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marrakech last won the day on October 31 2017

marrakech had the most liked content!

About marrakech

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  1. I wish I'd really done that, i.e. cross off a few things.. But like you both, it's been well over 10 years I think since I had a "vacation" of more than a week or two or so - even a week of pure vacation somewhere seems like a luxury - even more so than visiting family during christmas holiday say. otoh, sometimes it seems best to move ahead with whatever seems the most rational choice at a given moment and also solo vacations don't have the same appeal to me at least.. the summer before med school I had no expectation of being accepted and thus had employment and even coursework lined up, which I didn't feel was fair to break with the company, given that I was a new hire and had just been trained, which was an investment on their part. Wasn't so much the company per se, but the staff, etc.. who I felt would be left in the lurch.
  2. 1) It's a completely asymmetric situation. By contemporary culture and geographic placement, English is a far more widely used langage, and by virtue of that many QCers learn English through TV, movies, books, internet, music,... etc.. Plus the majority of all scientific literature is in English, so I beg to differ that there's an equivalency in terms of language learning to be made. Sauf pour @la marzocco peut-être qui se débrouille très bien après peu de temps en français haha, mais qui est à McGill à Montréal quand même, la plupart des personnes du RoC n'ont pas l'occasion ou l'opportunité d'améliorer leur français d'une façon évidente.. c'est vrai il y a l'internet, mais la culture de France et QC, francophone ne s'exporte pas au même niveau.. je me souviens de Roch Voisine un tout petit peu quand j'étais jeune... 2) Agree - but it's also possibly related to much greater IMG matching especially in ON compared to QC. 3) True. Plus, his facts aren't accurate. The number of graduates of French-speaking MD schools going into ROC hasn't notably increased afaik. It seems 2015 was a recent peak of French-speaking medical schools to RoC, about 30 or so.
  3. You could be referring to the new P/F system rather than the old graded system. In the old system, It's more complicated than that - you can have zero fails even and have to repeat the year - I know a case of this. With 2 fails one would be at risk of being excluded from the program ..
  4. marrakech

    UofT vs McGIll

    Any neighbourhood downtown or in the "English parts" - yes. Possibly if one moved more east or north then there'd be more of the immersion experience - although these are further away from McGill.
  5. marrakech

    UofT vs McGIll

    Il faut vraiment chercher des opportunités de pratiquer en français à Montréal, car dès qu'on commence à parler avec un accent anglophone, beaucoup de monde vont changer à anglais. C'est pas la même hors du Montréal. One has to seek out opportunities to practice French in Montreal, because the moment one starts speaking with an anglophone accent, many people will switch to English. It's not the same outside of Montreal.
  6. marrakech

    McGill OOP

    Completely on point - I second this strongly. I characterize my initial level of French as being insufficient to begin medical studies, despite being able to speak enough to get through an interview, to currently being a weakness/deficit situation that significantly impairs but doesn't prevent learning, especially when compared to English. I would note that clinical residency is probably slightly easier than med school in a second language, if one is functionally bilingual, since if one is familiar with the terms, it's more a matter of translation and refining concepts rather than intensively learning new concepts in a second language. In other words, electives or rotations in French would probably go a long way, although knowing all the technical terms could still take time, even though many are similar to English. Nonetheless, for a specialty like radiology perhaps, it may still be very challenging at the residency level. I started a thread on med school in a second language - in brief, there's actually been some research which shows that learning in second language environment is significantly impaired, even for med students with proven second language ability. Bottom line - if one is going that route, intense immersion is the best path, to "force" someone to think in the language, which is easier accomplished in English rather than French. http://forums.premed101.com/topic/99477-med-school-in-second-language/
  7. While I understand the gist, I'm missing some of the nuances - they've been thinking about the under-service region problem for a while,.. haha - "old boys' " politics at its best.
  8. M. Trudel: Je ne dis pas, encore une fois, de décret... M. Chevrette: 149.2. M. Trudel: Je ne dis pas de décréter ici qu'il va en réserver, mais qu'on pourrait en réserver. M. Chevrette: 409.2. M. Côté (Charlesbourg): Je suis d'accord avec ça. M. Trudel: D'accord avec ça. M. Chevrette: 409.2 est proposé. Le gouvernement... La même forme de chose. M. Côté (Charlesbourg): On s'en servira au moment opportun. Je suis d'accord avec ça. Rédigez ça là. Envoyez là. M. Trudel: Adopté. Ils vont le rédiger. M. Chevrette: Adopté sous réserve du texte final. M. Côté (Charlesbourg): Non, non, pas tout de suite. Le Président (M. Joly): Non, non, non. M. Trudel: Non, non, celui-là adopté. Ils vont en rédiger un autre. M. Côté (Charlesbourg): Non, non, c'est parce que... Une voix: On va dire à 409. M. Chevrette: Étudiants des régions du Québec. M. Côté (Charlesbourg): Si vous me donnez la permission, on va juste écouter Mme Demers qui est une très bonne conseillère, qui... M. Chevrette: Oui. Là, je voudrais faire plaisir à Augustin Roy. Je suis d'accord avec lui là-dessus. M. Côté (Charlesbourg): Qu'est-ce qu'il dit? M. Chevrette: Les étudiants des régions du Québec. M. Côté (Charlesbourg): Qu'est-ce qu'il dit Augustin? M. Chevrette: II était d'accord avec ça déjà. M. Côté (Charlesbourg): À quel moment-là? M. Chevrette: Ah! ça fait longtemps qu'il a dit ça. M. Côté (Charlesbourg): II a changé d'idée quelques fois là-dessus là. Des voix: Ha, ha, ha! M. Côté (Charlesbourg): Non, non, je le sais qu'il est là. C'est pour ça que je le dis. Non, mais j'ai ce qu'il faut à part de ça ici... Le Président (M. Joly): Oui, donc 409 on va l'adopter là. M. le ministre...
  9. Interesting - what I added to the post above is that, it's ironic since QC worries about losing trained IP medical students - but sets up strong barriers for OOP.
  10. While technically what you're saying is true, it's still somewhat punitive, given possible affective ties and sunk costs for the province and students. No other province has the same rules and it doesn't apply to incoming residents. Plus - there are so few OOP students - why make a discouraging contract? It's not as if there would be a significant increase for competition for jobs in locations like Montreal for instance - nor is it necessarily the case that OOP would get those jobs. To me, it's ironic since QC worries about losing trained IP medical students - but sets up barriers for OOP. I understand the contract was directed mainly towards NB students - but they train in their own province now, at a satellite campus, not even sure if the contract could apply - provincial civil contract.
  11. from what I understand, biologics are derived from living cells - and aren't chemically synthesized like regular drugs (not in pill form usu liquid and need to injected). Could be monoclonal antibodies, etc. - often targeted towards inflammatory cytokines like TNF for RA or Crohn's, receptors for cancer..
  12. marrakech

    saguenay vs sherbrooke

    La situation dans le reste du Canada n'est pas bonne au moment pour matching. En plus, il y a plusieurs désavantages d'essayer de matcher à un programme hors du Québec lié a la structure des stages à options, la tradition académique/de notes vs EC/research,... Donc si tu désires vraiment d'aller hors du Québec pour ta résidence, à tout prix, McGill serait un meilleur choix. Sinon, d'après moi l'éducation est bonne et c'est reconnu au Québec. Je dirais pour les francophones à Sherbrooke, il y a aucun problème de compétences - il faut dire de switcher de langues pour la résidence ne serait pas nécessairement évident (plus facile en chirurgie je dirais par exemple).
  13. marrakech

    Ontarian Can't Apply?

    It's confusing since ON falls into "Western Canada". But I do know a couple of the ON matriculants. Most of the Atlantic Canada spots are NB.
  14. marrakech

    Ontarian Can't Apply?

    The Western Canada spot at Sherbrooke often goes to Ontario applicants.
  15. A number of people, mostly in QC and some in ON consider studying in second language (L2) environment (either French or English). It's anecdotally and empirically known to be sometimes a difficult path (often in QC for anglophones) and I recently came across research recently that backed this up. I think this is information worth knowing if one is considering that route, especially to anglophones going into graded French med schools. In the Austrlian system, the med schools are graded, rather than P/F, but I'd imagine the same general themes are applicable to even P/F schools. Even though Canada has two official languages, it doesn't mean one can switch automatically from one language to another without any loss and even for those with decent L2 proficiency it can be quite disadvantageous. NB: The IELTS academic is quite a bit more stringent than the TFI used in QC. To make a long story short - verbal working memory (vWM) goes down quite a bit which hinders ability to do well. Note - there's also typically an inherent asymmetry as it's relatively "easier" to become immersed in English rather than French environment. Here's a report from the Australian medical student system (link): "Verbal WM is not the only factor poorer for an L2 learner. McDonald (2006) reported that late English language learners had, in addition to poorer WM, poorer English decoding ability and lower speed of processing in English. Takano & Noda (1993) posited this slower speed of L2 processing as a temporary decline in thinking ability because the demanding processing load interfered strongly with the L2 subject’s thinking, beyond the normal foreign language processing difficulties experienced by non-native speakers." "In summary, our study contributes to the growing research examining why non-native medical undergraduates generally perform academically worse than their native speaker counterparts despite having good L2 proficiency skills. The implications are that in a prestigious course such as the MBBS degree, where all students have proven high academic abilities, motivation and expectations prior to commencement, small differences at the early stages could have disproportionate impacts on the medical careers of L2 students, for example, in selection for highly competitive specialist training positions or fellowships. The knowledge from this study, therefore, could be used in the training of medical students from diverse backgrounds, for instance, by introducing compulsory language immersion programs prior to commencement of the formal course. An immersion program is typically 3–6 months and forces the student to speak and think in the host country’s language in order to understand the language and the culture. Even for students who have apparently high levels of English proficiency (as gauged for our medical students by the stringent IELTS/TOEFL tests and face-to-face interviews) such immersion programs may prove to improve vWM in the language of instruction simply through more extensive use. This could be either general language immersion, or may be better if targeted to the specific clinical and health sciences language that medical students will encounter on commencement of the course"... "We note that our study highlights an area where international medical students continually fall down despite rigorous processes and comparable English proficiency. Under these circumstances, we believe that our study provides a strong basis for carrying out procedures as noted above to improve equity of access by international students to resources to improve their academic outcomes"