If you want to start ahead, there's a book called Doing Right for medical ethics that helped me a lot. You can also watch youtube videos to see how a good interview session looks like and what not to do.
I have been following the discussion and no matter what the statistical outcomes may be, one thought stays in my mind :
The faculty had access to the pre-req scores of almost all candidates (except those with pending ones). Therefore, I doubt they would interview someone if they knew that their pre-reqs score would absolutely prevent them from an admission.
Of course, a high pre-req GPA is a nice safety while a low one adds uncertainty.
I think it's better to stop worrying because really, we are all in the same boat.
I mean, how many people with a 4.0 and strong CV were rejected pre-interview?
You don't have to redo all if you don't want to. In the application workbook, you'll be asked to fill in the 7 courses you'd like to use as prereqs. Of course, they have to be valid (taken within the last 8 years and actually be the appropriate courses), but other than that, it's up to you whether you want to report the ones you took in CEGEP, in undergrad or independently at Dawson or Athabasca or whatever. You can also mix them up. I'm using 5 from CEGEP and 2 from my current degree. For each of the 7, they will exclusively look at the GPA of the one course that you report (so just report your best one). They'll compute a "Basic Science GPA" by averaging all 7, and that's 20% of your post-interview score. I hope that's clear!
I believe right now is probably the worst time in term of answer delays because the admissions' office is focusing on the applicant for this current cycle.
I believe they will become more available after December.
Hope this can help!
Well, they will still have access to your CEGEP transcripts and can see your old grades. They don't get erased. But they won't take them into any consideration. Your CEGEP grades don't play a role other than 20% of your post-interview consideration, and if you redo your prereqs and do better, then for that 20% they will exclusively look at your newer, better grades. In other words, if you redo your prereqs, your CEGEP grades will play no part whatsoever in the entire process
Are you in town? If so I'd recommend dropping by then sending an email follow-up to have it in writing.
I don't know how rigorously the Faculty of Med follows the Course Equivalency System. I wouldn't want to mislead you but I think they are significantly less strict than that.
Another option you have is going through Athabasca.
Hey, I'm still new to this (applied for the first time this cycle) but I think it really depends on each CV entry. I had entries on my CV that took up a mere 2 lines but others that were much more meaningful to me and I went on for like 6 lines lol. I also think it's important to show as many sides of yourself as you can and what skills you learned or developed while taking part in these activities. Whenever I wrote an entry down, I thought ok why is this important? How did I grow here? What was valuable about the experience? how is this applicable to medicine? Sometimes it might feel like you you're just writing stuff to write stuff down but I can assure you even the most seemingly mundane thing probably has some value. Good luck!!
Also: read up on the canmeds competencies and there's tons of info on the McGill website about what they're looking for.
Your answers need to be thoughtful, to show your communication skills, your ability to express yourself under stressful circumstances while being a good problem solver under fire. If you accomplish this and show a compassionate, personality with charisma and personality so much the better. Have a loo at future_doc's pinned thread on Interviews at the Medical School Interview Forum. http://forums.premed101.com/index.php?/topic/47600-mmi-casper-prep-by-popular-demand-part-i-of-ii/
Quoting from future_doc's thread:
MMI – A Possible Blueprint to Solving Problems Raised in Each Scenario
Assess the facts in terms of what is normally expected, including social & legal standards and norms of responsible conduct, look to ripple effects to persons involved, their family, the institution involved if any, society, including others in similar circumstances
Diagnose the moral and other problems. Determine what the parties believe to have happened and the impact upon them
Determine purpose of this scenario for you
Consider what, if any, ethical considerations are involved for the parties and wider society, and how these issues may be addressed by persons in authority
Determine what, if any, legal, bioethical or medical ethics problems or practical problems exist. Consider these as unexpressed facts in your analysis to come to a satisfactory or creative solution
Consider and discuss:
the options of actions of the participants and authorities
Consider fully the ethical principles for each option and conclude with persuasive argument supporting your plan of attack
Establish and discuss the goal you set for resolution of the ethical problem. Convince them that your plan of action (decision) will be acceptable in resolving the problem on a practical level, while addressing the ethical issues involved.
Justify the solution in terms of practicality and ethical considerations – both with the decision made AND the process of reaching and implementing the solution
Remember your ability to master a new situation in a time sensitive manner, while considering all factors that are not obvious and maintaining your composure, is what is being assessed.
DEFINE THE REAL ISSUES, THE PROBLEM
STATE THE ETHICAL RULES THAT APPLY
APPLY THE RULES TO THE FACTS, TAKING INTO A/C RIPPLE EFFECT
REACH A CONCLUSION AND SOLUTION
DISCUSS THE ALTERNATIVES AND WHY NOT APPLIED
DISCUSS WHY YOUR APPROACH WAS APPROPRIATE
DEFEND YOUR POSITION WHEN IT IS ATTACKED
This appears to be good guidance. The interviewers mark you from a ‘structured checklist’ ranging from “excellent”, “good”, “satisfactory” to “unsatisfactory”. Below is also an additional List of Skills and Behaviours that are specifically marked in one of the below categories: 4=Excellent, 3=Good, 2=Satisfactory, 1=Unsatisfactory Top Score=20
- Has a sense of establishing the facts to ensure fairness
- Demonstrates an awareness of the dilemma from a range of perspectives
- Ability to balance conflicting interests to come to a judgment about what is right
- Appreciates the need for students to consider the consequences of personal behaviours
- Is able to draw lessons from experience to inform future learning
Excellent shows a degree of originality and creativity, including showing a good appreciation of the general issues in the context of professionalism. There is good coverage of the topic with relevant and reasoned argument. The answers demonstrate a clear view of how the various aspects of the topic relate to one another. There is reasonable evidence of critical reflection on professionalism on both the interviewee and that of others. The answers appear authentic and honest.
Good is the same as Excellent without the originality and creativity.
Satisfactory the answers are relevant but do not address all aspects of the topic. There is demonstration of understanding of the issue being considered and just enough evidence that a reasonable argument has been advanced. There is evidence of critical reflection on professionalism but the answers are more descriptive than analytical. The answers indicate a modest understanding of the topic but appear authentic and honest.
Unsatisfactory the discussion is not always accurate and relevant and key points are missed. The attempt at reasoned argument is of doubtful quality. Strategy is misfired.
Strength of your arguments, your communication skills, how you defend your position n/w/s provocation and the interviewer’s overall assessment of your performance and suitability to study of medicine and being a doctor are all factors.
Essential characteristics of Applicant: Show ethical thinking and ethical decision making Show professionalism, i.e. honesty, compassion, team working, ethical understanding knowledge of health care system Dress conservatively, and note that your body language is important throughout interview Bond with Interviewers if possible, in appropriate fashion Effective communicator – ability to convey your ideas clearly and concisely. Listen to any explanations and statements given throughout the process Eye contact and shake hands upon entering each MMI Good interpersonal skills with Interviewers Always appear calm and in control Show quiet confidence as a person Think before opening your mouth Understanding – know why you are there Ability to understand the principal issue of the situation and other important issues Complete the answer before the time runs out (wear watch in case no clock in sight) Give an accurate overall portrayal of who you are Be clear and unambiguous in your answers Time Management is of the essence – not all applicants finish all answers. The ability to complete the task in a timely manner demonstrates an important skill Maturity Show no nervousness or anxiety no matter what Thank Interviewers when each session is over (perhaps shaking hand again)
Behaviours having the following attributes: *Responsibility *Integrity – having moral courage and honesty, being deserving of trust *Sensitivity to the needs of others – kindness, empathy, understanding, benevolence, recognizing the physical and emotional vulnerabilities of others in situations *Understanding the difficulties of others *Responding sensitively and appropriately to situations given *Empathy *Seeing the larger picture and the impact of the situation upon others of similar or other vulnerabilities and upon the great community, seeing how to create practical or innovative solutions *Insight *Information Manager – sift the information given so as to focus on solutions to all issues, including those not apparent on the surface *Effective Decision maker – being able to identify the problem, break it down and to identify the steps in problem solving *Self-directed Learner – Inquiring mind to further knowledge and skills *Ability to make a shared plan – your solution may involve cooperation of many parties for its success *Understanding of health professionals in society *Explanation in Context – as a communicator, Interviewers must know clearly why you have come to the decisions you have made, leave nothing for granted *Ability to make shared plan in best interests of patient
People who will, in their professional relationships: Take responsibility for their actions Act ethically Act in a congenial and collaborative manner Be reflexive Be reliable Be trustworthy and honest Demonstrate respect for others Have commitment to help others Maintain confidences
Mental processes that include: Ability to summarize your position as your first statements Ability to assimilate and evaluate information in time sensitive fashion Critical problem solving abilities in time sensitive manner Prioritize and manage solutions in a sensible fashion Ability to communicate decisions to others in appropriate manner Ability to defend your position or ideas expressed – be prepared for interviewers to rigorously challenge you Ability to apply your general knowledge
Seeking students who will: Be self-directed learners Be an integral part of an interprofessional healthcare team Be willing to self-assess Be willing to work hard Communicate effectively Demonstrate ethical thinking Demonstrate ability to manage time Demonstrate ability to tolerate stress Demonstrate good judgment Demonstrate insight and empathy Recognize and respect the benefits of science and role of others healthcare disciplines
When I interviewed for the MEMFI, I went in to have fun as I was confident in the belief that I could handle anything they threw at me - based upon my life experiences. Just be yourself, think before you talk, explain why you went in a given direction and be prepared to support your viewpoint if/when challenged. And be prepared for one station that you could never have imagined, that comes at you never out in left field, think it out, be creative and do not become frustrated or show frustration. Good luck.