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About ema2iur

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  • Birthday 05/19/1986

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  1. I completed a second full-time undergrad in 2 years at the same school where I did my first undergrad, separated by a year where I did one prereq course to get into the second undergrad degree. I may be wrong but I believe they transfer credits from the first degree to the second, so that I effectively entered the 2nd undergrad in the 3rd year of the 4 year program. All of my grades from my two undergrads are listed on the same transcript. I am in medical school in Canada now at one of the schools that has some sort of GPA forgiveness where they look at either your last few years or your top two years etc. Therefore based on your concerns I would encourage you to pursue this path if this is what you would still want. PM if you have any questions.
  2. Maybe this is possibly true, especially as the old MCAT slowly expires and the applicant pool is sequentially composed of more and more new MCAT applicants (don't believe Queen's has stated that they'll abruptly stop considering the old MCAT going forward, so this will be a gradual process). However, I do think that with 4 sections on the new MCAT now rather than 3, if Queen's looks at all 4, which they haven't stated otherwise, then maybe they're willing to lower a cutoff below the old 10 = new 126/127 for ONE section. This is possibly why there were applicants in the accepted/rejected thread who interviewed last year with new MCAT scores in a section below 127, and others who even had lower scores than this who were mentioned in this thread anecdotally. If lower new MCAT cutoffs come down to the fact that Queen's was figuring out what to do with the new MCAT last year (maybe they didn't have AAMC score percentiles for the new MCAT at the time yet), then they're going to have to figure it out again this year with more information. If these cutoffs do rise to a roughly old 32 that is balanced (which could happen as the old MCAT slowly expires), then I guess it would have been lucky to apply last year with a lower new MCAT score and have gotten in possibly. In regards to Western though, I think they might not currently consider the Psych/Soc section as they probably want to maintain their high verbal/CARS cutoff, so maybe they're willing to ignore Psych/Soc (or possibly have a lower cutoff in the future) to maintain the eligibility of applicants who have high CARS scores (but possibly lower Psych/Soc scores). Queen's has always had a lower verbal/CARS standard and are clearly more holistic in their file reviews, so they likely consider all 4 sections internally, which could support a trend where they want a balanced MCAT score but are willing to accept one section below 10 as there are now 4 rather than 3 sections. But again, going back to the 2/4 128+ I don't think there is any basis for that for now (at least not based on the evidence). I guess we'll see if there are any applicants below 127 in a section this coming May.
  3. Agreed. But at least we have evidence that just as recently as the last application cycle students were accepted with lower than 2/4 with 128+, so I'm not sure where this cutoff comes from. The committee wouldn't reveal this information as we know so could someone clarify how this number was created? I think historically with the old MCAT successful applicants needed a balanced score of 30+ with pretty much all sections 10+, but this doesn't seem to hold anymore as people have been interviewed and accepted with a low section here and there. To me if I was speculating all I would say is that it seems that there might be a better chance for current applicants with a section such as 125/126 (even lower) than past applicants with a 9 in a section, but just speculating. By the way, the Associate Dean of Medicine at Queen's runs a blog (http://meds.queensu.ca/blog/undergraduate/). I remember reading an article he posted last year talking about wanting even more diversity in their school, which I heard is something he really believes in from a current medical student. This might mean that Queen's has softened their internal academic cutoffs more recently to look at applicants all the more holistically. This could be a factor in explaining lower MCAT requirements.
  4. I don't think the 2/4 128+ is not accurate. In the accepted and rejected thread on page 24 was waitlisted with a 127/126/128/127 with only undergrad completed. So they did get an interview. Another student that was in grad school was accepted with 127/127/129/127.
  5. Is anyone else seeing this on their application on Dal Online? They have received my fees, transcripts, and MCAT scores, and I submitted everything prior to the deadline. It does not have any notes next to my MCAT (other than the date it was received) and the boxes next to reference letters are empty since they don't need any anymore. Can someone confirm that they see the same thing on their application? I assume this may be due "missing" reference letters in the system which may not have been updated from the past when they did require reference letters.
  6. Resurrecting this post. I wanted to know if anyone else can comment on whether they put research positions under the medically related category of the supplemental application. I know the ambiguity here isn't clinical research, but more lab based or quantitative/qualitative data analysis type research where there is no patient contact. During undergrad, I worked and got paid while completing research in a pain lab (evaluating a tool to be used by chronic pain patients) as well as during my undergraduate thesis in asthma research (immunotherapy). Currently while in my masters I am getting paid as a research assistant in data analysis on neurological conditions, and I am completing an unpaid thesis in cardiovascular disease research using administrative databases (physician billing and discharge abstracts). So three of the four positions (pain, asthma, and neuro) have been paid, while the last (CVD) has not been. I am leaning towards listing these research positions as medically related. Three of them have been paid, so they would also fit under employment, but we are supposed to double up and list things in both categories if they were paid medically related positions (which is how I am interpreting them and what I am leaning towards). The thesis is not paid, so if I wouldn't be able to list it under medically related, then I don't know where else it would fit (giving me more incentive to list it under medically related). One of the posters from above references what used to be on Dal's old website, which is that direct patient contact (personal care work) is regarded more favourably than volunteering in a hospital gift shop (which I guess would have indirect patient contact being that it is located in a hospital). I have other actual patient contact experiences, but I feel like medically related research (pain, asthma, etc.) is still much more medically related than other fields like law, and it can be argued that the goal of the research is to impact patients somehow downstream. I don't want to make it look like I am stretching things, but the application does not state that it has to be clinically related experience with direct patient contact required (although maybe this is implied). Any feedback from current applicants would be appreciated, but I am also interested to hear what past applicants who were either successful or who were waitlisted have to say. Thanks.
  7. So essentially did you pretty much list all volunteering activities (both university and non-university) under volunteering, while typical ECs such as sports or personal interests went under ECs?
  8. yea 6 days to prep for the mcat to come out with a great score sounds highly unrealistic. To skim through all the science sections in one day is impossible, regardless if you took all your science prereqs beforehand because who really remembers orgo reactions for fun or more advanced topics in physics. And I don't think you defended your high school teaching but that would literally help with almost nothing on the MCAT unless you would be teaching high school students MCAT material, which you wouldn't besides the basics like the structure of the cell and kinematics. Also, even if you could somehow skim through all the sciences in one day (Where you would literally be turning a page every 5 seconds so how you remembered anything is beyond me), to "get" verbal in 5 days by just going straight into practice tests is not believable at all. But hey, haters gonna hate right. By the way, in the SDN, someone posted that they got a 15/15/15 on the January MCAT....................
  9. I'm pretty confused muse have you written the MCAT already, gotten a good enough score, and now you're just offering to help people. Or are you rewriting sometime soon? Another question I don't know the answer to is whether you're in medical school already or not? I guess knowing the answer to this question would somewhat answer the first one
  10. Do you by any chance know what reading speed you pull off for the verbal passages? Do you think you are around that speed for verbal passages, which would be a feat in itself as verbal passages aren't really designed for you to joyfully fly through. I can't imagine you reading at a 1000 wpm in a philosophy passage and comprehending it much, but if you do, then your gift is all the more impressive! Do you do well in verbal if you don't mind me asking? Reading it over and over can be helpful in cementing small things you may have forgotten reading it through once more slowly but I'm just wondering how accurate you are with the questions? I feel the questions themselves can often leave you grappling between choices, regardless of how well you understood/retained the passage.
  11. Did the free one hour session. Seems like they will teach the same stuff they taught in the hyperlearning classroom, possibly with more focus on mapping passages. I don't think it's worth it personally knowing what they will offer, plus it's $500 for 6 classes so I think that is rather expensive.
  12. I would also like to add that I am generally capable of formulating the main idea/ author's tone by reading the passage straight as examkrackers suggests to do but I find that without the brief paragraph summaries, the smaller details often get lost in the process. And although I feel as though I shouldn't get hung up on the details, I think that sometimes by forgetting something, I may end up focusing on a wrong part of a passage for answering a particular question. In addition, I also know that getting an 11+ is in many ways a matter of luck but for those who get such scores consistently in practice must be doing something right. Thanks!
  13. I apologize for the long post in advance but if anyone could weigh in I’d appreciate it (You can probably focus on the bolded part near the bottom to get the question but I am also providing my situation and reasoning behind my approach beforehand). I would like to ask whether someone has combined verbal strategies from different tutoring companies. I took a Princeton review hyperlearning course a couple of years ago, and they taught us to map the passages (Briefly summarize each passage paragraph in a few words, state the bottom line/main idea, and then determine the author’s tone/attitude). Moreover, princeton’s strategy is to rate passages according to difficulty and to leave the most difficult passage for the end and essentially guess on it if you run out of time. I also got the examkrackers books after many people recommended them, and their strategy essentially denounces this strategy. They say that summarizing each paragraph is a huge waste of time and so is rating passages. Rather, they recommend that we read passages straight, formulate the main idea and author’s tone, and just answer the questions with confidence according to the main idea. I have gravitated towards the examkrackers strategy simply because of timing issues and I have been getting some decent scores but with significant variation (From 8-12 but usually more towards the lower end) and I am looking for improved consistency. Recently I have tried the Princeton strategy of at least briefly summarizing each passage paragraph and I have improved my accuracy at the expense of time. What I am trying to do is hybridize the strategies by doing the passages in chronological order as examkrackers suggests, but also making brief summaries for each passage paragraph as Princeton suggests. The problem with this is that as one of these companies mentions, people on average read at about 200 words per minute (With college students supposedly reading faster than this), which means that for a passage that is roughly 600 words, reading it straight would supposedly take 3 minutes, which is 21 minutes for all 7 passages (Leaving around 39 minutes for the 40 verbal questions). This timing strategy is advocated by both tutoring companies (3 minutes for reading each passage and roughly 5-6 minutes for questions and squeezing in the main idea/author’s tone somewhere in there), but it is much more realistic using the examkrackers approach without briefly summarizing each paragraph. I have recently tried using a reading comprehension application on my phone and I am finding that I in fact do read between 200-250 words at the moment, which takes into account the fact that I have to understand and remember what I’m reading, rather than just speed reading through the material just for the sake of getting a more impressive number without remembering much. So I guess what I wanted to know is for those who score 11+ on verbal, how did you manage to combine these strategies if you did at all? To get a 12-15 you have to be accurate (Needing at least 35/40 in the section) and therefore quick, because I find it rather unlikely that someone is using princeton’s strategy of ranking passages and guessing on the hard passage that they leave for the end and getting such a high score (You would need to get nearly perfect on the 6 passages you actually try on which is daunting itself but then you’d also need at least 1-3 right on the last passage with guessing to get such a score which is even more unlikely). Are people reading at a much faster pace than I am, which I would be suspicious of on any passage where the language becomes more complex and the topic is exotic with lots of information. Essentially, can someone comment whether they are capable of tackling verbal by briefly summarizing each passage paragraph (In addition to formulating the bottom line & author’s tone) and getting to every question without running out of time? Two solutions that come to mind are i) make the paragraph summaries only 1 or two words (Which is practical but still takes time as the paragraphs would have to be glossed over after reading them to really reflect on what the main point of each paragraph is) or use the highlighting tool very very effectively and ii) increase my reading comprehension to improve my timing (Which is rather impractical as I believe it could really only be marginally improved in general reading outside the test, but even more unlikely in the test, where random passages in the arts and political science are difficult to understand/remember even at a slower pace than normal reading). I think I’d also like to mention that I find doing the brief summaries of each paragraph useful because abstract passages are difficult to understand/remember and just plowing straight through for the sake of time leaves me head-scratching at the end wondering what I just read. Congratulations on getting through my post if you read it all!
  14. What do you mean could be 3.85? You should definitely figure that out I think for certain schools that look at your top years it could be a worthwhile difference.
  15. That is true but there are no boundaries for when leadership begins and nonleadership ends. So I think although heading/ being the president of a fancy club definitely necessitates a leardership role, you can still get such qualities through less fancy positions. Although I personally think that being the president of a club looks nice on an application, you could technically spin anything in your favour.
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