TSR Wiki - Medicine Watch

Ribbons
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#41
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#41
I thought of editing myself, but couldnt really bring myself to mess up the neat structure!

Heres some information about Cardiff University:

Cardiff University
Heath Park
Cardiff CF14 4XN

Telephone: +44(0)29 2074 3436
Fax: +44(0)29 2074 3690
E-mail: [email protected]

Entrance exam: UKCAT

A Levels
: Minimum of 3 A levels and 1 AS level, or 3 A levels and Level 3 Key skills. A levels must include two sciences, with grade A in either Chemsitry or Biology. General studies excluded. Typical offer AAB.

GCSEs: Grades B in English (or Welsh) and maths. AA in dual award science, or AAB in seperate sciences. Also atleast 4/5 more subjects at a minimum of grade B.

Course Information.
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j00ni
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#42
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#42
I have already added all that information to the wiki the other day

Though I had put the number of one of the admissions assistants, rather than the cheif admissions officer (now corrected)


edit: sorry that was a bit blunt. We all appreciate the help anyone is willing to give, and feel free to add info in future - you can either try to add the info by following the existing formatting (the help button will give tips on how to use the symbols like : , ''' , etc) or just add the raw data and someone will edit it into the format at some point
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Ribbons
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#43
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#43
(Original post by j00ni)
I have already added all that information to the wiki the other day

Though I had put the number of one of the admissions assistants, rather than the cheif admissions officer (now corrected)


edit: sorry that was a bit blunt. We all appreciate the help anyone is willing to give, and feel free to add info in future - you can either try to add the info by following the existing formatting (the help button will give tips on how to use the symbols like : , ''' , etc) or just add the raw data and someone will edit it into the format at some point
woopsy....sorry, I just looked at cambridge and then dundee, and thought cardiff university was missing
Its just that the name as I know it is Cardiff university....it was previously known as University of Wales college of medicine...but its since been merged with cardiff university, and is know by that name.

I feel quite silly for having posted without reading it all properly!
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j00ni
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#44
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#44
Ahh good point, never knew/noticed. Corrected thanks
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Twiglet
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#45
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#45
I've edited stuff on work experience and interviews , feel free to edit - it was jjust random stuff I could think of! I'm still working on it...
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*Liana*
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#46
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#46
I've added some BMAT tips and I've started a 'further reading' list at the bottom. If anyone wants to edit either go ahead - I don't know if anyone would want to review any of the books if they've used them? Also, I haven't included BMAT or UKCAT guides because I didn't use them... if someone wants to add them go ahead.
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edcourageous
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#47
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I'm working on the Pre-medical courses section.
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Bobbie W
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#48
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#48
I don't have a TSR wiki account, therefore am posting here, since I don't know any more than that which has been already posted here is my PS, don't really know what else to do, hope it helps.


A lifelong fascination with Science, especially Biology, has led me inexorably towards Medicine. Everything I have done has not only fuelled my deep passion for Medicine but also confirmed to me that this demanding and absorbing career is all I ever want to do.

I attended a Medlink course in Year 12 to get as much early insight as I could and ensure that my interest wasn't misplaced. But it is the varied work experience I have undertaken that has shown me many realities of Medicine as a career and redoubled my ardent desire and commitment to study and practise Medicine. My first work experience placement involved shadowing in the Rothschild House Physiotherapy Clinic, helping me to improve my basic anatomy and to gain a greater perception of patients and their unique cares and concerns.
I then obtained a further placement at Stoke Mandeville Hospital, where I shadowed a Gastro-enterology team. This was useful and incredibly exciting; the team were first rate in getting me to see procedures and continually allowing me to observe the tireless commitment, patience and skill of such a dedicated group. During the rest of this placement I worked on an Infection Control Ward where I started to understand the problems faced by medical professionals in both the treatment of a disease and the patient's perception of it. This single period has had a great impact, leading me to consider specialising in Immunology one day. Furthermore, talking to patients improved my communication skills, enabling me to write a presentation on the new sensitive pH tests with regard to the correct placement of nasal-gastric tubes for a staff training day.
To further broaden my horizons I looked further afield and obtained another week's placement at Addenbrookes serving on an elderly care ward. Through my hands-on work caring for terminally ill and geriatric patients I experienced some of the difficult practical issues of NHS nursing and attendance at meetings introduced me to other issues such as bed management and funding. These three placements have further increased my determination to study medicine and at the same time I have gained a deep respect for the work of nursing staff and the teams involved in patient care.
For two holidays, four weeks in total, I have worked as a volunteer with Mencap play schemes being part of a team caring for children, aged between 8 and 18. This highly rewarding challenge really opened my eyes to learning disabilities and I look forward to returning to work with them next year. In anticipation of this I am taking basic instruction in sign language. I also serve the local community as an in-patient volunteer at the local hospice, cooking and serving meals. To help me gain a better understanding of its role in the community and the importance of palliative care, I attended a three-day series of lectures based on this topic. I have completed the silver and bronze Duke of Edinburgh awards and am in the process of completing my gold award. I have been a Cub Scout Young Leader for the past three years.

I enjoy reading and music, playing piano and bassoon and have just taken up jazz piano. Playing in school orchestras and wind orchestras for five years has also been good fun, along with playing solo piano on a music tour to Prague. At school I have been technical manager for plays and pantomimes, served as a prefect in Year 11 and been actively involved in charity fund raising. To keep fit I visit a gym and swim regularly. I enjoy photography, sailing and clay-pigeon shooting, all of which require concentration, self-discipline and teamwork. I believe I possess the motivation and determination to pursue a career in Medicine which has been strengthened by my experience and voluntary work to date.
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Fluffy
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#49
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#49
You mentioned MedLink and got an offer??? Well done - the subject is usually a turn off !!!
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smirf83
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#50
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#50
In the article for Birmingham here: http://thestudentroom.co.uk/wiki/Medicine#Birmingham it mentions that UKCAT is required. I thought B'ham doesn't require UKCAT?
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Fluffy
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#51
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#51
Then change it...
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smirf83
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#52
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#52
ah *******s I went and edited the wrong one! How do you undo changes?
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smirf83
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#53
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#53
ok i think i fixed it.
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Elles
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#54
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#54
Is the "Course Structure" a c&p from somewhere else or did someone here write it?

Traditional or subject-based

This type of course is very limited. (in your opinion as a teaching method or in terms of medical schools offering it? next sentence looks like the latter, so might be better to join those rather than just starting with what looks like a damning statement in comparison!) Limited to establishments such as Oxford, Cambridge and St Andrews, there is a definite pre-clinical/clinical divide and the pre-clinical years are taught very rigidly in subjects (the courses run might be group into subjects or disciplines but i wouldn't say the teaching overall was rigidly organized so - e.g. here when we were doing the "physiology & pharmacology" of the respiratory system we were doing the "organization of the body" of it in anatomy & histology & the "biochemistry" of cellular respiration and possibly a related "doctor patient" session) . In all three medical schools you may have to apply again for a 'clinical' place which may not be in the city you started in - E.g. St. Andrew's students finish their clinical years in Manchester and some Oxbridge students finish their years in London. (Worth a mention of the whole compulsory intercalation - third year schizzle, extra degree thing before jumping to clinicals? ) However, you are guaranteed a clinical place somewhere in the UK upon satisfactory completion of the first part of the course. This is definitely a course for the scientifically minded and it could potentially be easy to lose motivation due to the lack of patient contact in the pre-clinical years (I think the "Integrated or systems-based" mentions of local community contact might be relevant here too.... at Oxford you have the Doctor-Patient course in years one & two which involves GP visits, Cambridge have patient visits with their repro course, no idea about St A's! & i also had ward tutorials = there was some patient contact, basically). Also, students tend to feel a little unprepared and isolated when they take their first steps into hospital in the clinical years (they do? I feel excited wouldn't say isolated at all - the pastoral thing seems pretty good, afraid i'm just speaking for oxford - but we have college advisors, a department advisor, osler house parents (5th years) & med ed parents (6th years). there's also a bridging doctor-patient II course.. so hopefully i won't feel hugely underprepared ) This type of degree offers much more scope to complete research (such as a Masters or PhD) without overly disrupting your degree (mention of the intercalated BAs might make this make more sense?), and has the advantage of an extremely thorough scientific foundation before moving onto clinical studies (& the flexibility to move elsewhere for clinicals, the ability to stop after 3 years if you change your mind with a degree to show for it, experience of research if you want it & a chance to be more of a typical student for the first three years - with shorter terms... & all the associated ££s & extra experience benefits). Definitely a choice for those with a great deal of motivation and those that like the idea of studying a science degree (the third year is a science degree. the first two are preclinical medicine (although possibly Ox & Bridge difference in teaching partners & emphasis) - i would hope every medical student learns the core content of preclinical medicine? :eek: even if they learn it concurrently with clinical skills...) before beginning clinical studies.
Of course i'm completed blinded by thinking it's a good way to study medicine & would feel cheeky about just editing someone else's prose. :p: so am seeking validation as to whether any of my thoughts are relevant & would be useful to add!
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randdom
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#55
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(Original post by Elles)
Is the "Course Structure" a c&p from somewhere else or did someone here write it?



Of course i'm completed blinded by thinking it's a good way to study medicine & would feel cheeky about just editing someone else's prose. :p: so am seeking validation as to whether any of my thoughts are relevant & would be useful to add!
I didn't write it but I think your comments on it are valid. If the person who wrote it doesn't post in the next few days it might be worth reposting it talking about this type of course from your experiance.
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Fluffy
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#56
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#56
I think it is really difficult to write subjectively about these sorts of things - there is so much variation within course types too. Some descriptions I've heard of other schools PBL process make me shudder - they certainly aren't based on the tried and tested McMaster prototype... And equally would be completely invalid as a 'one size fits all' description of the PBL process...
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Fluffy
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#57
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#57
Actuall y- I have issues with the TSR wiki description - mastered by Manchester and Liverpool... Hmmm...
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Fluffy
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#58
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Research on the PBL method has shown that, although at time of graduationm students from 'traditional courses' have a far greater knowledge span, an assessment of the same students 5 years down the line showed that PBL students retained more knowledge from their degree. PBL has also been shown to enhance interprofessional team interaction.

-------------------

I've posted this here in the interim, as I need to pubmed for the relevant research papers...
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randdom
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#59
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It might be worth making it so that someone on an traditional course writes that section, a person at a pbl university writes that and someone at a systems based writes the that section. While this isn't the perfect solution I would say it would be more fair that someone on one type of course writing about all three.
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j00ni
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#60
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Fluffy, can you check that I haven't undone some of your good work when i was correcting everyone's spelling please - see the history bit

sorry
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