The rules of track races in the sport of athletics are clear, and the same rules are followed internationally. Athletes line up together and start when the gun goes, and photo-finish technology can determine the exact order in which they cross the finish line. If it’s the US Trials, the first three athletes over the line qualify to compete for their country. By finishing at the head of the trial field, those who do qualify have shown that they are world class.

While the assessment programme at a medical school is clearly set out, each UK medical school is free (within the regulations set by the General Medical Council) to determine the specifics of their assessment programme. This is changing from 2024, when all UK medical students will need to pass the UK Medical Licensing Assessment (UKMLA) to qualify them to doctor for their country. Unlike in athletics, where we only want to see the very best compete at an international championship, we want as many medical students as are competent to make it through the UKMLA trial, because the NHS is significantly under-staffed.

Training twice a day for many years wasn’t enough to get me to an international athletics championship, but the consequences of not making it were low (although it really hurt at the time). While spending 4-6 years at medical school should be enough to make a student a competent doctor, the consequences if they are not could be fatal. Deciding what level of performance medical students need to reach to pass the UKMLA – and demonstrate competence - will be a difficult and sensitive undertaking.

In this talk, I will examine how standard setting will be used to determine the pass mark for the written component of the UKMLA. Since I had no idea what standard setting was when I started (or even graduated from) university, I’ll also mention my not-direct-at-all route to what’s ended up as my chosen specialised subject and where I might now be headed.

Celia completed her first degree in Economics with Modern Economic History and her PhD in the Economics of Education (Medical School Choice in the UK) at the University of Birmingham. She is also a qualified secondary Maths teacher. Celia is now a Professor in the Division of Health Sciences. Her work centres on the selection, teaching and assessment of students and healthcare workers. Celia’s teaching includes both undergraduate and postgraduate level statistics, epidemiology and assessment, as well as student supervision and the provision of statistical advice. Celia is Deputy Lead for Admissions for the Warwick MB ChB. She leads the Medical Schools Council Assessment Alliance research project to compare passing standards for written finals examinations across medical schools. Celia has a keen interest in outreach and is a STEM Ambassador, working with the public from primary school age upwards.