The pre-entry guidance experiences of students undertaking an ‘access to health and professions allied to medicine’ (PAMs) programme

Abstract

This research project explores the pre-entry guidance experiences of adult learners undertaking an ‘Access to Health and Professions Allied to Medicine’ (PAMs) course offered by Darlington College of Technology (DCT), a Further Education (FE) college in the north-east of England. The study generates qualitative data on the sources of guidance accessed by these students, the types of guidance they have received and their reasons for accessing this guidance. Results support both Social Learning Theory and the Social Learning Theory of Career Decision-Making. They also highlight the key role of FE admissions tutors as a source of guidance and raise concerns about the quality of formal guidance received by some respondents.