Health and Medical Sciences BSc
AAB at A level, one subject from the list below; graduates earn a median £50,000 three years on.
Typical A level offer
AAB
one subject from the list below · 80% of entrants came with A levels · 90% stay on after year 1 · Warwick course page, Discover Uni
Year 13 · applying
What do you need to get in?
AABtypical A level offer; aab including one subject from the list below (biology recommended) or abb including two subjects from the list below: applied science biology chemistry computer science environmental science mathemat
Typical offer — the grades most applicants are asked for. Contextual offer: ABB, for applicants from under-represented backgrounds.
Warwick course page, read 19 September 2026 · Discover Uni entry profile
- 1one subject from the list below
Who actually got in: 80% with A levels, 15% with the IB. Based on 50 entrants.
Other qualifications4
| Qualification | Typical offer | Required subjects |
|---|---|---|
| IB | 34 points34 overall to include 5 in one Higher Level subject from the list below (Biology recommended) or 32 to include 5 in two Higher Level subjects from the list below: Biology Chemistry Computer Science Ma | 5 in one Higher Level subject from the list below; 5 in two Higher Level subjects from the list below: Biology Chemistry Computer Science Mathematics Physics Sports, Exercise and Health Science |
| BTEC | —We consider applications from students taking BTECs on a case-by-case basis, the following subject areas are of interest as part of our review. Applied Science Biology Chemistry Computer Science Envir | — |
| Advanced Highers | AAAA in two Advanced Highers including one of the following subjects: Applied Science, Biology, Chemistry, Computer Science, Environmental Science, Mathematics, Physics, Psychology, Physical Education, | — |
| Access | 45 Credits at Level 3, including Distinction in 33 Level 3 credits and Merit in We will consider applicants returning to study who are presenting a QAA-recognised Access to Higher Education Diploma on a case-by-case basis. Typically, we require 45 Credits at Level 3, including Di | — |
Years 1–3
What do you study?
5compulsory modules in year 1
Compulsory modules this year: health & safety 48% · natural sciences 25% · transversal skills 14% · social & cultural skills 6%.
Module — one course unit, usually a term or a year long; “core” means everyone takes it. One UK credit is about ten hours of study; a full year is 120 credits.
Warwick course page · optional modules vary by year
Year 1 · 5 core · 120 credits ≈ 1,200 hours
- Concepts in Health and Medical Sciences.
What you learn (7)
- explain core theories underlying health and medical sciences
- describe fundamental concepts used in health and medical sciences
- use standard terminology consistently across health and medical science disciplines
- extract relevant data from varied scientific sources
- combine information from multiple sources into a coherent account
- integrate concepts from different health and medical science disciplines
- apply academic writing conventions suited to a scientific readership
- Systems: Cell to Society
What you learn (11)
- explain key concepts and theories linking disease and health systems across disciplines
- describe principles of genetic inheritance
- describe molecular and cellular processes underlying human development
- describe the anatomy and physiology of the cardiovascular system
- compare healthy and diseased states of these body systems
- describe modern diagnostic approaches and precision medicine techniques
- distinguish between curable and incurable diseases
- evaluate how beliefs, behaviour and ethics affect quality of care
- identify the scope of global health, public health and professional practice
- explain the boundaries and interrelationships between these health domains
- apply reasoning skills to discuss health challenges with others
- Methods of Enquiry
What you learn (7)
- identify suitable research designs and methods for health-related questions
- apply quantitative research methods to collect and process data
- apply qualitative research methods to collect and process data
- summarise processed data to allow straightforward interpretation
- communicate research information using varied methods and styles
- critically appraise published health and medical research literature
- evaluate research findings using interpretation skills
- Illness: Susceptibility and Inequality
What you learn (11)
- explain key concepts and theories underlying non-communicable disease prevention
- describe health promotion approaches suited to different life stages and populations
- describe disease prevention strategies for diverse population groups
- relate the anatomy of the reproductive system to its physiological function
- relate the anatomy of the endocrine system to its physiological function
- distinguish normal from diseased states of these systems
- describe core principles of oncology
- explain how multidisciplinary teams manage cancer care
- describe key determinants of health across different life stages
- describe links between socio-economic factors and chronic disease prevalence
- apply reasoning skills to propose solutions to health challenges with others
- Wellbeing: Mental Health and Neurobiology
What you learn (12)
- identify key concepts and theories relevant to wellbeing and mental health
- explain how multiple disciplines contribute to understanding mental health
- describe basic principles of neurobiology and psychology
- explain the relationship between physical and mental health
- relate signs and symptoms to the investigation of mental health conditions
- describe how mental health and neurological conditions are managed by services
- describe how ethnicity, gender and socioeconomic status influence mental health
- identify principles underlying rehabilitation from mental ill health
- explain how recovery services apply rehabilitation principles
- explain how environmental factors including circadian rhythm affect wellbeing
- apply reasoning skills to contribute ideas addressing health challenges
- collaborate with others to propose solutions to global health issues
Year 2 · 4 core · 105 credits ≈ 1,050 hours
- Food: Nutrition and Malnutrition
What you learn (12)
- explain key multidisciplinary concepts underlying nutrition and malnutrition issues
- relate theoretical concepts to local and global nutrition problems
- describe anatomical structure of the gastrointestinal and renal systems
- apply physiological knowledge to explain diet and metabolic processes
- explain factors affecting food availability worldwide
- evaluate food safety regulations across different regions
- analyse how malnutrition affects reproductive health across generations
- identify patterns in the prevalence of diet-related diseases
- assess the societal burden caused by food-related illnesses
- explain public health policies addressing nutrition-related conditions
- develop strategic plans to address health challenges collaboratively
- present structured arguments to influence health-related decisions
- Infection: Prevention and Outbreaks
What you learn (9)
- explain key concepts and theories underlying infectious disease from multiple disciplines
- describe how immune responses to pathogens relate to disease transmission
- explain the role of technology in managing infectious disease outbreaks
- analyse relationships between immune function, socioeconomic factors and vulnerability
- describe public health strategies to prevent harm from infectious disease
- analyse the epidemiology of a selected communicable disease
- explain the biomedical features of a selected communicable disease
- develop strategic plans to address health challenges collaboratively
- present structured arguments to influence local and global health issues
- Interactions: Environment and Genes
What you learn (11)
- explain key concepts and theories linking environment to health outcomes
- describe how therapeutic interventions work and their effectiveness
- explain the ethical requirements for conducting clinical trials
- analyse relationships between environmental factors, genetics and disease
- evaluate the implications of environmental change for societal sustainability
- relate socio-economic and occupational factors to environmental health
- explain causes of conflict-induced displacement at local and global scales
- evaluate consequences of conflict-induced displacement on communities
- explain the interrelationships between pain, sleep and pharmacology in health and disease
- apply strategic planning skills to formulate structured ideas for health challenges
- collaborate with others to propose solutions to health challenges
Year 3 · 6 core · 120 credits ≈ 1,200 hours
- Project Planning
What you learn (8)
- compare different research methods used in health and medical sciences
- critique the suitability of specific research techniques in health science contexts
- apply ethical approval procedures required for health research projects
- explain the regulatory processes governing health and medical research activity
- describe the stages involved in conducting a research project
- plan a research project from design through to execution
- explain data management techniques appropriate to a research project
- apply relevant data protection legislation to research data handling
- Dissertation project
What you learn (13)
- plan a research project independently
- manage own workload to complete a coherent project
- apply analytical techniques to investigate a biomedical research question
- synthesise findings from health and medical science research
- evaluate complex project data to draw sound conclusions
- present complex project outcomes in written form for varied audiences
- present complex project outcomes orally for varied audiences
- critically appraise own research findings
- judge the relevance of findings to the project's objectives
- conduct research in line with ethical and responsible practice
- interpret specialised disciplinary terminology within a research field
- apply interdisciplinary approaches to a research problem
- identify the limits of own professional competence
- Advanced cases in health and medical sciences
What you learn (6)
- justify strategic decisions using established reasoning when analysing cases
- demonstrate effective teamworking skills when considering health cases
- design case-based learning materials to advance understanding of health problems
- apply strategic planning skills to collaborate with others on teaching materials
- create innovative teaching materials addressing the global burden of disease
- evaluate case-based learning as a tool for examining real-world health challenges
- Digital technology & Health
What you learn (7)
- evaluate current digital health technology adoption across local and global settings
- analyse how digital health technologies affect inequalities and access to care
- explain concepts of big data and analytic algorithms in health contexts
- describe emerging digital technologies and their applications in healthcare
- illustrate artificial intelligence evaluation using a real-world example
- propose recommendations for applying emerging digital technologies to health problems
- assess potential consequences and limitations of digital health technology adoption
- From Bench to Bedside: Impact through Scientific Research
What you learn (9)
- communicate scientific topics to non-specialist audiences
- adapt scientific content to improve public accessibility
- describe the route from basic research to policy change
- describe how primary research translates into clinical practice
- evaluate the contribution of scientific research to health promotion
- evaluate the limitations of scientific research in improving health outcomes
- identify key challenges facing modern healthcare systems
- explain why continuous innovation is required in healthcare
- explain the legal framework governing scientific discoveries
- Transdisciplinary Perspectives: local and global problems in health
What you learn (7)
- integrate knowledge from multiple health-related disciplines to address a topic
- apply consolidated subject knowledge to varied health research areas
- formulate recommendations to improve health outcomes using a transdisciplinary approach
- justify health recommendations against ethical standards
- analyse complex enquiries spanning social, health and medical sciences
- adapt problem-solving strategies to unfamiliar interdisciplinary challenges
- extend current understanding to propose solutions for emerging health challenges
“What you learn” restates each module’s published learning outcomes in our own words, as short skill statements in the same form as the GCSE and A level curriculum, with the help of an AI model; fields of knowledge follow the twelve fields of the knowledge sphere. The university’s module page, linked from each title, is the authoritative description.
After graduating
Where does it lead?
£50,000median pay three years after graduating
Lower quarter£45k
Median£50k
Upper quarter£58k
Median — the middle earner: half earned more, half less. Pay is for graduates of this subject at this university who finished in 2016-18, not adjusted for inflation; based on 210 graduates.
Discover Uni dataset (HESA and Office for Students, CC BY 4.0, contains HESA data); earnings from the Longitudinal Education Outcomes data (Department for Education) · aggregation level 24, 14, 12, 22
Half of graduates earned between £44,500 and £57,500. Five years on, the median is £53,000. 75% were in work or further study 15 months after finishing; 60% of those in work were in professional or managerial jobs.
All outcome figures7
| Measure | Value | Based on |
|---|---|---|
| Continue after year 15% left | 90% | 35 |
| In work or study, 15 months on25% studying | 75% | 15 |
| Professional or managerial job | 60% | 15 |
| Pay 15 months on, median | £44,000 | 75 |
| Pay 3 years on, median | £50,000 | 210 |
| Pay 5 years on, median | £53,000 | 230 |
Money
What does it cost?
£10,050a year for UK students, 2027/28 entry
Tuition fee loan — paid straight to the university; repayments start the April after you leave, at 9% of income above the threshold. UK fees are capped by government and rise with inflation; placement and study-abroad years are usually charged at a lower rate.
Warwick fees page · source
About £30,150 in fees over 3 years, covered by a tuition fee loan you repay only when earning above the threshold.
National Student Survey 2025-26
What do students say?
85%agreed the course was good overall (question 26)
NSS — a yearly survey of final-year students at every UK university; 75% of this course’s final year answered. Small groups can swing a lot year to year.
National Student Survey, via Discover Uni · 20 students answered
Highest: 95% agreed on question 13; lowest: 48% on question 11.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 90% |
| Question 2 | 67% |
| Question 3 | 70% |
| Question 4 | 60% |
| Question 5 | 86% |
| Question 6 | 85% |
| Question 7 | 86% |
| Question 8 | 75% |
| Question 9 | 90% |
| Question 10 | 67% |
| Question 11 | 48% |
| Question 12 | 60% |
| Question 13 | 95% |
| Question 14 | 67% |
| Question 15 | 90% |
| Question 16 | 90% |
| Question 17 | 55% |
| Question 18 | 71% |
| Question 19 | 75% |
| Question 20 | 80% |
| Question 21 | 95% |
| Question 22 | 95% |
| Question 23 | 70% |
| Question 24 | 81% |
| Question 25 | 78% |
| Question 26 | 85% |
Question texts are published by the Office for Students; the dataset carries only the question numbers.
Modules, entry requirements and fees are facts read from University of Warwick’s course page on 2026-09-19 and may change; the university’s page is authoritative. Descriptions are not reproduced. Outcome figures are from the Discover Uni dataset. University of Warwick is a trade mark of the university; sch.today is independent of it.