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hbmed

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  1. We had the same difference last year in this prompt- I believe it's normal and intentional! It does give a bit more flexibility in how your structure your answer compared to the others but it doesn't hurt to keep a what I learned/how it will help in medicine loose structure in there. Try to answer the prompt as it is written, much like I would suggest for the other prompts!
  2. You need to check the OMSAS conversions for your school (look up OMSAS GPA conversion) and then you can calculate your OMSAS GPA based on that
  3. According to a video they gave us about our class, there were 2056 applications last cycle, 1011 had full file reviews (ie passed the academic cutoffs), 454 were interviewed, class of 171
  4. "The Year 1 and 2 Semester 1 courses will be delivered in the following format: • Large Group Sessions: These will all be virtual. There will be no in person lectures on campus for the first semester; and potentially not for the entire 2020-21 academic year. Large group sessions will be delivered virtually through either Zoom or the Blackboard Collaborate platform. Learning sessions will focus on consolidation and review of key course content. • Small Group Learning: All Integrative Small Group Learning (ISGL) and Discipline Specific Small Group (DSSG) sessions will be delivered virtually, facilitated by Schulich faculty using Zoom or Blackboard Collaborate. This will allow flexibility of group scheduling. • Digital Asynchronous Modules: Faculty are currently developing video lectures and multimedia modules that will be available to students on demand. In each course these modules will help students learn content information aligned with key concepts in the curriculum. • Anatomy Labs: Anatomy will be taught virtually for all Year 1 Semester 1 learning using a variety of teaching processes. Access to the Anatomy Lab will be restricted to the scheduled sessions only [any in person for anatomy and clinical skills appears to be restricted to Principles II, ie the second years]. • Clinical Skills: The Curriculum Committee has approved integrating essential Clinical Skills learning (formerly PCCM) into Foundations, Principles of Medicine I and II and Transition to Clerkship to better align with course teaching. Clinical Skills will begin to address the AFMC Entrustable Professional Activities (EPAs) 1,2, 3 5,6. - Introduction to Interviewing and Advanced Interviewing in Foundations will be delivered virtually. Group sizes will be campus specific. This may change depending on the COVID-19 pandemic and public health guidelines. -The Program is planning for Observed Structured Clinical Examination (OSCE) assessments in the academic year – more information will follow as we learn from the Medical Council of Canada fall examinations. Assessments: The overall goal of assessment is to both help you learn as well as determine that you are competent enough to progress in the program and reach Program graduating competencies. All assessments require your attention and completion as they are also learning activities. Some are formative (e.g. quizzes, specific assignments), meaning that their goal is to enrich your understanding of the materials while others are summative (e.g. end-of-course exams), meaning they require you to demonstrate a certain level of performance. - Formative assessments that are quizzes or tests (e.g. multiple choice questions) will be delivered via an online format through Elentra. - We are determining the best ways of delivering the larger formative tests (e.g. progress tests) and summative end-of-course examinations. We are exploring options for allowing large number of students in one or more rooms for a single test/exam, as well as other online and remote delivery options. At this point in time, it is likely that progress tests and summative end-of-course examinations will be delivered virtually and not in person. More information will be made available as soon as possible. - Your overall progression in the program will be determined by a holistic review of your attendance, professionalism, participation in program activities, and completion and performance on all assessments. Experiential Learning This course will continue with a: 1. Research Project that begins in Year 1 with student teams identifying a prospective project and faculty supervisor, submitting a brief project plan and completion of the project by fourth year. 2. Quality Improvement project for Year 2 with student teams assigned a faculty advisor. An online QI curriculum supporting QI projects will be delivered in September and November. 3. Service Learning is on hold for Semester 1 (as in other Ontario medical schools) 4. Decisions on the Year 1 mandatory Longitudinal Clinical Experience will be made over the fall term as we better understand opportunities. Professionalism, Career and Wellness New sessions using Zoom for small group and interactive large group sessions have been developed. All sessions will be virtual. Optional Clinical Learning Opportunities (OCLOs) We continue to support early clinical learning experiences. The School and all Clinical Departments are supportive of students in Year 1, 2 undertaking clinical learning that allows for deeper understanding of course topics and exploring career goals. There will be a new process to follow to meet the requirements for clinical care in the COVID-19 environment. A revision of the OCLO guideline will be available after the August meeting of the Curriculum Committee. There have been many questions asked about virtual patient assessments. Clinicians are delivering care for many patients using virtual visits by telephone and video. Students are expected to be within the same location as the supervising faculty. Please review the new Program guideline:" [this is filled with confusing words for incomers, but I'm under the impression that basically we'd only be able to do OCLOs that have virtual patient care, and we would be in the same facility as the supervising physician when that care is given.... so not sure what this means for things like EM or any surgical OCLOs... hopefully this will be clarified as they sort logistics out more] We're definitely all a bit uneasy about how this was at least revealed, especially after being told that they strongly suggested we live near campus and that there would be some decent amount in person. I think in true Schulich fashion we'll find a way to still foster some good relationships through these shared, shall we say...unpleasant? circumstances. Hopefully they provide more in person things in January, so crossing fingers for that. They did also say that "it is possible that revisions may occur as the COVID-19 pandemic situation continues to develop", but I feel like things are pretty set as outlined above until the end of 2020 (if it ever ends?) EDIT: also expecting some amazing admissions videos to come out of all this and so many memes when we finally make it through to welcome next year's class
  5. It really sort of depends on what your testable content is- I found in several of my science courses in UG where only lecture content was testable (not textbook) profs expressed that the textbook had way too much minutiae that students easily got bogged down by, so they really only recommended reading the text if you were struggling to understand a concept or to help consolidate your learning a bit, and that it really wasn't necessary otherwise. If you can, it's easier to focus the energy on just the testable content, which I've personally found is usually just the lecture material. Also I knew very few people that actually found textbooks useful in our LifeSci undergrads- they rarely got used- expensive paperweights LOL
  6. Can't really say from a UofT perspective, but I had a high school teacher who knew me really well and I had been involved with on a lot of school/community events as my "community" reference, and then my other two were my research PI and my immediate research supervisor (both are profs)- I got in to Western still!
  7. Plenty of people are willing to help, but it's far easier if you ask more specific questions! How we got in is a little too broad haha... Feel free to DM me with questions though and I'd be happy to answer!
  8. Assuming by third year applicant, you mean that you just finished second year and are starting third year? If so, your expected degree end date *should you be accepted into medicine* would be the end of the 2021 school year (and you would graduate in 2021 with a three year general degree instead of a four-year honours degree in 2022). So 2021-04 makes sense
  9. https://www.cma.ca/welcome-medicine it varies school by school, but they have a list here of how each school is getting theirs
  10. Honestly it's better than it looked in the original pic for golden yellow, but I wish the straps were more grey than black (more like the dark grey on the green bags)
  11. 1) we're gonna look like bumblebees 2) can't wait for all the traffic light pics with the second and third years LOL
  12. Barring the differences in privilege which is the obvious argument against including W2020 grades, another big concern in allowing students to at least choose whether to let admissions look at W2020 grades or not is that there are many schools that went entirely P/F. Their students literally don't have grades to show, or a choice- that was made for them. How do you fairly deal with that? In an ideal world, everyone writes an academic explanations essay for each school explaining the impact of COVID on their grades/the grading scheme, but even then, how do you validate it? Someone in a P/F school could say that it was their best semester yet and they got screwed over, but who can validate that? And as much as we like to think all of the people wanting to be doctors would abide by an honour code, we know that just wouldn't work. I do feel your pain though, I'm not sure what I would have done had I not gotten in this cycle, as I was a thesis student and W2020 WAS my best semester of undergrad, and it would have boosted my GPA high enough that I could have been competitive at more schools than I was. It's a tough situation all around, but I don't disagree with their choice to ignore W2020 grades, as much as I even supported the motion to let students choose back when this was initially released. I sincerely hope things do work out for you, and the other applicants struggling with this as well.
  13. "golden" yellow, orange, bright blue, burgundy, and apparently a purple (which there wasn't a pic of in the 4/5, but I'm skeptical we'd get it anyway, given how recently there was a purple class)
  14. I saw someone last year saying that they were hoping for yellow because then the incoming class would look like a bunch of bumblebees
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