Medicine 2012

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MABECS GUIDE TO

MEDICINE - 2012

NB: This guide is for reference only. You should always check with the relevant

prospectuses/ websites.

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www.mabecs.comwww.mabecs.com

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MABECS Guide to Medicine

So you think you might want to become a doctor one day? Images of being a doctor may have been taken from Chicago Hope or ER. These super beings live a virtuous and exciting life, where the patients are not too troublesome and can be treated within 45 minutes of the show. But life as a doctor is nothing like the glamour portrayed on television. It is a long and hard road and dedication is very, very important. Becoming a Doctor

As a starting point it is very important to be realistic in assessing the chances of being able to achieve the minimum entry standards for a medical school. There are more students than there are places for medicine so it is no surprise that high academic performance plays a big part. High entry requirements are a way of ensuring that students are of a suitable academic calibre. Successful completion of a medical course is academically very demanding. If you are unrealistic in assessing your chances and ignore the advice of teachers and advisers, you will be faced with unnecessary disappointment and heartache. Even if you are quite capable of achieving the minimum entry requirements it does not necessarily mean you will be successful in gaining a place at medical school. Medical courses are longer than other courses at university and over the five or six years you will cover a wide range of knowledge and skills. After graduation you must spend a further year working as a doctor under supervision in a hospital as a ‘house officer’. You could be on duty for up to 72 hours a week but actually working up to 56 hours. Whatever the long term financial rewards you have in mind, it will be some years before you will be in a position to have a permanent post.

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is possible, for example when speech is impaired by mental handicap, accident, etc. Prosthetics & orthotics

The prosthetist is concerned with the replacement of a patient’s limb with a suitable artificial limb or prosthesis which looks and functions as closely to the natural limb as possible. The orthotist creates devices which provide support to parts of a patient’s body to compensate for paralysed muscles, provide relief from pain or prevent orthopaedic deformities from progressing. Specialisation is common, for example orthoses for the spine. The prosthetist or orthotist works as a member of the rehabilitation team led by a physician or surgeon. An understanding of the anatomy and physiology of the body is essential. Hand skills are also needed to control the way the devices contact the individual patient. Additionally there must be an understanding of the properties of the materials from which the devices can be made so that these will be effective and safe. Podiatry

Podiatrists diagnose and treat abnormalities of the foot. Professional advice is given on the prevention of foot problems and on proper care of the foot. Podiatrists work with people of all ages, particularly children and the elderly. Radiography

Radiographers work as specialists within healthcare teams in hospitals. Using their knowledge of healthcare technology and their caring skills they either aid with the diagnosis of patients’ problems or treat patients with cancer.

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Before you read further you should ask yourself, “Why do I want to become a doctor?” Apart from the high academic standards, medical schools are looking for evidence of a commitment to medicine and a realistic attitude to the subject.

Qualities to become a good doctor • Self motivation and the ability to organise your life and work • Patience and a good memory • The ability to communicate • Interests:- It is important to show that your intellectual and personal

life is broader than your academic success alone • Leadership skills and the ability to accept responsibility • Good physical and mental health So before you make plans to go to the UK to study medicine we suggest you think seriously about why you want to become a doctor and bear these points in mind. Unless you are reasonably confident in obtaining in your first attempt at gaining grades ABB at A level, then you would be wise to think about an alternative career In the course of finding out more about medicine as a subject and career, you may decide that it is not for you. There are many courses closely related to medicine worth finding out about.

Do you Have The Qualities To Become A Doctor?

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This is the only subject in the United Kingdom for which there are considerable restrictions and small quotas for overseas students.

Some medical schools state that they will not consider applications from countries that have their own Medical Schools, but Malaysian students are eligible for all universities.

Some medical schools state that they only consider applicants with 5 or 6 distinctions at O level and ABB expectations at A level. No medical school is likely to offer below ABB. Some schools additionally require students to sit for the BMAT or UKCAT.

Even at Medical Schools which might consider your application, the number of places available is small, rarely more than 15 a year , often less than that.

In spite of the fact that only candidates with high potential apply, the number of applicants is ten to twenty times more than the number of places.

The chances of obtaining a place to study Medicine are not very good, because so many strong students are applying for a few places. You are advised therefore to consider for example, the International Medical University in Malaysia, Medical Universities in the Czech Republic, the Irish Medical Colleges and other recog-nised medical schools.

If you do not get an offer from any of the universities that you have applied to, you will automatically be sent a Clearing Application Form, which gives you the chance for a final try at securing a place for medicine or related course.

Medicine In The UK

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They work in conjunction with the ophthalmologist and are concerned with the diagnosis and treatment of squints, disorders of vision and eye movement. In addition to hospital work, there are opportunities for private work and in research.

Occupational Therapy

An occupational therapist helps people who are temporarily or permanently disabled. Work can involve specialisation in spinal injuries, burns, drug addiction and children‘s problems and may involve helping patients use aids of various kinds, teaching social skills, organising group activities and helping patients learn craft skills. Work is mainly in hospitals and day care centres although people are sometimes treated in their own homes. Physiotherapy

Physiotherapists use exercise, massage, education and other techniques to rehabilitate patients after injury, strokes, heart attacks and surgery. They also help to maintain mobility in those with long term physical and mental handicaps. Physiotherapists work in a wide range of settings. Many work at hospitals, in the outpatient department or on the wards. Others work in sports clubs, private hospitals or have set up their own private practice. Speech and language therapy

Speech therapists help children and adults overcome problems of communication. These problems arise from a number of reasons including learning problems, social problems and emotional distress. Speech therapists must have a knowledge of alternative modes of communication, for example sign language. They also have to work alongside other health personnel. Often specialisation

Medicine

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What Else Can I Do?

If you find that medicine may not be the course for you but are still interested in a career which cares for people, there are other courses available in the caring profession such as dietetics, nursing, optical work, occupational therapy, physiotherapy, podiatry, prosthetics, radiography or speech and language therapy just to name a few. Listed below is a brief summary of alternative courses. Dietitics

Dietitians work alongside doctors and other medical staff in hospitals. Work involves advising patients and medical staff on food, food supplements, as well as nutrients in various diets. Often research work is involved, which aims to determine eating patterns and the effect of foods on health. There is much human contact across the spectrum of society; with infants, the elderly, health visitors, social workers. It is important to have good powers of communication. The job will require knowledge of, among other areas, biology, biochemistry, physiology food science. Careers are available at food manufacturing companies, agriculture and health ministries, research councils. Optical Work

Optometrists (or ophthalmic opticians) examine eyes for defects of vision and for signs of abnormality or disease. They will issue prescriptions for spectacles or contact lenses to correct defects of vision. If the eyes are diseased, patients will be referred to a doctor or surgeon, for example an ophthalmologist. An ophthalmologist is a qualified doctor and carries out eye surgery. Orthoptists work mainly in hospitals as part of the ophthalmic team.

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The Biomedical Admissions Test (BMAT) is conducted by the University of Cambridge Local Examinations Syndicate (UCLES). This is a subject specific admissions test for Dentistry, Medicine and Veterinary Science. The exam is usually conducted together with the regular A-Levels exams in November. NOTE: The registration deadline this year is 30 September 2011 and the test will be held on Wednesday 2nd November 2011. More information as well as practice tests are available on www.bmat.org.uk. The UK Clinical Aptitude Test (UKCAT) is a computer based test and will be held at designated centres Worldwide. You will need to register with UKCAT before you are able to book a test date, time and venue. Test dates are between 5 July 2011 and 7 October 2011. Please note that the registration deadline is on the 23rd of September 2011. The fees to take the UKCAT has been set at £100 for Non EU students. More information is available on www.ukcat.ac.uk. Summary

If you are thinking of applying: 1. Be quite sure you really want to study Medicine. It is a hard

and very expensive road to follow. 2. Be aware that you will be indeed fortunate to get ONE offer of

a place. 3. Study the attached table giving some details of UK courses

with care, and do not waste choices. 4. If you are going to apply for other subjects ensure that they are

related. 5. Take great care over the preparation of your UCAS

application, particularly SECTION 10. 6. APPLY before the 15th OCTOBER. 7. Register early to sit for the BMAT and UKCAT .

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University Environment UCAS Code

Duration Overseas Quota

Interviews

Aberdeen Fees (2011) preclinical: £ 13,200 clinical: £ 24,000.

Compact city A 100 5 13 In Malaysia

Birmingham Fees (2011) preclinical: £ 14,650 clinical: £ 26,590

Campus A 100 5 40 In UK

Brighton and Sussex Fees (2010) for all years: £ 23,678

Campus A100 5 10 In UK but video linked interviews may be possi-ble

Bristol Fees (2011) preclinical: £ 15,550 clinical: £ 28,700.


Cambridge Fees (2011) for all years: £ 23,632 + £4000.

Collegiate A 100 6 20 In Malaysia

Cardiff (Degree awarded by University of Wales )

Fees (2011) preclinical: £ 13,750 clinical: £24,500

Compact city

A 100 5 25 In Malaysia

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ment. Given the small size of the School, staff are able to get to know stu-dents individually, creating a friendly atmosphere. Your tutor will be con-cerned with your personal welfare and academic development and aim to pro-vide a supportive environment in which you can thrive. Our advising system is highly regarded within the University. Throughout the course at St Andrews we use a wide range of teaching and assessment methods including lectures, laboratory based practicals, computer based resources, small group tutorials and problem solving. All those who graduate BSc (Medical Science) have the guarantee of a clinical place in the University of Manchester.

Sheffield

The medical course in Sheffield is clinically led and gives students opportunities to start developing their clinical skills from the very start. It is designed around the common and important clinical conditions and uses an integrated learning and teaching approach that relates clinical medicine to the underlying medical sciences. The two main themes that run throughout the course, Clinical Compe-tencies and Medical Sciences are linked together by Integrated Learning Ac-tivities where students work in teams, and later in the course by themselves, to solve clinical problems. A combination of teaching approaches, including clinical teaching on the wards in hospitals, in clinics both in general practice and hospitals, lectures, seminars, tutorials, small group work, dissection, to-gether with personal and professional development supported by experienced tutors and personal mentors helps ensure that graduates are well prepared for work in the National Health Service.

Southampton

Southampton's Bachelor Degree in Medical Science is an integrated, systems-based BM5 programme and is distinctive in many ways. Students learn from contact with patients in a variety of clinical settings beginning in the first few weeks of their course. Students learn about the major physiological systems of the body and within each system, they will integrate their learning of anatomy, biochemistry, pathology, physiology, pharmacology, the social sciences and public health medicine in a clinical context. Students also have the opportunity to undertake student-selected components in medical humani-ties, teaching, medical research and a community engagement project. In years one and two, students have contact with patients in hospitals, in general practices and in their own homes.

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Oxford

Training is divided into two stages: a three –year pre-clinical course, followed by three years of clinical study (in Oxford, or at Cambridge or London). The pre-clinical course is divided into two parts. The first lasts for five terms, and provides the 1st BM qualification which permits access to the later clinical years. The second leads to a BA degree, which will provide students with an understanding of and enthusiasm for science and scientific method. With a relatively small number of students in each year, the clinical school at Oxford (for which a separate admissions process operates during year 3 of the pre-clinical course) has a particularly friendly and supportive atmosphere. All stu-dents are valued as individuals, and, if they stay on in Oxford for clinical study, will become an integral part of the clinical team, backed by a strong programme of small group teaching and seminars. The School has been praised for the range and quality of specialist module choice, rotations, simu-lator training and electives (many of which are overseas) on offer.

Peninsula College of Medicine and Dentistry Teaching and learning at Peninsula Medical School is initiated by clinical cases and patient narratives and uses a blend of structured, activity-based small group learning, large group plenary sessions and supported independ-ent study. In the early part of the programme your learning occurs within an intensively supported environment, including tutor-facilitated sessions in the Life Sciences Resource Centre, Clinical Skills Resource Centre, community placement, case based small group tutorials, reflective/feedback small group sessions and workshops, all allowing for group interaction, discussion and feedback.

Queen’s Belfast

The Medical course is an integrated, systems based and student centred pro-gramme extending over five years. The scientific background to Medicine is taught alongside clinical Medicine. Unlike some other programmes, it is not primarily a problem based approach, but the emphasis is on learning rather than teaching. There is a strong em-phasis on clinical skills with teaching in hospitals from as early as the second semester of first year and the fourth and final years are entirely clinical. Student selected components provide students with the opportunity to select topics from a range available for in depth study. This includes the opportunity to undertake an elective attachment outside Northern Ireland.

St Andrews

Medical Sciences is only a pre-clinical course and leads to the Ordinary degree of BSc in three years or to an Honours degree in four years. The Bute Medical School offers a supportive educational environ-

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University A Level or IB Entry Standards Other Remarks

Aberdeen AAB IB: 36 points, 3 6’s at HL inc Chem. + 2 other sciences

Chemistry + one other sciences from Biology, Maths or Physics All 3 subjects taken together in one sit-ting IELTS 7.0 with min 7.0 in speaking sec-tion. UKCAT Required

Intercalation possible. Integrated Systems based PBL

Birmingham A*AA - AAA IB: 36 points

18 in HL (Chem

with Bio/Maths/

Phy)

Chemistry + one other sciences from Biology, Maths or Physics At least AS level Biology. IELTS 7.0 with 7.0 in each band

Intercalation possible. Integrated Systems based

Brighton and Sussex

AAA - A*AB IB: 38 points( 18 in HL inc. Chem. and Bio )

A in Chemistry and Biology Maths to at least grade B pass at GCSE IELTS 7.5; min 7 in all components UKCAT required


Bristol AAA- A*AB IB: 37 points, 666 at HL (inc Chem & 1 other lab based Sc)

A for Chemistry + one other lab based science subject IELTS 7.5; min 7 in all components.


Cambridge A*AA IB: 40-42 points 777 at HL (inc Chemistry)

Top grade in Chemistry and A grades from either Biology, Physics, Mathe-matics. BMAT Required (most successful appli-cants have A grade results in each sec-tion) IELTS 7.0 in each subtest- Need for IELTS assessed after interview.

Traditional Compulsory Intercalation

Cardiff AAB IB: 36 points 6 for Chem. at HL

Chemistry at A Level and at least AS Level Biology 5 AS at GCSE UKCAT Required


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Interviews

Dundee Fees (2011): Years 1, & 2: £16,750 Years 3,4& 5: £25,500

Compact city A 100 5 13 In Malaysia - early Decem-ber

Edinburgh Fees (2011) preclinical:

£ 19,600 clinical: £ 33,200

City A 100 5 16 No

Glasgow Fees (2011) for all years: £ 27,000

Compact city A 100 5 18 Interviews in Malaysia In December

Imperial College London Fees (2011): Years 1, 2 & 3: £ 26,250 Years 4 & 5: £39,150

City A 100 6 21 In UK

Keele Fees (2011) for all years: £ 19,570

Campus A100 5 10 In UK. Overseas interviews have been conducted, but it is not the usual practice.

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alongside practical teaching and cadaveric dissection. Early clinical experi-ence is gained by placements in hospital and community settings building on communication and clinical skills teaching. Student selected components (SSCs) in phase 1 include a literature review and a group poster project. Phase 2 (years 3 and 4) builds on the bioscience base of phase 1 with clinical experience delivered on hospital wards and in community, as well as continu-ing PBL. SSCs (5 in phase 2) provide an opportunity for students to explore topics of individual interest. Phase 3 (year 5) is preparation for practice with placements in a range of settings designed to ensure that Manchester gradu-ates are fit for purpose as Foundation Programme doctors, including work-place based assessments.

Newcastle

Newcastle’s approach to teaching Medicine is not traditional or Problem-based learning (PBL) but rather case/scenario-based. The students are not expected to generate their own learning outcomes (we provide these) and their self-study is more heavily supported by lectures, seminars and practical teaching sessions. Each discipline is taught in a more integrated way around appropriate cases (Integrated curriculum). Early clinical experience occurs with GP (three in each year) and Hospital visits during Stage 1 (three hospital visits) and Stage 2 (two hospital visits). Stages 3 and Stage 5 are delivered in one of four Clinical Base Units (Northumbria, Tyne, Wear and Tees) and dur-ing the year students are taught in both primary and secondary care.

Nottingham

Our five-year, two degree course (Bachelor of Medical Science and Bachelor of Medicine Bachelor of Surgery degree course makes school-leavers into practising doctors. The first two years involves basic medical sci-ence taught as courses organised into four concurrent themes: molecular/cellular aspects of medicine; human structure and function; healthcare in the community; and early clinical and professional development. Integration of science and clinical practice starts at the beginning of the course. Through lectures, seminars and visits to general practices and hospitals, students are familiarised with patient contact, learning the principles of clinical history-taking and examination. Student-selected components allow the study of top-ics in depth. Students in the third year undertake a supervised research project of their choice, leading to the award the first degree (Bachelor of Medical Science). Following this, students move into the clinical phases where you will rotate through a series of placements at major teaching trusts within the region and in the community.

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London (Queen Mary)

Barts and The London serves a huge population of unrivalled diversity in the east of London, but is also next door to the City of London, one of the UK's richest neighbourhoods. This means that our medical students encounter a huge range of medical conditions whilst building the patient contact hours they need to become confident and competent professionals. We have com-pletely eliminated the traditional divide between pre-clinical studies and clinical years and operate an integrated curriculum, which means that you will start seeing patients from the very first term. Based on your academic perform-ance, you will also have the opportunity to take an extra year of studies leading to an intercalated degree in biomedical science. .

London (UCL)

At UCL the programme is systems-based and integrates basic medical science and clinical science with professional skills and competencies through-out the programme. It incorporates the General Medical Council’s recommen-dations in ‘Tomorrow’s Doctors’. Right from the beginning, we emphasise the importance of professionalism by giving students opportunities for clinical con-tact with patients, doctors and other health professionals The five-year core medical degree programme is divided into three phases: Phase 1 – Science and Medicine Phase 2 – Science and Medical Practice Phase 3 – Preparation for Practice The additional intercalated BSC year, which normally take place after Year 2, provides a choice from at least 20 different programmes.

London (St. George’s Hospital Medical School)

The MBBS curriculum has two entry points; one for school leavers, international students and mature, non-graduate students and the other for graduate of any discipline. Both streams share the final three years of study. The MBBS has been designed to enhance the integration between scientific and clinical disciplines, and to develop self-directed learning skills that will be beneficial throughout your career in medicine. All students follow core modules and select several Student Selected Components (SSCs). These require study in greater depth, and are intended to help you develop a questioning, self-critical approach, as well as to stimulate and build on interest in a clinical spe-cialty or scientific area.

Manchester Medicine in Manchester is taught by a combination of methods. In phase 1 (years 1 and 2), these include problem-based learning group sessions supplemented by didactic lectures provided at the beginning and end of cases,

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Dundee AAA obtained in one sitting IB: 37 points 666 at HL (inc. Chem.) and either Bio, Maths & Phy.

A Level Chemistry and another science. IELTS 7.0 UKCAT Required

Intercalated Year possible. Integrated PBL

Edinburgh AAAb IB: 37 points 667 at HL (inc Chem. and two Sciences)

3A Levels (inc. Chemistry)+1 science. AS in 4 subjects and at least AS level Biology. GSCE Chemistry, Biology, Maths, UKCAT Required

Integrated System based Some elements of PBL

Glasgow AAA IB: 36 points Chem. & Bio at HL

Chemistry and one of one of Biology, Physics or Maths in one sitting. IELTS 6.5 with 6.0 in each component UKCAT Required

PBL Integrated

London Imperial

AAAb IB: 38 points 6 in Chem & Bio

3 A Levels including Chemistry and/ or Biology plus 1 Science. Four AS Levels including Chemistry+Biology IELTS 6.6 with 6 in writing and speaking modules BMAT Required

Compulsory Intercalation Integrated

Keele AAB IB: 35 points 666 at HL and 665 at SL

Biology or Chemistry plus another sci-ence subject. IELTS 7.0 with 7.0 in each band UKCAT Required

PBL, Integrated

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Interviews

Leeds Fees (2011) preclinical: £ 15,600 clinical: £ 25,970.

Campus A 100 5 21 No

Leicester Fees (2011)

preclinical: £13750

clinical: £24895 .

Campus A 100 5 27 Some inter-views are held in Malaysia but not for all students.

Liverpool Fees (2011) for all years: £ 20,500

City A 100 5 24 In Malaysia around Janu-ary

London King’s (University of Lon-don) Fees (2011):

preclinical: £16,800

clinical: £31,150

City

A 100 5 34 In UK

London Queen Mary (University of Lon-don) Fees (2011)

preclinical: £ 16,442 clinical: £ 26,224 .

Campus A 100 5 26 In Malaysia I

London St Georges (University of Lon-don) Fees (2010) preclinical: £16,130 clinical: £28,280


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Leeds

The curriculum at Leeds consist of :

• Phase I (years 1-3): Preparing for clinical practice <http://www.leeds.ac.uk/medicine/mbchb/phase1.html>]

• Phase II (year 4): Clinical practice in context Three 15-week clinical rotations.<http://www.leeds.ac.uk/medicine/mbchb/phase2.html>

• Phase III (year 5): Becoming a doctor After a medical elective during the summer, you take five hands-on medical and surgical placements in hospitals and GP practices.<http://www.leeds.ac.uk/medicine/mbchb/phase3.html>

Leicester

Leicester Medical School runs a five-year MBChB. Both curricula are highly integrated, both 'horizontally' so that disciplines within medicine are learned together, and 'vertically' in that clinical work and relevance are intro-duced from the beginning. They are divided into two phases. Phase 1 lays foun-dations that are built upon by full-time clinical work in Phase 2. Phase 1 lasts two and a half years for the five-year course, and one and a half years for the four-year course. Phase 2 is exactly the same for both curricula.

Liverpool

Course is developed around four themes:Structure & Function in Health & Disease, Individuals, Groups & Society, Personal and Professional Values and Population Perspective. Emphasis on the demonstration of understanding and ability to apply information, not just factual information taught. Assessment at the end of each semester in the form of progress tests. Only 3 formal written exams. Theoretical learning is carried out in small problems based groups. Communication skills course in the Clinical Skills resource centre.

London (King’s)

The School of Medicine at King's is a leading institution in teaching and research throughout the world. You benefit from innovative curricula taught by internationally renowned staff at some of the UK's most famous hospitals in the heart of London: Guy's, King's and St Thomas'. Students are brought in contact with patients from the first week. Teaching is underpinned by our own virtual campus online learning resource. A wealth of facilities and resources are avail-able to students including the largest UK medical anatomy museum.

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Glasgow

The MBChB programme is based on integration of clinical and preclinical subjects, student centred learning, and has a spiral course structure. Thus, stu-dents revisit topics on several occasions as they progress through the course, each time with a more clinical focus and increasing depth. The course will pro-duce well rounded doctors with the potential and basic knowledge to pursue a career in any one of the medical specialties. The course is based around vertical themes that comprise the basic disciplines of medicine, such as anatomy and physiology, pathology and microbiology, clini-cal medicine and clinical surgery. Teaching methods include lectures, tutorials, problem based learning, practical ("laboratory") sessions and clinical bedside teaching.

Imperial College

This programme is designed for those who do not yet have a first degree in a biological science subject, and leads to the award of both a BSc and an MBBS. The course is delivered through a combination of classroom-based study and practical clinical experience. Years one and two are spent focusing on three core elements of the course: the scientific basis of medicine; doctor and patient; and clinical experience. Year three consists of three 10-week clinical attach-ments. Year four is spent working towards the BSc by undertaking a series of modules and a supervised research project or a specialist course in an area of particular scientific or medical interest. Year five includes a dedicated pathology course followed by 10 clinical specialities. Year six includes a range of clinical attachments, professional work experience, courses and private study peri-ods. Please note: graduates are entitled to provisional registration with the GMC with a license to practise, subject to demonstrating to the GMC that their fitness to practise is not impaired. .

Keele The programme is based on a ‘hybrid’ approach that uses a range of teaching and learning environments to achieve the curriculum objectives. These include Problem Based Learning (PBL), Case Based Learning (CBL) in clinical years, lectures, practicals, placement, web-based and self-directed learning. It is intended that the themes and content of these sessions should be interconnected and complementary. The diversity of approaches will allow stu-dents with different personalities, preferences, learning styles and with different strengths and weaknesses to be supported successfully. The type of sessions offered vary but their location will be suited to the teaching and learning encoun-tered. Students are expected to demonstrate knowledge and understanding in interactive group sessions.

SUBJECT INFORMATION

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Leeds AAB IB: 36 points 666 at HL inc Chem.

A in Chemistry IELTS 7.0 UKCAT Required

Intercalation possible. Integrated

Leicester AAA IB: 36 points 666 at HL inc (Chem. and Bio)

A in Chemistry + Biology. IELTS Min 6.5 UKCAT Required

Integrated

Liverpool AAA plus B in 4th AS subject. IB: 36 points 666 at HL inc Chem. and Bio and 555 at SL

A for Biology and Chemistry and one other subject at A level.

IELTS 7.0 with at least 7.0 in each com-ponent.

PBL, Integrated

London King’s

AAAb IB: 38 points 666 at HL (inc. Chem. and Bio)

Chemistry at A Level & at least AS Level Biology. IELTS 7.0 with 6.0 in each band UKCAT Required


London Queen Mary

AAAb IB: 36 points 665 at HL (inc. Chem. at 6)

Chemistry or Biology at A Level & at least AS Level Chemistry & Biology At least 2 A2 science based subjects. IELTS 7.5 (not required for A Levels and IB applicants) UKCAT Required

Integrated

London St Georges

AAAb IB: 36 points Chem. + Bio at HL and at English + Maths at SL

Grades AAA are required at A level with a grade B in a distinct AS level. Chemis-try and Biology are required, at least one to A level and the other to AS level. IELTS 7.0 with 6.5 in each band UKCAT Required

Intercalation possible. Integrated PBL

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Interviews

University College London (University of Lon-don) Fees(2010): £24,940. Intercalated Yr: £16,725


Manchester Fees (2011)

preclinical: £ £14,700

clinical: £26,800.

City A 106 5 29 In Malaysia

Newcastle Fees (2011)


clinical: £ £25,735 .

Compact city A100 5 26 (19 at New-castle & 7 at Durham)

May inter-view a few applicants in Malaysia

Nottingham Fees (2011) preclinical: £ 15,780 clinical: £ 27,430

Campus A 100 5 28 In Malaysia

Oxford Fees (2011) preclinical: £ 14,500 + coll. fees clinical: £ 26,500 + coll. fees

Collegiate A 100 6 7 In UK

Peninsula College of Medicine and Dentistry Fees(2010): Yr 1 & 2: £14,000 Yrs 3,4,5: £21,500

A100 5 15 In UK

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Cambridge

All students are a member of one of the Cambridge Colleges which provide social and living facilities and arrange small group or individual teaching to supplement the University course and practical work, especially in the first three preclinical years. Through their College students may partici-pate in various academic and non-academic activities, and make friends with students in all subjects not just medicine. About half of Cambridge medical students continue with their Clinical Studies at the Cambridge Medical School based at Addenbrooke's Hospital; the remainder go on to other clini-cal schools usually in London or Oxford. A fuller description of the Cam-bridge medical course can be found at: http://www.cam.ac.uk/admissions/undergraduate/courses/medicine/index.html

Cardiff (Degree awarded by University of Wales ) Cardiff's Medical degree programme is taught in the Schools of Bio-sciences and Medicine, in partnership with the Clinical Schools and the Hos-pitals and General Practices in Wales.

The integrated curriculum blends the basic medical sciences and the clinical disciplines within a structure that combines traditional learning meth-ods with aspects of a problem-centred approach. During the course there are three strands of learning and training: knowledge and understanding; skills and competencies; and attitude and conduct. The third strand is the key fea-ture of professional development as you appreciate the importance of a doc-tor's conduct and attitude, and it is expected that you demonstrate these at-tributes from an early stage of the course.

Dundee

The course uses a mixture of methods of teaching, e.g. lectures, seminars, group work, some PBL, revision sessions, etc. The School of Medicine is situated within teaching hospitals so student gain much clinical experience on real patients. Students also go on electives and outreach work to outlying areas to gain more experience.

Edinburgh

Modules define learning in each year, while themes are integrated and continue throughout the programme. Modules are based principally on body systems, though in the later years they may also reflect clinical speciali-ties. You will visit most systems twice, once in the early years and again in Years 3-5. The curriculum is designed to ensure students are competent in 13 major outcomes at the time of graduation. These 13 outcomes are deliv-ered via the Curriculum Vertical theme.

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Aberdeen

The University of Aberdeen has over 500 years of medical tradition. The curriculum is thoroughly modern, entirely systems-based, fully integrated and problem-orientated. This means that knowledge and skills for any particu-lar system (eg, the Respiratory, or Cardiovascular System) are acquired to-gether, so students understand the science that underpins disease, clinical method, diagnosis and treatment. Students are encouraged to explore concepts for themselves, to utilise the excellent facilities available to them and to exercise choice in many areas of study. Student feedback is encouraged and is extremely important in inform-ing future course developments.

Bristol

At Bristol your medical education is initially of a general nature involv-ing a scientific understanding of the human body, but involvement with patients begins in the first year of study. The main objective is to educate doctors whose principal function will be providing a clinical service. Opportunities exist to study the medical sciences in greater detail and to undertake research (Intercalation)

Birmingham

Brief foundation course in first year focusing on biological sciences. Concurrently students learn how to access learning resources e.g. library & IT based material in Medical School. Courses on systems of the human body in the first two years together with psychology and sociology of health and illness as well as introduction to biomedical ethics. Continuous assessment in the form of written exams, course work, projects, clinical exams and oral assessments.

Brighton and Sussex BSMS is a small medical school (140 students in each year group). Teaching is carried out through a variety of methods, including a substantial amount of small group work. In the first two years, content is delivered via inte-grated systems based modules; anatomy is taught via dissection and there is also a one day per week strand of clinical practice. In years 3 to 5, students are placed in various settings (hospital and community based) to develop and consolidate their clinical experience, whilst continuing to learn about cutting edge developments in science and medicine.

Short description of courses - (some obtained from websites)

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University College London

AAA+1 AS Level IB: 38 points 666 at HL (inc. Chem and Bio ).

Chemistry and Biology at A level IELTS 7.5 with 6.5 in each band BMAT Required

Integrated Some elements of PBL

Manchester AAA IB:37 points 766 at HL (chem. + a science) 666 at SL

Chemistry plus one other science/Maths subject. IELTS 7.0 with 7.0 in each band UKCAT Required

Integrated EBL - Ex-perience Based Learning

Newcastle AAA IB: 38 points; 6 for Chem. and /or Bio.

Chemistry and / or Biology at A or AS Level. IELTS 7.0 UKCAT Required

Integrated

Nottingham AAA IB: 36 points 6,6,6 at HL inc. Chem. and Bio

A in Chemistry and Biology at A Level, IELTS 7.5 with 7.0 in each band UKCAT Required

Systems based Integrated

Oxford AAAa IB: 39 points 7,66 (inc. Chemis-try at HL)

Chemistry A Level with either Maths, Biology or Physics IELTS 7.0 with 7.0 in each band BMAT Required

Traditional

Peninsula College of Medicine and Den-tistry

A*AA –AAA IB: 38—36 points (inc. 6 in Bio and Chem at HL)

Chemistry and (Bio or Physics). A fourth AS subject is required. IELTS 7.5 with 7.0 in each band

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Interviews

St Andrews Fees (2011) preclinical: £ 20,550

Compact city A 100 3 40 Interviews held by phone/skype/ video conferencing

Sheffield Fees (2011) Yrs 1&2: £ 15,100 Yrs 3,4&5: £ 27,290

Compact city A 100 5 20 Will try to inter-view in Malaysia

Southampton Fees (2011): Pre-Clinical: £13,840 Clinical: £25,500

Campus

A 100 5 20 In Malaysia (usually in January)

Queen’s Belfast Fees (2012)


clinical: £22,624


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What is the selectors attitude?

In a UCAS survey of Medical Schools the most frequently mentioned desired qualities, as well as academic ability, were as follows:

• Good communication skills • Self motivation • Commitment to Medicine • Breadth of interests and activities • Concern for the welfare of others • A realistic attitude to the study of Medicine and a Medical career

But also remember that the selector probably receives 2000 applications, 2000 Section 10’s, so is not only very experienced in what people say, but also must be systematic. And being human and under some pressure, seeing something that annoys will almost certainly result in rejection! And try to make your statement interesting. We think that most selectors with the job of choosing people for interview will produce a short summary and record for the interviewer of his assessment of your application. Maybe something like this.

Name of candidate UCAS Number Score out 10 GCSE/O level points total and breadth ... A level predictions UKCAT/BMAT score ... Genuine Interest in Medicine? ... Evidence of community commitment/ welfare of others ... Evidence of range of interests? ... Exposure and realistic attitude towards medicine? ... Communication skills? ... Achievements so far? ... Self motivation? ... Support of Referee? ... Total score .... Recommend for interview: Yes/Possible/No Special Points for Interview When you have written your section 10 see how well it matches up with this assessment.

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Getting a place

f. Take care when preparing your application form and personal statement. g. Prepare for your interview.

So although this guide starts by talking about the Personal Statement there is a lot that should happen first if you are going to make a good application.

There is an excellent booklet published by Trotman and written by Joe Rushton for Mander Portman Woodward about getting a place in Medical School. MPW are a well known Tutorial College in London, and their booklet is easy to read and though aimed at British students it contains much sensible advice that applies equally well to Malaysians applying for a place at a British Medical School. Try to read it if you can, but if you cannot find a copy the following page should help to point you in the right direction over your own Personal Statement. Why don’t you see your MABECS counsellor about your personal statement? Bring a draft copy of your personal statement so we can help you. Hepatitis As students and later when you become a doctor, you will come into contact with lots of people who are not well. It is advisable for the protection of yourself and patients to protect yourself from hepatitis B. Universities will require that all students have their immunity status for Hepatitis B checked on entry. Letter of Good Conduct Before acceptance on to a Medical course, you will be required to get clearance from the Criminal Records Bureau. Malaysians can obtain a letter of good conduct from the Ministry of Foreign Affairs. You can obtain an application form from their website: <www.kln.gov.my> .

Interview Questions

If you are called for interview, some sample questions you might encounter are:

• Should doctors be allowed to test patients for AIDS without their consent?

• What qualities are needed for a good doctor?

• What qualities would your friend say you possessed?

• What are your views on vivisection?

• What are your views on private and state medicine?

• What recent advance in medicine has impressed you the most?

• How is rejection prevented in transplant? How do they choose a transplant donor?

• What does an ECG measure? How does the heart work?

• What satisfaction does a GP get from his/ her work?

• What area of medicine is of special interest to you?

Medicine

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St Andrews AAA IB: 38 points Grades 766 at HL (inc. Chem.) 666 at SL

Chemistry + one other sciences from Biology, Maths or Physics. If Biology & Mathematics not offered at A or AS lev-els, each must be passed at GCSE grade B or better. GCSE English at Grade B. IELTS 7.0 in all areas. UKCAT Required

Students Transfer to Manchester for Clinical Course

Sheffield AAA IB: 37 points 6’s for HL (inc Chem. )

Chemistry A Level and at least one other Science subject (similar for IB) IELTS 7.0 UKCAT Required


Southampton AAA IB: 36 points 18 points at HL (6 in Chem.)

Chemistry at A Levels. IELTS 7.0 UKCAT Required

Systems based Intercalation possible.

Belfast AAAa IB: 36 points 6,6,6 at HL (inc. Chem. and Bio required.

A for Chemistry + one other sciences from Biology, Maths or Physics At least AS level Biology IELTS 7.5 UKCAT Required


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A level grades: column shows the minimum A level offer grades, which will usually include subject specific requirements: i.e. A in chemistry, B in two other science subjects (Maths, Physics or Biology). IB shows points required where known. All universities will require a 6 or 7 in chemistry and usually 6, 6 in other higher.

Overseas Quota: Places for overseas students

Duration: Most medical courses last 5 years, but a few take 6 years. The clinical years at St. Andrews are completed in Manchester, and at Oxford and Cambridge you normally transfer to London Hospitals.

Interview: Indicates if interview is essential. Those marked * may sometimes interview in Malaysia and Singapore Although all courses lead to both medical and surgical first qualifications, the course emphasis, style and organisation vary significantly from university to university. Applicants are expected to know about the special variations of the courses they apply for. Many universities have introduced system based courses where medicine is taught in terms of the body’s system such as the Cardiovascular System, Nervous system etc. Other universities have subject based teaching which covers fundamental subjects such as Anatomy, Biochemistry, Physiology etc. Some universities have both approaches. Several courses are now problem-based, marked PBL in the tables. You and a group of 12 or so other students work through a series of clinical problems. Each week you meet to define your study agenda based on the week’s case, and later to compare findings and draw conclusions. You use the resources such as library and laboratories, histological and anatomical images, specimens and models as well as specialised knowledge of the staff, to develop your knowledge and understanding. There are 4 or 5 lectures a week to supplement your own work. Some universities offer an (extra) 3rd year, the “intercalated” year. The programme contains both taught and research aspects and allows you to study in depth an area of biomedical or clinical science at the end of which you obtain a BSc Medical Science degree, before proceeding to the remainder of your medical training. When selecting candidates, admissions tutors look first for evidence of academic excellence, not just for its own sake, but because a medical course is long and demanding, and the ability to apply oneself and to survive are extremely important. Secondly, a long standing interest in medicine is always an advantage, together with evidence that the applicant has a well rounded personality, a wide range of interests, imagination, research potential and is socially aware.

Notes

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The confidential report from the school is very important.

Section 10 (personal essay of the UCAS form is also important- you should write sincerely and simply about your interests in medicine and mention any medically related activities such as helping out with charity work, looking after handicapped persons, observation at hospitals or clinics, or other socially relevant pastimes. A lot of purple prose about wishing to serve your country or meet the vision 2020 challenge will not impress the selectors. What you have done is much more important than what you have thought.

Medicine and the Personal Statement A typical UK Medical School receives over 2000 applications every year for 150 places so the competition is fierce for everyone. But it is even fiercer for Malaysians because there is a strict quota for overseas students: only about 10-30 overseas students are given offers, out of the approximately 200-300 applications received annually from overseas students.

There are 3 stages in making an application. Finding Out About Yourself

a. Self Examination Do I really want to be a doctor? Most people probably asked themselves this question a long time ago, and should have acted accordingly, but it is always worth asking again!

b. Exposure to Medicine Work or observation in a clinic or hospital. This might well make you return to the first question again and after consideration, now based on some knowledge of the reality of medicine (and yourself!), decide confidently that this is how you wish to spend you life. Or not!

Finding Out About Medicine

c. Start reading around the subject. Get yourself up to speed and read the New Scientist, Scientific American or other serious technical magazines. You may well find this is a really enjoyable part of the preparation, and if not...why not? (Back to the first question?)

d. Find out about the different courses. You better know about Integrated and non integrated, systems based and subject based courses and intercalated years.

e. Choose your universities

Medicine 2012

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Transcript of Medicine 2012