The UCAT club is a legacy initiative founded by past GEMMS/PA alumni, which I reintroduced to the society, in collaboration with academic Dr Sara Namvar and other integral members of GEMMS (Nafisa Ali, Sana Hashimi, Hadeel Mohammed, Zunaisha Ahmed, and Hina Rehman Khalil). After months of coordination and communication with Dr Namvar, we were able to organise in-person information sessions and teaching workshops to support aspiring medical students in their preparation.

The University Clinical Aptitude Test (UCAT) is a challenging medical admissions tests; previously comprising 5 sections: Verbal Reasoning, Decision-Making, Quantitative Reasoning, Situational Judgement and abstract reasoning. The test assesses a candidate’s mental agility across these domains. However, in late 2024, Abstract Reasoning was removed due to concerns that it had become “too easily prepared for.” The computerised exam lasts two hours and is administered at a test centre. While external resources are not permitted, candidates are provided with a small whiteboard or notepad for calculations.

In previous years, the UCAT club was established by GEMMS students who were particularly strong in one or more sections of the test. These students would teach their peers, leading revision sessions and sharing strategies. Dr Namvar recommended that I emulate these past actions and organise a team of dedicated volunteers who would create lesson plans and deliver them to the other members of the GEMMS/PA Society. Accepting the proposal, and working alongside a GEMMS alumnus, I started planning and creating a presentation to deliver as a UCAT briefing and taster session.

As someone who has previously experienced the UCAT, I felt it was most valuable to share my experiences with the UCAT and to deliver an informative taster session. I was able to set up and present the taster talk, which was well received. The session outlined the structure of the UCAT and its timings and provided students with practical information, including study resources, key dates and exam booking instructions. This introduction served a critical role in helping students understand the time and financial commitments required to take and study for the test and supported those still considering the medical career pathway.

After the presentation, I announced the need for volunteers who would be willing to become teachers of various sections of the UCAT, to which Nafisa Ali, Sana Hashimi, Hadeel Mohammed, Zunaisha Ahmed and Hina agreed to teach Verbal Reasoning, Quantitative Reasoning and Situational Judgement respectively, whilst I was responsible for teaching Decision-Making.

A brief overview of the exam structure is as follows:

• Verbal reasoning (44 MCQs, 22 minutes) – This section tests your ability to critically evaluate written information through eleven comprehensive texts, each with four corresponding questions. Question type varies from true/false/can’t tell or comprehensive deductions.

• Decision-making (35 MCQs, 37 minutes) – Tests logical reasoning and problem-solving using text, charts, tables, graphs or diagrams. Additional information may be presented within the question itself. Questions can include syllogisms, logical puzzles, assumptions, interpretations, Venn diagrams, probability and yes/no answer types.

• Quantitative reasoning (36 MCQs, 25 minutes) – Tests numerical problem solving at a GCSE level. Similar to verbal reasoning, multiple questions relate to one data source. Students can only use the on-screen calculator.

• Situational Judgement (69 MCQs, 26 minutes) – Assesses your ability to understand real-world situations and identify appropriate behaviours. Students must answer a set of questions based on medical or dental hypothetical scenarios. Each scenario may have up to six associated questions. Unlike the other three sections, which are marked numerically, this section is marked from Band 1 to Band 4, with Band 1 being the highest.

The full exam is marked out of 2700 points.

The other volunteers and I planned, announced and delivered two-hour lessons twice a fortnight (two subsections per lesson), delegating one hour to each section of the UCAT. Sana and I created posters and timetables, which were shared on the GEMMS/PA Teams site as well as in various group chats to announce the upcoming session. I was responsible for organising the location of these sessions alongside Dr Namvar. Sessions would often take place before or between timetabled lectures, which was, more often than not, the most convenient timing. A total of four sessions were delivered before the postponement due to exams.

As someone who aspires to be a doctor myself, I appreciate the opportunity and learning experience that the UCAT club gave me and I would like to thank Dr Sara Namvar and Dr Niroshni Nirmalan as well as all those who helped organise and attended the UCAT talks, for trusting me with such an important task. And to the members of the GEMMS/PA society and students who aspire to become medical professionals: keep working hard and good luck.

This experience has strengthened my confidence in public speaking and reassured me that I can confidently deliver clear, helpful information in an academic setting. It also allowed me to strengthen various transferable skills, including time management, communication, teamwork and organisation, alongside others.