lincoln

why lincoln

Lincoln's problem-based learning approach really appeals to me. Having tutored at Explore Learning, I know I learn best by actively working through problems rather than just absorbing information passively. The small group teaching and early clinical exposure through the Clinical Skills Centre means I'd be developing practical skills and clinical reasoning from the start, not just memorizing theory.

What particularly excites me is Lincoln's emphasis on preparing students for work in diverse, often underserved communities. Coming from a working-class background, I think it's crucial that doctors understand patients from all walks of life. The placements across Lincolnshire—from teaching hospitals like Lincoln County Hospital to rural GP practices—would give me that breadth of experience and help me understand health inequalities firsthand.

The smaller cohort size appeals to me too—I think I'd thrive in a close-knit community where you really get to know your peers and lecturers. Having led Brownies and worked in teams, I know I work best in collaborative environments where people genuinely support each other.

4. Why are you a good candidate?

4. Why are you a good candidate?

I believe I'm a strong candidate because I've developed the core qualities essential for medicine

My communication skills are strong—I've adapted my approach for children with different learning needs at Explore Learning

I've demonstrated genuine empathy paired with professional boundaries. At the care home with Mrs. Thompson, I learned to stay present with someone's distress while maintaining the clarity to help them effectively. I don't just absorb others' emotions—I respond appropriately and constructively.

I'm a collaborative team player who can both support and lead. Whether it's adapting the Brownies health badge programme when my original plan failed, or suggesting alternative approaches during that busy care home shift, I've shown I can read situations, take initiative, and work within appropriate boundaries.

Resilience is something I've built through managing challenging situations—like owning up to my mistake at Explore Learning even when it was uncomfortable, or staying calm when Mrs. Thompson was distressed. I've developed practical strategies for managing stress rather than just toughing it out.

Most importantly, I'm committed to continuous improvement. I keep a reflection journal, actively seek feedback, and view challenges as learning opportunities. I know I won't get everything right immediately, but I'm genuinely dedicated to becoming the best doctor I can be.

I'm not just academically capable—I've demonstrated through sustained experience that I have the interpersonal skills, emotional intelligence, and professional values that medicine requires.

6. Patient falls over

If a patient falls over, my immediate priority is their safety and getting appropriate help.

First, I'd assess the situation quickly—are they conscious? Are they in immediate danger? Can they speak? I wouldn't immediately try to move them because if they've injured their neck, spine, or broken bones, moving them incorrectly could cause serious harm.

I would call for help immediately—pressing the emergency buzzer or calling for nursing staff who are trained to handle this. As a medical student, I need to recognize my limitations and get qualified people there quickly.

While waiting, I'd stay with the patient and reassure them. I'd talk to them calmly, let them know help is coming, and try to keep them still. If they're distressed or trying to get up, I'd gently explain they need to wait for proper assessment first. I'd also check if they're in pain and where.

I'd gather information if possible—did anyone see what happened? Did they trip, faint, or just lose balance? This context is really valuable for the medical team.

Once qualified staff arrive, I'd communicate clearly what I observed and step back to let them take over. I might assist if asked—perhaps getting equipment or helping maintain the patient's dignity by ensuring privacy.

After the incident, I'd document what happened and reflect on it. Falls often indicate underlying issues—medication side effects, mobility problems, confusion—so understanding why it happened is crucial for preventing it recurring.

What I absolutely wouldn't do is panic, try to handle it alone beyond my competence, or move the patient without proper assessment. Patient safety comes first, which means recognizing when to escalate immediately. This situation shows why understanding your limitations and working as part of a team is so important in healthcare.

7. Someone asks you to fake sign into lecture

I would refuse, and I'd explain why clearly but not judgmentally.

My immediate response would be something like: "I can't do that—it's dishonest and goes against the professional standards we're expected to uphold as medical students. I understand you might have a good reason for missing the lecture, but faking attendance isn't the right solution."

Why this matters: Medicine is built on trust. Patients trust doctors to be honest about their qualifications, their knowledge, and their limitations. If I'm willing to lie about something seemingly small like lecture attendance, what does that say about my integrity when the stakes are higher? Would I falsify patient records? Pretend I've done examinations I haven't? Cut corners on patient safety? Professional integrity doesn't have an on/off switch—it's consistent regardless of whether anyone's watching.

Medical schools take this seriously for good reason. Attendance requirements exist because that knowledge is essential for safe practice. If someone's not attending lectures, they're potentially missing crucial information that could affect patient care later.

What I would do instead: I'd encourage my friend to be honest with the medical school if there's a legitimate reason they're missing lectures—whether it's health issues, family problems, or struggling with the content. Medical schools have support systems precisely for these situations, but they can't help if no one's honest about the problem.

If it's about being overwhelmed: I'd offer to share my notes, study together, or help them catch up rather than enabling dishonesty.

This situation actually tests professionalism more than complex medical scenarios because it's easy to rationalize—"it's just one lecture," "I'm helping a friend"—but that's exactly when integrity matters most. The foundation of being a good doctor is doing the right thing even when it's uncomfortable or unpopular.