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Introduction <p>The UK Medical Licensing Assessment (UKMLA), introduced in 2024/25, is a national requirement for all final-year UK medical students. This Case Study explores how Year 5 students at Kent and Medway Medical School (KMMS) prepared for both components of the UKMLA, the Applied Knowledge Test (AKT) and the Clinical and Professional Skills Assessment (CPSA).</p> Methods <p>An electronic survey containing Likert-scale, multiple-choice, and open-text questions was distributed to the Year 5 cohort (<i>n</i> = 64) after the AKT and before the CPSA. Thirty-one students (48%) responded. Resource use was ranked using weighted scores based on frequency. Fisher’s Exact Test was used to explore associations between demographic variables and resource preferences.</p> Results <p>Students relied heavily on third-party resources for AKT preparation, with <i>PassMedicine</i> achieving the highest weighted score (121). Other commonly used tools included <i>Anki</i>,<i> Geeky Medics</i>, and <i>Zero to Finals</i>. KMMS in-house materials were more commonly used for CPSA preparation. On average, students spent 80% of their preparation time using external resources. Demographic analysis showed older students more frequently used <i>Essential Primary Care</i> (<i>p</i> = .016) and <i>Pastest</i> (<i>p</i> = .030). Female students used internet-based resources more than males (<i>p</i> = .043), while younger students favoured <i>Geeky Medics Flashcards</i> (<i>p</i> = .041). <i>ChatGPT</i> was also used for explanations and personalised support.</p> Conclusion <p>Third-party tools dominate AKT preparation. Age and gender influence resource choices, and AI-based tools are emerging as study aids. To promote equitable access, medical schools should consider providing key third-party resources. Further research should evaluate how resource combinations impact UKMLA performance.</p>

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Examining Learning Resources Used by Year 5 Medical Students for UKMLA Preparation: A Descriptive Case Study

  • 期刊论文

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  • 发表日期：

    2026年2月25日

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  • Soban Sadiq,
  • Manfred Gschwandtner,
  • Zachary Hollenberg,
  • Claire Parkin

摘要

Introduction

The UK Medical Licensing Assessment (UKMLA), introduced in 2024/25, is a national requirement for all final-year UK medical students. This Case Study explores how Year 5 students at Kent and Medway Medical School (KMMS) prepared for both components of the UKMLA, the Applied Knowledge Test (AKT) and the Clinical and Professional Skills Assessment (CPSA).

Methods

An electronic survey containing Likert-scale, multiple-choice, and open-text questions was distributed to the Year 5 cohort (n = 64) after the AKT and before the CPSA. Thirty-one students (48%) responded. Resource use was ranked using weighted scores based on frequency. Fisher’s Exact Test was used to explore associations between demographic variables and resource preferences.

Results

Students relied heavily on third-party resources for AKT preparation, with PassMedicine achieving the highest weighted score (121). Other commonly used tools included Anki, Geeky Medics, and Zero to Finals. KMMS in-house materials were more commonly used for CPSA preparation. On average, students spent 80% of their preparation time using external resources. Demographic analysis showed older students more frequently used Essential Primary Care (p = .016) and Pastest (p = .030). Female students used internet-based resources more than males (p = .043), while younger students favoured Geeky Medics Flashcards (p = .041). ChatGPT was also used for explanations and personalised support.

Conclusion

Third-party tools dominate AKT preparation. Age and gender influence resource choices, and AI-based tools are emerging as study aids. To promote equitable access, medical schools should consider providing key third-party resources. Further research should evaluate how resource combinations impact UKMLA performance.