Motivation and realistic approach to medicine as a career Capacity to deal with stressful situations Evidence of commitment to the values of the NHS constitution Evidence of working as both a leader and a team member Ability to multitask Likely contribution to university life Communication skills and maturity of character There will be two possible outcomes from the interview: An offer — conditional upon obtaining relevant qualifications Rejection Following the interview candidates should normally receive notification through UCAS track of the outcome of their application within three weeks of interview, although in some cases this can take longer. Candidates who are rejected cannot be reconsidered for entry within the same cycle but may reapply the following year if they obtain the relevant qualifications at the first attempt without prejudice to the new application. Resitting examinations Resit examinations are not normally accepted as we expect candidates to achieve their qualifications in a single sitting.
PiP begins with a transition block, followed by a series of core clinical placements and a final Preparation for Practice block. PiP aims to provide the medical student at graduation with: The knowledge and skills necessary to fulfil the responsibilities of a Foundation Doctor Sound professional attitudes towards patients and colleagues An understanding of the obligations of the medical profession The ability to take responsibility for self-directed continuing medical education and lifelong learning.
Structure of PiP Transition block The Transition Block takes place in the first eight weeks of year 4 and is designed to enable you to recognise the need to integrate the knowledge, skills and attitudes learned in the systems-based context of the previous three years to the setting of managing a patient presenting with a core clinical problem.
This should prepare you for learning in the clinical environment by enabling you to elaborate, reorganise and refine their learning.
Core clinical attachments Following on from the Transition block there are five clinical attachments, each of eight weeks duration. Development towards Ucas personal statement college confidential Curriculum Outcomes takes place within the framework of roughly core clinical problems.
You are encouraged to develop a wealth of clinical experience of patients and their problems, to master the competencies relating to the core clinical problems outlined in the study guides, and to learn to look at the patient as a whole rather than from the perspective of a disease entity.
There are five clinical attachments, each of eight weeks in duration. The Elective All students have the exciting opportunity of an 8 week elective during PiP. This is a period of clinical practice organised by the student anywhere in the world and focused on their own objectives.
Most go overseas and around half to developing countries. Preparation for Practice There is a change of emphasis towards the end of Year 5 to the development of experience provided by a particular specialty, and final preparation for practice as a Foundation doctor. Students maintain and further develop their achievements in relationship to the curriculum outcomes.
These developments now take place within a framework of Student Selected Components and Pre-registration Foundation Apprenticeship blocks: SSCs provide the opportunity to study areas of your own choice in depth; indeed this remains the explicit purpose. They also allow you to develop generic skills that are essential to your professional development.
In addition, students can, through SSCs, achieve core learning outcomes not related to specific fields of knowledge, but concerned with transferable skills, like information handling, computer literacy, critical thinking and independent learning.
The relation between core and SSC varies in different parts of the Dundee curriculum. In Year 1 the SSC is a longitudinal exercise running throughout the year.
In Years 2 and 3 Systems in PracticeSSCs are delivered as modules interspersed with other elements of the curriculum. This represents an attempt to shift the emphasis from quantity to quality, i. As far as possible, assessment is integrated like the teaching and learning, and oriented towards clinical relevance rather than theoretical aspects.
Assessment informs staff and students, with the aim that students will be fit to practise as Foundation doctors. A range of appropriate assessment instruments are used to enable assessment of the outcomes at the level required at each stage of the curriculum.
These are selected to allow assessment of knowledge, its application, competence, performance and professionalism. Dundee has been at the forefront of new approaches to assessment in medical education, meeting the challenges posed by an integrated, outcome-based curriculum.
A range of assessment methods are used including: These are designed to assess your mastery of the curriculum outcomes, and test skills and attitudes as well as knowledge. Formative Assessment You will gain experience of the summative examinations by undertaking formative assessments.
During systems in practice, for example, these include the online exam and the anatomy practical exam.
Questions included in these formative assessments are representative of the style of question found in the summative examination and are done under examination conditions. You will receive feedback on your performance in these exams.
EMI questions generally consist of a lead-in question setting the topic e. This type of assesses not only knowledge but its application. The test is compulsory and uses multiple choice and extended matching questions. You will receive results with feedback on answers, marks relative to your peers, systems of teaching and curriculum outcomes.Ucas personal statement college confidential people should not have benefits over poor ones when applying to unis.
Nazis were socialists Started by: For these reasons the information processed may include visual images, personal appearance and behaviours. Robert Gordon University, commonly called RGU, is a public university in the city of Aberdeen, pfmlures.com became a university in , and originated from an educational institution founded in the 18th century by Robert Gordon, a prosperous Aberdeen merchant, and various institutions which provided adult education and technical education in the 19th and early 20th centuries.
So long as inequality of access remains a theme in higher education, the survival of the personal statement, in its cheat-friendly, whole-family format, must vitiate all corrective projects. How to write a UCAS Undergraduate personal statement The personal statement is an important part of your UCAS application.
It’s your chance to describe your ambitions, skills, and experience to university and college admissions staff. SAMPLE UCAS PERSONAL STATEMENT: LAW.
My inability to accept perceived injustice led me to think about the law.
My college provided the perfect microcosm to reflect on my questions about the law, morality, and social justice. Although the financial evaluator whom I shadowed had the authority to access our clients’ confidential.
I've never seen this kind of help anywhere else online - not sure why, but Midwife Diaries can help! I answered each statement as I progressed through the form.