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...
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.
I'm working on the Pre-medical courses section.
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.
ah *******s I went and edited the wrong one! How do you undo changes?
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...
Actuall y- I have issues with the TSR wiki description - mastered by Manchester and Liverpool... Hmmm...
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...
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.
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