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Entry requirements

A level


AAA including Chemistry or Biology. Physics or Maths must also be offered if Chemistry is not taken.

Cambridge International Pre-U Certificate - Principal


Three Distinctions (D3) in three Principal subjects including Chemistry

International Baccalaureate Diploma Programme


At least 35 points required overall including marks of 6 in three Higher Level subjects, one of which must be Chemistry. Two subjects from Biology, Mathematics, and Physics must also be offered at either Higher or Standard level if not offered at GCSE. If English is not offered at GCSE, this must be offered with a mark of at least 5 at Standard Level

Scottish Higher


Five Highers should be offered with grades of AAAAB including Biology. In addition applicants should offer at least grades of AB at Advanced Higher, including Chemistry with grade A

UCAS Tariff


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About this course

Course option


Full-time | 2021



Our challenging curriculum combines thorough training in the medical sciences with a strong emphasis on communication and practical skills. You’ll continually build and reinforce core professional skills, throughout the course.

Clinical experience at Leeds is second to none. You’ll have early patient contact and then build your experience. The diversity of the region and our strong partnerships with the major Leeds teaching hospitals, local acute and regional general hospitals and general practice mean we offer a wide range of placements.

We’re a recognised leader in patient and carer involvement. Our Patient Carer Community contributes to teaching, learning and assessment, giving our students invaluable insight into the experience of people with a medical condition or disability, and their carers. We are also top 10 in the UK for our research power.

We use technology to support learning anywhere. We’re national leaders in mobile learning and staff and students have created several successful apps.

**More reasons to study Medicine at Leeds**
- You'll be taught by leading professionals, whose teaching is underpinned by world-leading research

- Strong partnerships with the major Leeds teaching hospitals, local acute and regional general hospitals and general practices mean we offer a diverse range of placements

- Technology is embedded in the MBChB course and we continue to invest and innovate

- Our students are well supported through personal tutors, course tutors, support staff and peer mentoring

- You'll have access to various facilities including the Medical Teaching Centre, Clinical Practice Centre, libraries and study space

**GMC registration**
Successful completion of the MBChB (and meeting Fitness to Practise criteria) allows you to register provisionally with the General Medical Council (GMC), the regulatory body for doctors in the UK.

**Gateway Year to Medicine**
In order to open up access to medical education to students from a wider range of backgrouds, we’ve developed a new Gateway Year to Medicine course. This year is designed to enable students to develop the relevant skills and provide the scientific background required to advance to the MBChB course. You can find details about entry requirements and the application process on our course page.

**Additional course information**
As well as the wide-ranging curriculum, there’s also chance to tailor your studies through:

Intercalation – taking an extra degree in one year, usually after year 2, 3 or 4 of the MBChB. It’s a chance to broaden your knowledge and enhance your career opportunities. Nearly half of our year 3 undergraduate medical students choose to intercalate each year.

6-week elective – between years 4 and 5, this can allow you to gain wider clinical experience or carry out a particular project in the UK or abroad. This elective is about gaining wider clinical experience or carrying out a specific project. Past students have worked in health centres, charities, universities and hospitals in Australia, Samoa, Vanuatu, China, Italy, Nepal and Tanzania.


Year 1
Introducing the fundamentals for clinical practice
You’ll start year one with a four-week induction period, to get to know your tutors and fellow students and the course requirements. There’ll be an introduction to study and the challenges of medicine, as well as social activities. The first year introduces you to the core professional themes, which run throughout the course, and the biomedical scientific principles which underpin clinical practice. These form the foundation of your undergraduate teaching which later years will build on.

The IDEALS (Innovation, Development, Enterprise, Leadership, Safety) theme addresses the challenges and requirements of modern practice, whilst Campus to Clinic develops your clinical decision-making and patient safety skills.

You’ll study biomedical sciences and integrate anatomy dissection with radiology, physiology, clinical assessment and pharmacology. You’ll learn about the psychological and societal aspects of behaviour and human development, their role in health and illness and treatment of medical problems.

Your communication skills, with both patients and fellow professionals, will be developed through teaching and through clinical placements with multi-disciplinary teams. You’ll increase your understanding of research methods central to delivering evidence-based medical care.

Year 2
Building on the fundamentals
You’ll enhance your understanding of clinical conditions, whilst developing insight into clinical laboratory science and the role of ethics and law in healthcare provision.

You’ll learn about the anatomy of the musculoskeletal and nervous systems. Further exposure to clinical practice will help develop your consultation, diagnostic and practical skills. You’ll appreciate the different types of investigations carried out in diagnosing common conditions and diseases across populations, and the ways in which illness impacts on individuals and society.

Your understanding of human experience and behaviour in health and illness will also continue to grow through academic teaching sessions, patient visits and exposure to the Patient Voice Group.

Year 3
Increasing clinical exposure with junior clinical placements
In your third year, you’ll continue to develop and consolidate the programme’s core elements and to learn about evidence-based medicine.

The SAFER-MEDIC theme links our core curriculum with GMC-identified outcomes and standards of undergraduate medical education.

Year 4
Gaining in clinical experience with speciality placements
In year four, you’ll develop a greater understanding of the genetic, social and environmental factors that determine disease, appreciate the principles of treatment and response to treatment.

You’ll learn about anaesthetic and perioperative care, acute and critical care, women and children’s health, recurrent and chronic illnesses, mental and physical disabilities, rehabilitation, relieving pain and distress, and palliative care.

You’ll further enhance your leadership, team-working, conflict management and negotiating skills and learn about the NHS business and organisational environment, legislation, strategic analysis and how to manage change effectively.

Year 5
The transition from medical student to doctor
As a final year MBChB student, you’ll be expected to call on knowledge from previous years that are of relevance to practice as a F1 doctor.

You’ll participate in three eight-week placements with a strong focus on making the transition from student to qualified practitioner. These longer placements help to build strong relationships with clinical teams.

Assessment methods

Assessment throughout the programme builds your knowledge and skills. It follows two broad approaches:

Informal/less traditional evaluation (Assessment for Learning) helps students understand how they are assessed and how this connects with their own continuous learning and development. It includes testing student learning “in course”, through written and practical exams, coursework and clinical assessments and delivering effective feedback, which may result in specific individual support and in students reflecting on their performance and working towards better outcomes.

More formal evaluation (Assessment for Progression) provides a standard against which decisions are made about whether you progress through the course. Students are tested in Clinical Anatomy, Clinical Skills and Practice, Knowledge Application, Critical Analysis, Writing and Project Skills, and Attitudes and Professionalism. Assessments involve written examinations, projects, case reports and objective structured clinical examinations (OSCEs). The MBChB with Honours is awarded to outstanding students.

The Uni

Course location:

University of Leeds


School of Medicine

TEF rating:
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What students say

We've crunched the numbers to see if overall student satisfaction here is high, medium or low compared to students studying this subject(s) at other universities.


How do students rate their degree experience?

The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.

Medicine (non-specific)

Teaching and learning

Staff make the subject interesting
Staff are good at explaining things
Ideas and concepts are explored in-depth
Opportunities to apply what I've learned

Assessment and feedback

Feedback on work has been timely
Feedback on work has been helpful
Staff are contactable when needed
Good advice available when making study choices

Resources and organisation

Library resources
IT resources
Course specific equipment and facilities
Course is well organised and has run smoothly

Student voice

Staff value students' opinions
Feel part of a community on my course

Who studies this subject and how do they get on?

UK students
International students
Male students
Female students

Most popular A-Levels studied (and grade achieved)


After graduation

The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.

Medicine (non-specific)

What are graduates doing after six months?

This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.

Average annual salary
Employed or in further education
Employed in a role where degree was essential or beneficial

Top job areas of graduates

Health professionals
Chief executives and senior officials
Sales, marketing and related associate professionals

What about your long term prospects?

Looking further ahead, below is a rough guide for what graduates went on to earn.

Medicine and dentistry

The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.







Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.

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This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).

This is the percentage of final-year students at this university who were "definitely" or "mostly" satisfied with their course. We've analysed this figure against other universities so you can see whether this is high, medium or low.

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This information is from the Higher Education Statistics Agency (HESA), for undergraduate students only.

You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.

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Post-six month graduation stats:

This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.

It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.

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Graduate field commentary:

The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show

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The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.

While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?

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