University of Leeds, School of Medicine
Degree Type & Length: 5 Years
UCAS Code: A100
University Code: L23
Is UKCAT needed? If so, how is it assessed? No
Applicants: 1800
Interviews: 550
Offers: 200
Places: 170
Academic entry requirement:


At least 6 grade Bs must be offered including the following:

  • English Language
  • Maths 
  • Dual Science/Double Science, or Chemistry and Biology


AAA including Chemistry. 

General Studies and Critical Thinking are not accepted. There is no other restriction on individual subjects accepted. 

Medical School Website:
Medical School Contact Information: School of Medicine,
Worsley Building,
University of Leeds
Leeds, LS2 9NL
T: +44 (0) 113 343 2336
Key attribute of medical institute: The School of Medicine delivers a broad research agenda, including basic discovery science through to applied health research which aims to make a significant difference to improving health and reducing health inequalities, and a varied portfolio of undergraduate (MBChB & intercalated) and taught & research postgraduate student education.
Course Structure:

Year 1 – introducing the fundamentals for clinical practice

Year 1 is the beginning of an exciting journey which will take you from novice to graduate, ready to embark on your professional medical career. The first year aims to provide a stimulating introduction to the core professional themes which run throughout the curriculum, as well as the biomedical scientific principles which underpin clinical practice. These form the foundation of your undergraduate teaching and the later years will continually build on these in what is called a ‘spiral curriculum’.

Year 2 – building on the fundamentals

Year 2 continues to develop the core elements and professional themes from year 1. Your understanding of the clinical conditions will increase, alongside the developing knowledge of clinical laboratory science to understand the types of investigations carried out in diagnosis of common conditions and disease. You will continue to develop understanding of human experience and behaviour in health and illness through academic teaching sessions, exposure to the Patient Voice Group who support teaching and curriculum development, and through patient visits.

Year 3 – increasing clinical exposure with junior clinical placements

Year 3 continues to develop and consolidate the core elements and professional themes alongside developing understanding of how these link to changes from conception to death. In year 3 you will spend more time integrating clinical skills and knowledge, and demonstrating this through history taking and formulating basic differential diagnoses. You will gain experience of patients with more particular needs through placements in Integrated Medicine, Surgery, Perioperative Care, Primary Care and Elderly Medicine & Rehabilitation.

Year 4 – gaining in clinical experience with specialty placements

In year 4, greater demands will be placed on you compared to the earlier years of the curriculum. You will develop greater understanding of the genetic, social and environmental factors that determine disease, and understanding of the principles of treatment and the response to treatment. This will be with particular regard to surgical and perioperative care; acute illness; recurrent and chronic illnesses; mental and physical disabilities; rehabilitation; relieving pain and distress; and palliative care. You will be expected to be able to synthesise more complex clinical information for the purposes of diagnosis and management.

Year 5 – the transition from medical student to doctor

As a final year MBChB student, you will be expected to call upon knowledge from years 1-4 that are of relevance to practice as a F1 doctor e.g. the assessment of a young woman with abdominal pain (year 4 obstetrics and gynaecology) or the assessment of the older person with memory impairment (year 4 psychiatry). The learning outcomes for year 5 and graduation continue to build on knowledge, skills and attitude developed throughout the course. Aims and outcomes are conflated into a series of domains, underpinned by a core set of cases, presentations and skills, linked to early postgraduate practices and the requirements of Tomorrow’s Doctors (2009) and the New Doctor.

University of Leeds, School of Medicine