Medical Course Admissions Pivot

Modern clinical practice requires far more than strong exam results. Doctors must interpret complex information, communicate effectively with diverse patients, make sound decisions under pressure and demonstrate ethical judgement in high-stakes environments. These are attributes that are not always captured through traditional academic metrics alone.

As a result, admissions models are evolving.

Across Australia and New Zealand, and as one of the methods of selection into medicine and dentistry, the University Clinical Aptitude Test (UCAT ANZ) aptitude test, has seen growth from 14,000 test takers in 2022 to almost 18,000 in 2025.

The UCAT ANZ is part of a broader, more holistic admissions framework. Rather than assessing subject knowledge, UCAT ANZ is designed to evaluate a range of cognitive and behavioural attributes considered important for healthcare studies and clinical practice.

The components of the test include verbal reasoning, decision-making, quantitative reasoning and situational judgement. Collectively, these domains provide insight into how a student thinks, reasons and responds to real-world scenarios – all capabilities that are directly relevant to patient care.

Research published in the Medical Education Journal found that situational judgement scores, a core UCAT domain, are associated with professionalism as those scoring high here were less likely to face disciplinary action during medical school. This suggests aptitude-based selection has merit well beyond the classroom.

Importantly, UCAT ANZ does not replace academic performance. Instead, it complements it. Used alongside ATAR results and interviews, it helps universities build a more complete picture of each applicant’s potential.

This shift is about broadening access.

One of the longstanding challenges in medical education has been ensuring that students from diverse backgrounds, including those from regional and rural communities, are able to pursue careers in healthcare. Data shows these students are not only underrepresented in medical cohorts, but evidence consistently shows they are more likely to return to practise in underserved areas.

However, barriers remain. Students outside metropolitan areas may have less access to subject selection guidance, career counselling, test preparation resources and healthcare role models. Financial pressures and relocation costs can also play a role, alongside a persistent perception that medicine is only accessible to the very highest academic achievers.

Addressing these barriers is critical - not just for equity, but for building a sustainable healthcare workforce.

What Educators Can do: Practical Steps That Make a Difference
Educators and career advisers play a pivotal role in shaping student aspirations and decisions, and there are several practical ways schools can better support students considering healthcare pathways:
1 Start conversations earlier
Introduce healthcare careers and pathways before senior years, helping students make informed subject choices and build confidence over time. While much of the career decision-making process is encouraged in a student’s final two years of high school, there is value in acknowledging and nurturing healthcare-aligned skillsets from an earlier age.
2 Demystify the admissions process
Break down the components of entry - ATAR, aptitude testing and interviews - so students understand that success is multi-dimensional, not based on a single score.
3 Reframe who medicine is “for”
Actively encourage capable students from diverse backgrounds to consider healthcare careers, particularly those who may not self-identify as top ATAR candidates.
4 Improve access to information and resources
Share reputable, free preparation materials and ensure students understand key dates, requirements and expectations for UCAT ANZ. Refer students to sources where they can source additional information crucial to their career consideration and preparation process.
5 Connect students to real-world insights
Facilitate access to mentors, alumni or local healthcare professionals who can provide practical advice and relatable pathways into the profession.
6 Support regional aspirations
Highlight pathways and programs designed to support regional students, reinforcing that location should not be a barrier to pursuing medicine. Consider providing insights and guidance on the benefits available to healthcare professionals practising in underserved areas, as this will be of benefit to regional students who may otherwise be limited in terms of exposure to the field. These benefits include the Workforce Incentive Program (WIP), which provides yearly incentives to eligible doctors; rural funding for generalists with advanced skills; grants and programs; and an overall lower cost of living.

See: The Royal Australian College of GPs (RACGP) 2025 Health of the Nation Report

Image by Gustavo Fring