Presentation on theme: " These vary considerably UCL as an example Acceptable qualifications GCE A-levels (from a UK examination board) International Baccalaureate."— Presentation transcript:
These vary considerably UCL as an example Acceptable qualifications GCE A-levels (from a UK examination board) International Baccalaureate European Baccalaureate Scottish Advanced Highers Irish Leaving Certificate Welsh Baccalaureate Cambridge Pre-University Diploma Graduates: 1st or upper 2nd class degree from a recognised UK university Access to Medicine Course from the College of West Anglia University Preparatory Certificate for Science and Engineering (UPCSE)
GCE A-levels minimum of three A-levels and one additional fourth subject to at least AS-level. All AS and A2 components for these four subjects should be completed within two years (Years 12 and 13 at a UK school), with the A2 examinations for the three main A-levels all being taken in Year 13. Chemistry and Biology must be studied at A-level. Candidates have a free choice of other subjects, with the following exceptions: General Studies A-level and Critical Thinking A-level are acceptable only as alternatives to the additional fourth subject. Any AS/A-level subjects taken in an unusual timeframe (e.g. over more than two years) should be listed on the application, and will of course be considered as part of the overall educational background, but will not count towards the three main A-levels that would form an AAA offer. Some candidates may therefore need to take more than three A-levels.
Some preference will be given to applicants who offer a contrasting subject at AS/A-level. In this context a contrasting subject is one outside the traditional science subjects of Maths, Chemistry, Biology and Physics. For example: English Literature, History, Geography, Art, Music, Religious Studies, Design and Technology, a foreign language etc. Our standard conditional offer for 2013 entry: grades AAA at A- level to include Chemistry and Biology, plus a pass grade in an additional fourth subject to at least AS-level. The UCAS application must list final A-level grade predictions (from the referee) along with the actual grades achieved at AS- level in Year 12 in order for the candidate to be considered further. Candidates who do not supply AS grades on the UCAS application may be requested to submit these via email. We may also ask some candidates to supply module-level grades or UMS marks. If candidates do not possess AS marks because they are taking
It assesses a range of mental abilities identified by university Medical and Dental Schools as important. There is no curriculum content as the test examines innate skills. Each subtest is in a multiple-choice format and is separately timed. For candidates sitting the examination in summer 2013, the UKCAT will consist Verbal reasoning - assesses logical thinking and reasoning about written information. Quantitative reasoning - assesses ability to solve numerical problems. Abstract reasoning - assesses the use of convergent and divergent thinking to infer relationships from information. Decision analysis - assesses the ability, in complex, ambiguous situations, to deal with various forms of information, infer relationships, make informed judgements, and decide on an appropriate response. Situational judgement test - assesses judgement regarding situations encountered in the workplace. There are two versions of UKCAT: the standard UKCAT and the UKCATSEN (Special Educational Needs). The UKCATSEN is a longer version of the UKCAT intended for candidates who require additional time due to a documented medical condition or disability.
SectionItemsStandard Test Time Extended Test Time Verbal Reasoning 44 items22 minutes28 minutes Quantitative Reasoning 36 items23 minutes29 minutes Abstract Reasoning 65 items16 minutes20 minutes Decision Analysis 26 items32 minutes40 minutes Situational Judgement Test 60 items27 minutes33 minutes
The UKCAT is marked on the number of correct responses a candidate gives. There is no negative marking for incorrect answers. How you perform on one item does not influence other items you will be presented with. http://www.ukcat.ac.uk
University of Aberdeen, Brighton and Sussex Medical School, Cardiff University University of Dundee University of Durham University of East Anglia University of Edinburgh University of Exeter University of Glasgow Hull York Medical School Imperial College London (Graduate Entry Keele University King's College London University of Leeds University of Leicester University of Manchester University of Newcastle University of Nottingham Plymouth University Queen Mary, University of London Queen's University Belfast University of Sheffield University of Southampton University of St Andrews St George's, University of London Warwick University Graduate Entry
Testing begins on 1/7/2013 and registration opens 1/5/13 ‘Coaching is not necessary, desirable or advantageous..... be sceptical about anyone's claims to be able to help you do well in the test by coaching. ...familiarise yourself with the test....practice answering the types of questions that will be presented in the UKCAT,...familiarise yourself with the question styles, multiple- choice format and requirements of each subtest.....understand the time limitations in each section and develop strategies to approach each subtest with this in mind. We provide two fully timed practice tests to assist you in this preparation. ....familiarise yourselves with the onscreen test format so that you know how to move the mouse, answer questions and move through the test.’
The BioMedical Admissions Test (BMAT) is a subject- specific admissions test for applicants to medicine, veterinary medicine and similar courses The BMAT is a 2-hour, pen-and-paper test divided into three sections. It does not require a lot of extra study as it is a test of skills and knowledge that learners are expected to have already. Test format The BMAT is divided into three sections: Aptitude and Skills. Scientific Knowledge and Applications. Writing Task.
Section 1: Aptitude and Skills Tests generic skills in problem-solving, understanding arguments, data analysis and inference. 35 questions, multiple choice or short answer 60 minutes
Tests the ability to apply scientific knowledge from school science and maths up to and including the level of National Curriculum Key Stage 4. National Curriculum Key Stage 4 27 questions, multiple choice or short answer 30 minutes
Tests the ability to select, develop and organise ideas, and to communicate them in writing, concisely and effectively. One essay question from a choice of four questions 30 minutes
Questions in Sections 1 and 2 are worth 1 mark each. Total raw marks for each section are converted to the BMAT scale, which runs from 1 (low) to 9 (high). Typical BMAT learners will score around 5.0, roughly half marks. The best learners will score around 6.0, and a few exceptional learners will score higher than 7.0. Essays in Section 3 are marked by two examiners. Each examiner gives two scores – one for quality of content (on a scale of 0–5), and one for quality of written English (on the scale A, C, E). Combining the scores for Section 3: If the two marks for content are the same or no more than one mark apart, the candidate gets the average of the two marks. If the two marks for written English are the same or no more than one mark apart, the scores are combined like this: AA = A, AC = B, CC = C, CE = D and EE = E. For example, an essay given a 4C by one examiner and 4A by the other will get a final score of 4B. An essay given 3C by one examiner and 2C by the other will receive a mark of 2.5C. If there is a larger discrepancy in the marks, the essays are marked for a third time, and the final mark is checked by the Senior Assessment Manager. http://www.admissionstestingservice.org
Oxford Cambridge Imperial College University College London Royal Veterinary College
BMAT October 15 th 2012 was the last possible day of entry for BMAT in 2012, dates yet to be announced this year but due in February The BMAT does not require a lot of extra study as it is a test of skills and knowledge that learners are expected to have already. Section 2 will always be based around the relevant version of the National Curriculum studied by the majority of the test takers. You can get familiar with the test format by practising with specimen test papers available for download.
Be honest but kind to yourself Be accurate about specifics Make sure what you write is clear and grammatically correct Avoid redundancy Remember that each university will NOT know where else you have applied
Make your reasons as specific as possible › Anecdotes of what experiences made you decide › Can also acknowledge ‘downside’ (hours, responsibilities…) › What you have done to get better informed Eg attended this course and learned WHAT?? Avoid cliché's (helping people, making the world a better place) Helpful to bring in science/art/humanities interface Common reasons include the academic stimulation, the constant evolution of medicine and interest in science, working with people, wide range of potential careers in medicine
Don’t restrict this to medical placements Think about what might be relevant to medicine from experiences like › Working in a shop › Helping out in a home for older people › Providing learning support in a primary school class Be as specific as you can about medical placements you have done and what you have learned from them
Find out what a doctor actually does! Gain a realistic appreciation of what a typical day would involve for doctors working in both primary and secondary care settings. Develop knowledge of the different roles played by doctors working in different aspects of healthcare. For instance how does a GP’s job differ from that of a junior hospital doctor or a consultant? Learn what is great about being a doctor but also have a realistic idea about what is bad and difficult about the job. Identify the key skills needed to be a good doctor. Do you have these skills? Develop an appreciation for the training pathways for doctors and the level of commitment needed to succeed in a career in medicine. Learn about how teamwork and leadership is important in medicine. If you get a chance try and sit in on clinical meetings and ask different members of the medical team what their role is and how they interact with each other as a team. Equip yourself with as many clinical scenarios that demonstrate what you have learned. For instance, rather than just saying teamwork is an important part of the job say how when you worked with a general medical SHO you realised how important it was to work with other health professionals such as nurses, physiotherapists, dieticians to coordinate a patients care. This shows that you have actually got something from your work experience.
Relevant items include › DoE awards, Young Enterprise, Award scheme Development and Accreditation Network (ASDAN), Music The trap is to produce a smug list › Emphasise what you have learned from the experience why it is relevant to medicine
Another potential ‘smug list’ trap Need to invoke › Achievement › Transferable skills › Ability to attain work/life balance Opportunity to be genuinely self-revealing Key areas to concentrate on are teamwork, leadership, communication and responsibility If you mention a book or topic, expect to be questioned upon it in depth!
Good reasons include › Becoming more mature and ‘ready’ for medicine › Doing something medically relevant › Learning new skills › Doing something useful Less good reasons include › A year of continuous partying › Acquiring an STD….
Start early Make sure it is not too long: › Cut and paste into the UCAS space to see if it fits › Usually better to rewrite sentences rather than cut single words Get lots of advice: › Year above › Friends: yours and your parents › Open Days › Internet: DON’T believe everything Show it to lots people: › Drafts › Final version at correct length
University or medical school Oxbridge Near, far, overseas Large city, smaller city Expense Kudos Fun