Personal Statement:Medicine 92

Why do you want to study this course or subject?

Medicine is the science and art of healing. My drive to become a doctor is motivated not only by science - the way the human body functions with all its intricate biochemical systems and how these fail, resulting in disease - but also the art of consultation and diagnosis. I am inspired by a profession in which I would have the opportunity to spend a lifetime preventing and alleviating illness. I believe that there is no higher calling than a vocation which utilises the skills I possess to bring about real change in each individual patient's life.

The healthcare vocation has a diverse range of fields, but I am drawn to medicine in particular by my pragmatic nature. In sixth form, through the study of disease I developed an interest in chemical imbalance disorders of the brain, such as depression. Spurred by this, I attended a neurology conference at The University of Nottingham where I had the opportunity to dissect the human brain, extending my passion beyond the breadth of the curriculum.

How have your qualifications and studies helped you to prepare for this course or subject?

A placement shadowing a surgeon and his interdisciplinary team at Nottingham City Hospital was invaluable for experiencing the need for clear communication and teamwork within the healthcare profession. A complication arising during a kidney transplant amplified the importance of these skills when a patient’s life is at risk. Complementing this, I accompanied an F1 doctor on ward rounds. The altruistic concern he had in his patients highlighted that doctors deal with more than just science. Giving a teenager her diagnosis of hyperthyroidism emphasised that an understanding and compassionate character is the bedrock of a doctor who can form a natural rapport with patients; communicating with them on an appropriate level. More recently, I have gained additional hands-on experience as an ophthalmology ward volunteer at Queen’s Medical Centre. Continuing on my gap year, I hope to broaden my practical knowledge of caring for adults, as well as gain a further appreciation of the realities of healthcare.

What else have you done to prepare outside of education, and why are these experiences useful?

I believe one of my best qualities is a deep sense of empathy which I developed as a foster carer. The challenge of caring for vulnerable children from a wide range of cultural and social backgrounds has been both difficult and fulfilling. Each time a child left my care I felt I had made a positive impact on their lives; but it is tough to discover they are sometimes neglected again. The crucial lesson is that although I may want to, it is not always possible to help everyone in my care as there are times where I am limited in what I can do.

As a teaching assistant I was awarded the ‘vinspired v50’ award for my long-term voluntary service supporting pupils in a year seven science class. While there, I improved my capability to communicate with children, acquiring the ability to articulate complex ideas in a simple way. In sixth form, I was student body elected Treasurer of the Sixth Form Committee. Liaising with the Committee has taught me invaluable lessons in teamwork and responsibility. In my spare time, by planning and partaking in an expedition to Derbyshire I achieved the Duke of Edinburgh’s Silver Award. Executing the trip successfully demanded both an ability to lead and to work cohesively as a team member; skills that were vital when I had to motivate the group to persevere after a series of unfortunate set backs. I am an avid photographer and as a Member of the Royal Photographic Society, I am working towards being awarded the distinction of Licentiateship; completing my portfolio by backpacking through Europe on my gap year.

Medicine is a challenging profession, but after reflection I believe I have the initiative, tenacity and personality to excel as a doctor and thrive in the stimulating environment of medical school; contributing positively both to my university and to the field of medicine.

How personal statements have changed?

The current personal statement format, with three 'scaffolding' questions, was introduced by Ucas in September 2025. This personal statement was submitted before then, using the old essay-style format. It has been carefully edited into the three-question format, with all of the original wording kept.

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