time. Basic science including anatomy by dissection is taught in all body systems with periods of time to allow you to consolidate your learning in each semester. A transition module at the end of Year 3 will prepare you for your studies on clinical attachments in years 4&5.

The Principles Block

The first 8 weeks of first year are the Principles Block, which gives an introduction to the basic principles underlying the practice of medicine. These are:

  • Structural Principles
  • Functional Principles
  • Molecular Principles
  • Psychosocial Principles
  • Disease Mechanisms
  • Defence Mechanisms
  • Principles of Drug Therapy
  • Safe Medical Practice

The curriculum outcomes from the GMC’s Tomorrow’s Doctors 2009, Basic Emergency Care (BEC), interprofessional learning, the problem-oriented approach to learning and the principles of Medical Ethics are also introduced in this phase. Clinical relevance is emphasised throughout and early patient contact is achieved utilising primary care teaching. You will consider the safe practice of medicine in regular clinical skills sessions. Self-directed learning is well represented in the timetable and established as a significant component of this part of the curriculum. The first year Student Selected Component (SSC) is timetabled and runs parallel to the core from early in semester 1.

The Systems Blocks

Following on from the Principles Block there are teaching blocks covering the various body systems:

  • Respiratory
  • Reproduction
  • Cardiovascular
  • Renal
  • Gastrointestinal
  • Nervous
  • Musculoskeletal
  • Ageing
  • Endocrine
  • Haematological
  • Child and family
  • Special Senses: ENT, Ophthalmology and Dermatology

Teaching in each system is structured around core clinical problems, and is supported by an online study guide. There is a topic for every week of the systems-based courses. For example, in the Cardiovascular system, the topics are:

  • Week 1&2: Cardiovascular principles
  • Week 3: Cardiovascular risk factors
  • Week 4: Vascular and Ischaemic heart disease
  • Week 5: Acute MI
  • Week 6: Structural cardiac abnormalities

All teaching for a particular week is structured around a clinical example of the week’s topic. Each of these scenarios has a set of learning outcomes which should enable you to identify:

  • Which aspects should be revised from Principles Block
  • What learning opportunities there are to achieve these learning outcomes
  • How this relates to other aspects of the curriculum


Intercalated Degree (BMSc), Between Years 3 and 4

Intercalated courses for the Honours Degree of Bachelor of Medical Science (BMSc) in specified subjects may be open to medical students who successfully complete Year 3 of the MBChB Medicine course or equivalent. Candidates will be accepted for any course only following interview with the specific course leader. The number of places on some courses is strictly limited.

Available courses


Preparation in Practice (PiP), Years 4-5

Years 4 and 5 form Preparation in Practice (PiP) which moves towards a task-based learning approach. A series of around 100 ‘core clinical problems’ provide students with a framework for an integrated view of medicine. PiP begins with a transition block, followed by a series of core clinical placements and a final Preparation for Practice block.

The systematic approach to learning about normal and abnormal structure, function and behaviour, and to developing clinical  skills in Systems in Practice Phase provides a springboard to take advantage of a wide range of clinical learning opportunities in Preparation in Practice (PiP) Phase.

PiP aims to provide the medical student at graduation with:

  • The knowledge and skills necessary to fulfil the responsibilities of a Foundation Doctor
  • Sound professional attitudes towards patients and colleagues
  • An understanding of the obligations of the medical profession
  • The ability to take responsibility for self-directed continuing medical education and lifelong learning.

Structure of PiP

Transition block

The Transition Block takes place in the first eight weeks of year 4 and is designed to enable you to recognise the need to integrate the knowledge, skills and attitudes learned in the systems-based context of the previous three years to the setting of managing a patient presenting with a core clinical problem. This should prepare you for learning in the clinical environment by enabling you to elaborate, reorganise and refine their learning.

Core clinical attachments

Following on from the Transition block there are five clinical attachments, each of eight weeks duration. Development towards the Curriculum Outcomes takes place within the framework of roughly 100 core clinical problems. You will be expected to organise your learning around these common problems / concerns with which patients present, each problem being supported by an online study guide.

You are encouraged to develop a wealth of clinical experience of patients and their problems, to master the competencies relating to the core clinical problems outlined in the study guides, and to learn to look at the patient as a whole rather than from the perspective of a disease entity. This strategy is aimed at enabling you to pursue a career in medicine where patients’ concerns and problems are central to your practice.

There are five clinical attachments, each of eight weeks in duration.

Medicine: General Medicine and Medical Specialties (Neurology, Oncology and Infectious Diseases)

Surgery: General Surgery and Surgical Specialties (ENT, Ophthalomology and Urology)

Integrated Specialties: Old-age medicine, Dermatology, Orthopaedics, Rheumatology, Emergency Medicine and Anaesthetics

Obstetrics and Gynaecology & Child Health

General Practice & Psychiatry

A number of these blocks can be undertaken either within Tayside or elsewhere in Scotland (Fife, Forth Valley etc).

The Elective

All students have the exciting opportunity of an 8 week elective during PiP.  This is a period of clinical practice organised by the student anywhere in the world and focused on their own objectives.  Most go overseas and around half to developing countries.  Dundee has been leading the development of a ‘Responsible Elective’ program which has includes some opportunities for extended attachments, presently in Malawi.  

Preparation for Practice

There is a change of emphasis towards the end of Year 5 to the development of experience provided by a particular specialty, and final preparation for practice as a Foundation doctor.  Students maintain and further develop their achievements in relationship to the curriculum outcomes. These developments now take place within a framework of Student Selected Components and Pre-registration (Foundation) Apprenticeship blocks: the former provide an opportunity for in-depth study in selected areas and the latter for integrating theory and practice in preparation for the Foundation appointments the following year.

Student Selected Components (SSCs)

Student-selected components have been part of the undergraduate medical curriculum in the UK for nearly twenty years. One of the key innovations of Tomorrow’s Doctors (1993) was the provision of student choice on a scale that had never been seen before. It was seen as essential if students were to engage with the process of reform

In the original Tomorrow’s Doctors (1993) document it was identified that:

...the greatest educational opportunities will be afforded by that part of the course which goes beyond the limits of the core, this allows students to study in depth in areas of particular interest to them, that provides them with insights into scientific method and discipline of research, and that engenders an approach to medicine that is constantly questioning and self-critical. This part of the course we refer to in terms of ‘special study modules.”

Not all student-chosen elements are modular.  In recognition of this, the term ‘special study module’  was replaced some years ago by the more generic ‘student-selected component’ or SSC.

SSCs provide the opportunity to study areas of your own choice in depth; indeed this remains the explicit purpose. They also allow you to develop generic skills that are essential to your professional development. In addition, students can, through SSCs, achieve core learning outcomes not related to specific fields of knowledge, but concerned with transferable skills, like information handling, computer literacy, critical thinking and independent learning.  SSCs aren’t an ‘optional extra’ – they’re a very important part of the curriculum.

The relation between core and SSC varies in different parts of the Dundee curriculum.  In Year 1 the SSC is a longitudinal exercise running throughout the year.  In Years 2 and 3 (Systems in Practice), SSCs are delivered as modules interspersed with other elements of the curriculum.  In Years 4 and 5 (Preparation in Practice), SSCs are delivered in both ways: longitudinal (fourth year project) and modular (elective and clinical SSC).

Currently the GMC stipulates that SSCs must occupy at least 10% of curriculum time, compared with one-third originally. This represents an attempt to shift the emphasis from quantity to quality, i.e. to ensure that genuine student choice achieves its fullest expression. In Dundee, the proportion of curriculum time devoted to SSCs varies from one year to the next, but is on average about 25%.

“The purpose of SSCs is the intellectual development of students through exploring in depth a subject of their choice.”

How will you be assessed

Student assessment is based on the “Tomorrows’ Doctors” learning outcomes and the core clinical problems.  The core curriculum, Student Selected Components (SSCs) and electives are all assessed in relation to the outcomes. As far as possible, assessment is integrated like the teaching and learning, and oriented towards clinical relevance rather than theoretical aspects.

Assessment informs staff and students, with the aim that students will be fit to practise as Foundation doctors.  A range of appropriate assessment instruments are used to enable assessment of the outcomes at the level required at each stage of the curriculum. These are selected to allow assessment of knowledge, its application, competence, performance and professionalism.

Dundee has been at the forefront of new approaches to assessment in medical education, meeting the challenges posed by an integrated, outcome-based curriculum. A range of assessment methods are used including:

  • online progress tests, allowing you to identify areas on which to focus
  • online assessments of knowledge, understanding and application
  • clinical examinations (OSCEs and Workplace-Based Assessments)
  • portfolios of learning.

These are designed to assess your mastery of the curriculum outcomes, and test skills and attitudes as well as knowledge.

Formative Assessment

You will gain experience of the summative examinations by undertaking formative assessments. During systems in practice, for example, these include the online exam and the anatomy practical exam.  Questions included in these formative assessments are representative of the style of question found in the summative examination and are done under examination conditions. You will receive feedback on your performance in these exams.

Written Assignments

You may be asked to complete a reflective essay, case report or other piece of written work as  part of either formative or summative assessment. This assessment method is particularly likely to be used in SSCs or clinical attachments and may form a component of your portfolio.

Verbal reports and presentations

You may be assessed either formatively or summatively on a verbal report or presentation, for example of a patient case or research findings. As with written assignments this method frequently forms part of assessment of SSCs or clinical attachments.

Online examinations

Online examinations include Multiple Choice Questions, Extended Matching Item (EMI) questions, Numerical Questions and Drag and Drop Graphical Questions.

EMI questions generally consist of a lead-in question setting the topic (e.g. management of stroke patients), followed by series of clinical scenarios (each with a single best answer) and a range of answers to select from (in this case a selection of management options). This type of assesses not only knowledge but its application.

Cumulative Assessment Programme (CAP)

The Cumulative Assessment Programme (CAP) is an online formative test for medical students which is performed annually, a few months prior to summative examinations.  The test is compulsory and uses multiple choice and extended matching questions.

You will receive results with feedback on answers, marks relative to your peers, systems of teaching and curriculum outcomes.  If you have performed poorly a meeting with a pastoral tutor can be arranged to discuss and identify potential learning difficulties and support requirements.

The results are also used to allow the medical school to plan appropriate revision teaching depending on individual cohorts of students’ needs.  In addition they allow phase conveners to assess quality of  teaching in their teaching block and so initiate improvement in teaching in any future redesign of course curriculum.


The Objective Structured Clinical Examination (OSCE) is used each year to measure competence in skills such as communication, clinical examination, practical procedures / prescribing, clinical reasoning and interpretation of results.   Students rotate through a series of stations at which they are required to undertake a variety of tasks. The OSCE in the early years consists of shorter task-based stations, and in the later years of longer, integrated stations.


A portfolio is a collection of work that can be used to demonstrate progress and learning.  Whilst the written and practical exams can measure what the student knows, these tools do not easily assess professional behaviours. The Dundee portfolio enables assessment of higher order skills such as self- reflection, critical thinking and clinical reasoning.  By accumulating evidence of experiences and accomplishments a final assessment of students’ strengths and weaknesses, across all competences, can be made.

Workplace-based Assessment  (WBA) Tools

With the growing use of the portfolio as a summative assessment, there is a need for more objective ways to measure student performance in clinical placements. A range of tools have been developed for use in postgraduate medical education and these are now being incorporated into undergraduate assessment. They include Direct Observation of Procedural Skills (DOPS; a measure of competence in practical procedures), mini-Clinical Evaluation Exercise (mini-CEX; can be used for observations of  patient interactions) and case-based discussions (CBD; used to assess clinical reasoning and judgement). Many of these tools are used in year 4 and 5 clinical attachments.

Ward Simulation Exercise

The Ward Simulation Exercise is an innovative assessment undertaken in the Dow Simulation Suite. Students complete this during Preparation for Practice (PfP) block. Students adopt the role of a Foundation doctor in a ward with simulated patients and nursing staff in order to experience coping in this situation, and are given feedback on their performance. The exercise is recorded and students are able to view this in order to reflect on their performance

There are lots of good reasons why so many people want to become doctors. Apart from the wide range of career options, and the fact that practising medicine can be very rewarding and fulfilling, another, more prosaic reason perhaps, is the fact that qualifying as a doctor almost guarantees employment – the percentage of medical graduates in employment is at or near 100% irrespective of where in the UK you qualified.

Important Information on GMC Registration

Information for applicants

At the end of the undergraduate course you will receive your MBChB (or equivalent) degree, which is a primary medical qualification (PMQ). Holding a PMQ entitles you to provisional registration with the General Medical Council, subject only to its acceptance that there are no Fitness to Practise concerns that need consideration.  Provisional registration is time limited to a maximum of three years and 30 days (1125 days in total). After this time period your provisional registration will normally expire.

Provisionally registered doctors can only practise in approved Foundation Year 1 posts: the law does not allow provisionally registered doctors to undertake any other type of work. To obtain a Foundation Year 1 post you will need to apply during the final year of your undergraduate course through the UK Foundation Programme Office selection scheme, which allocates these posts to graduates on a competitive basis. So far, all suitably qualified UK graduates have found a place on the Foundation Year 1 programme, but this cannot be guaranteed, for instance if there were to be an increased number of competitive applications from non-UK graduates.

Successful completion of the Foundation Year 1 programme is normally achieved within 12 months and is marked by the award of a Certificate of Experience.  You will then be eligible to apply for full registration with the General Medical Council. You need full registration with a licence to practise for unsupervised medical practice in the NHS or private practice in the UK.

Although this information is currently correct, students need to be aware that regulations in this area may change from time to time.

There is some discussion about whether to remove provisional registration for newly qualified doctors. If this happens then UK graduates will receive full registration as soon as they have successfully completed an MBChB (or equivalent) degree. It should be noted that it is very likely that UK graduates will still need to apply for a training programme similar to the current Foundation Programme and that places on this programme may not be guaranteed for every UK graduate.

In addition the GMC is currently considering whether to introduce a formal assessment that all doctors would need to pass in order to be granted full registration. Although no firm decision has been taken as to whether or when such an exam will be introduced applicants should be aware that the GMC envisages that future cohorts of medical students will need to pass parts of a new UK Medical Licensing Assessment before the GMC will grant them Registration with a Licence to Practise.

Career options in medicine

There is a wide range of specialties that you can choose from on completion of foundation training – something to suit just about every personality and intellect. The range of specialties is beyond the scope of this page; a useful place to browse is the Medical Careers - NHS website.

Alternative careers

In the unlikely event that you qualify and find that a career in medicine is not for you, you will find that an undergraduate medical degree provides you with an abundance of skills and experiences that will serve you well in other fields: communication skills, empathy and sensitivity, problem-solving, coping with pressure, professional integrity, team working and decision making. Our careers website  provides useful information about medical and related careers.

The fees you pay will depend on your fee status. Your fee status is determined by us using the information you provide on your application.

 Find out more about fee status

Fees for students starting 2017/18

Fee categoryFees for students starting 2017/18
Scottish and EU students £1,820 per year of study (for Sept 2016 entry). Fees for September 2017 will be confirmed by the Scottish Government in early 2017.
Rest of UK students £9,250 per year of study
Overseas students (non-EU) £21,300 per year of study for Levels 1 and 2, then £32,000 per year for each of the remaining three years. £18,600 for the Pre-Medical year.
The Scottish Government has introduced a mandatory new national levy for overseas medical students for each year of study to cover the costs of NHS clinical teaching. In 2016/17 this additional cost was £3,000 the figure for 2017/18 has not yet been confirmed. Find out more about the ACT levy.

Scottish and EU students can apply to the Students Award Agency for Scotland (SAAS) to have tuition fees paid by the Scottish Government.

Rest of the UK students can apply for financial assistance, including a loan to cover the full cost of the tuition fees, from the Student Loans Company.

Tuition fees for Overseas (non-EU) students are guaranteed for the length of your course. This means that the tuition fee you pay in your first year (shown above) is the same fee you will pay for each year of your course. We guarantee that this will not increase while you are studying with us. The only exceptions to this are our MBChB Medicine, BSc Medical Sciences and BDS Dentistry degrees which charge a different tuition for the clinical years.

The main Medicine Open Day is held annually in June. We also hold University Open Days in August and September.

More information about Open Days can be found at our Open Days webpage.

We regret we are unable to arrange individual visits to the Medical School at any other time.

All applications must be made online through the Universities and Colleges Admissions Service (UCAS) before the closing date of 15th October in the year prior to that of intended entry.

Applications are ranked on academic achievement and UKCAT score. The top 550 will be invited to select an interview time to suit them via our online booking tool. We also invite applicants to provide information about any adverse circumstances which could have affected their education and applications will then be ranked again using this extra information and approximately another 50 invitations to interview will be issued.

From the 2013 entry cycle the aspects scored are :


All applicants must offer our minimum academic requirements but those with evidence of higher academic achievements will be rated more highly. We consider the primary qualification (A levels, Highers, Degree class etc) and also the relevant previous stage (GCSE, Standard Grade/National 5, School exit exams etc. as appropriate). So past achievements are relevant as are exceptional achievements such as 6 Highers A grades in one sitting, Masters degrees, PhD etc. The high level of competition means the minimum qualifications will rarely secure an interview without an exceptional UKCAT score.


Your UKCAT score will be factored into the pre-interview rank. There is no specific cut off applied but obviously a high score is advantageous.

Our analysis of the 2013 applicants revealed the average calculated from applications received was 2520 and the average for those gaining offers was 2720.

We have been made aware of issues with the Situational Judgement Test (SJT) component of the UKCAT test and therefore, for the 2017 entry cycle, we will not be using the SJT as part of our selection process.

Applications without UKCAT will be rejected.

Please visit the UKCAT website for information about the test, two complete practice tests, important dates and information about bursaries available

Other Non-Academic Achievements

Information on non-academic achievements and references will not be considered until interview.

Thereafter, we aim to rate applications as fairly as possible based upon the various forms of other evidence which are presented on the UCAS form. There is no ideal formula and we would not wish to promote particular activities. Hence we consider these under separate headings, which receive equal weight.

Some examples are given below but this list is not exclusive or exhaustive. The selectors will consider achievement in all areas and prefer evidence in more than one area. Non-academic achievements will be discussed at interview and we may seek confirmation of these at our discretion.

  • Competitive achievement – e.g. chess or sport at national level or above
  • Talents – music, drama, public speaking, leadership qualities
  • Social responsibility – voluntary work, teamwork, youth organisations
  • Employment – entrepreneurial, sustained engagement, achievement

Medical Experience

We encourage up to two weeks relevant work experience (or equivalent) as it is helpful for providing awareness of and insight into career choice. This will be discussed at interview but is not scored. We do not credit the volume of work experience and would discourage applicants seeking to acquire experience in excess of that required to inform career choice. We do not encourage work experience in resource poor settings where you may be exposed to risk or take up scarce staff time.

Dundee Medical School seeks to operate as transparent and fair admissions process as possible. To assist this we have introduced a formal system by which candidates can inform us of major adverse factors which they believe have had a significant impact on their application. Examples might be personal illness or a role as a carer.

We invite all applicants to do so through a web based questionnaire in October. These are used as described in the relevant section. Please note ALL claims will require supporting documentary evidence and/or an additional interview if an offer is being made because of an adjustment for an applicant's background.


The professional assessment offered by the referee on the UCAS form is also considered. The UCAS Reference should indicate your referee’s judgement on:

  • The applicant’s preparedness for a degree in Medicine.
  • Any adverse factors that the referee believes have impacted on your academic performance up to this point.
  • School policies on Senior Phase Curricula (for example the number of Highers available in one exam diet).

Weighting of components

The precise weighting of the components is reviewed 'in cycle' each year and may be modified according to the distribution of scores presented and in the process of considering contextual factors. However, the basic schema balances the Academic score (60%), UKCAT decile (40%) for school leavers and UKCAT decile (60%), Academic score (40%) for graduates. Following interview, provided the process has run smoothly, candidates are ranked on the interviews score alone, i.e there is a 'clean slate' with no carryover of the pre-interview rank.

Video guide: applying to study Medicine at Dundee

Take a look at our YouTube video about applying to Medicine and the Dundee Interview.

After the initial assessment by the selectors, the top 550 applicants will be invited for interview. Interviews are held on specific dates in December and January, in Dundee and Asia.  We believe it is essential for doctors to have excellent interpersonal communication skills and therefore no offers are made without interview (this includes overseas applicants).

Dundee has developed its medical school interview process into a series of 'Multiple Mini Interviews' (MMI).  This reduces the risk of your whole interview getting off on the wrong foot, which occasionally happens with traditional formats.  The same topics are covered but within bite size sections rather than a single discussion, offering you the number of separate opportunities to sell yourself.  You can expect to be asked about your understanding of a medical career, of the curriculum here in Dundee and current medical issues in the press, including ethical topics.  We will also use information provided in your UCAS personal statement.  In addition we will be looking to assess your communication skills and approach towards teamwork. 

We use the same process in both Dundee and Asia.

A total of 157 places were available in 2016. This includes 13 places for overseas-fee students.

Decisions regarding interview invitations can be expected in early December.  Offers of places will be made in March, once all the interviews have taken place in January.  Offers may be conditional or unconditional depending on the application and include requirements in terms of the Disclosure Scotland PVG certification.

We receive a very large number of applications and so we are not in a position to offer detailed feedback to applicants. However, we do offer information to unsuccessful applicants at two key points in the admissions cycle.

  1. If you have not received an invitation to interview we will write to you with general feedback on the applicant profile in your year of application. This information will include the average UKCAT score of applicants, how many applications we received, and how many applicants were invited to interview.
  2. If you do not receive an offer following your interview we will be in a position to offer more detailed feedback on your performance in each component of the interview, so that you can see where you may have room for development. If you are applying for 2016 entry, this information will be available in August 2016. For 2017 entry, this information will be available in August 2017.

No, qualifications have to be obtained at the first sitting. The selectors do not consider applications based on retaken examinations.

The Medical School selectors will consider applications from graduates, in a Science discipline (for first year entry only). The minimum academic requirement for graduate entry is an upper second class Honours degree (or equivalent). Without this class of degree, obtained or expected, an application will not be successful. Previous academic attainment will also be taken in to account.

All offers to current PhD students will be conditional on the formal submission and written confirmation of the acceptance of the PhD dissertation.

The Dundee Medical School does NOT consider applications based on any Foundation or Access courses.

We do not consider applications from existing students on other degree courses. Such students must complete their degree and apply for entry as a graduate.

Occasionally we will consider applications from existing medical students to transfer their studies to Dundee but all of the following conditions must be met. Exceptional circumstances justifying transfer to Dundee; satisfactory academic progress; satisfactory professional reference; sufficient capacity in relevant student cohort.

Contact the medical school office directly if seeking transfer.

Yes.  Work experience is not regarded as a qualification but rather as evidence of willingness to work with people and also a commitment to medicine as a career.  It also allows the applicant to gain some experience of working in a health situation, with people who may be ill, disabled, elderly or by shadowing a doctor at work.  The selectors recognise that not all applicants will have the same opportunities to gain such experience, but in general terms they look for work experience lasting two weeks (or equivalent). 

Applications for deferred entry will be considered, provided you intend to spend your gap year in a manner which will benefit you educationally and/or socially.  Information about your intentions should be provided on the UCAS application.  All the necessary academic requirements have to be obtained before the ‘year out’ starts.

As medicine is a professional qualification and clinical contact is now an early component of our course there are a number of things you should be aware of.

Firstly, the Dundee Medical School has adopted the Council of Heads of Medical Schools Charter.

It will be a requirement that you 'sign up' to this in the first semester and again on entering the clinical years (4 and 5).  You should therefore view this document and check you are willing to abide by the codes of conduct described.  Please note point 7.7 which requires you to 'immediately inform the medical school of any factors that might affect his/her performance' which we take to include health or disability issues prior to admission.  Not doing so can itself be regarded as showing you are 'not fit to practice', so please contact us if you are in any doubt.  We treat any such information in a confidential and supportive manner in line with the Disability Discrimination Act.

In addition new regulations came into force in 2008 regarding screening for infectious diseases for both NHS staff and yourselves as students.  As a result we shall be asking applicants invited for interview to complete a confidential health questionnaire which will be retained by the Occupational Health Service here in Dundee.  During the first semester you will be offered screening for Tb, hepatitis C, HIV and Hepatitis B vaccination.  Although these are offered and not compulsory, declining would have implications for both training and future career choices (as you are deemed potentially a risk to patients).  These tests have to be performed in an accredited NHS centre so there is little point in arranging pre-testing but it has been suggested that overseas fee paying students may wish to consider this before taking up their place.  This is totally at your discretion and cost.

 If you have concerns or questions regarding the Charter or occupational health issues please contact Admissions and Student Recruitment.

The General Medical Council GMC registers doctors to practise medicine in the UK. Their purpose is to protect, promote and maintain the health and safety of the public by ensuring proper standards in the practice of medicine.

Graduates are entitled to provisional registration with the GMC with a licence to practise, subject to demonstrating to the GMC that their fitness to practise is not impaired.

The British Medical Association has a number of helpful resources for those considering a career in medicine, as does the Medical Schools Council.

Yes. Medical students who have successfully completed Phase 2 of the Medicine (MBChB) course can apply to undertake the Honours Degree of Bachelor of Medical Science in specified subjects. More information can be found on the BMSc webpage

  Degree UCAS Code KIS Data
Apply NowMedicine MBChBA100