Hull York Medical School (HYMS) is a relatively new medical school, formed in partnership between the University of York and the University of Hull. It began the MB BS programme in 2003 and has an intake of 156 medical students per year, with half based at Hull and the other half at York. The students are only separated for the first two years. The school prides itself on delivering ‘innovative and rigorous medical education and research’.

1. About your Hull York medicine interview

Multiple mini-interviews, MMIs, are becoming increasingly common in medical schools, and the same occurs at HYMS. For 2019 entry, they will be interviewing 960 applicants, so the odds are around 6:1. As a result, preparation is crucial. The MMI involves two mini interviews, a group exercise and a scenario. There is no test of medical knowledge. The interviewers are testing your: 

• Personal characteristics
• Values
• Ability to work collaboratively in a group
• Ability to think critically

2x Mini-interviews

Each mini interview has two interviewers, and you will be asked two questions in each. The first mini-interview tests your general motivation for medicine and insight into the medical profession This also includes an assessment of your knowledge of the current issues in medicine. The second 10-minute interview assesses critical thinking skills and your personal qualities - empathy, tolerance of ambiguity and resilience. 

Group interview

This station will last 20 minutes and involves a group discussion. Interviewers will be looking at your communication skills and ability to contribute relevant information to the group members.

A lot of the teaching at HYMS is in small groups, so this station is really important as the interviewers are essentially assessing how you will respond to the course material. The group interview is chaired by a PBL tutor and your assessors will also be in the room. 

The role-play interview

This station assesses a student’s ability to respond to a role-play situation. Outside the room, you will be introduced to the scenario. You are encouraged to relax, be yourself and respond as you would do normally. This may be a difficult situation, for example, an ethical dilemma. Make sure you consider some of the role-play situations that could come up beforehand. 

2. About the course

Structure

Hull York Medical School adopts a three-phase programme:

• Phase I - Years 1 and 2: Students are based in either Hull or York, but the course content is the same. It is delivered through lectures, laboratory work, small group PBL sessions, and clinical skills lessons.
• Phase II - Years 3 and 4: The focus is much more clinical, as students rotate through placements throughout the region.
• Phase II - Year 5: Beginning with an elective, students then become an assistant intern to a medical team. This phase encourages students to develop both their knowledge and personality in preparation for transition into full-time work in the NHS. 

Teaching

The timetable is quite full-on, with 9-5 teaching most days. The curriculum is formed of a series of blocks based on body systems, with students encouraged to apply their scientific knowledge to clinical scenarios. The integrated course involves a lot of problem-based learning (PBL), mainly during phase I. Students are split into small groups of 10, but each group covers the same cases. The case follows the material being taught in the course at the time. 

Clinical work

HYMS prides itself on having 21% of the curriculum delivered in a primary/community care environment. This is compared to the national average of 13%. Clinical placements begin as early as week three, with students visiting healthcare environments in small groups. Initially, this is half a day a week, moving up to a whole day in the second year. Phase III occurs in the fifth year, where students rotate through general medicine, general surgery and general practice as an assistant intern. By third year, clinical placements constitute the majority of the course.