*get better get better get better get better*
I promised to Daniel that I am going to work as hard as I can to get better.
More importantly, I am promising myself that I will.
Nothing will work better than staying focused on a goal, I think.
Adelaide University medicine, that is my goal.
I'm going to do all I can to get there!
That will be the first thing I say to Sally.
"I want to be good enough to get into medicine, what do I need to do?"
Bachelor of Medicine, Bachelor of Surgery (school leaver entry)SATAC Code: 314552Duration: 6 years full-timeHESS Group: GeneralSpecific admission requirements: See below2007 Int/AFBE TER/IB: 90.00/312007 International Fee: $32440p/a2007 AFBE Fee: $28000p/aApplications: Australian residentsApplications: International residents
The Medical Program at the University of Adelaide provides students with state of the art education and training to enable them, as graduates, to practise medicine in the 21st Century.
Program Emphases
The curriculum begins with an introduction to problem based learning using patients with the most common and important diseases as the basis for study. The process is modelled for the first 6 weeks of the program, using a combination of small and large group sessions. Resource sessions relating to the case are introduced throughout the year at appropriate times. These allow students to work with physiological problems and introduce them to prosected anatomical specimens that demonstrate normal features, often in conjunction with diseased specimens. These sessions are designed to have practical application. The emphasis throughout is on the students' understanding and being able to explain mechanisms and principles rather than on memorising unnecessary detail. This same emphasis flows through into the assessments. So that students may judge whether they are pacing their learning appropriately, formative assessment activities are offered as part of the program.
Training in clinical skills begins in week one and is continued throughout the first three years. In year one, this is done by senior clinicians initially in half-class workshop groups, in which the clinical study is related to the system of the case being studied in the problem-based learning program. Later in first year, this training moves to a clinical skills laboratory in the medical school. In second year, it is based in the hospitals, and in third year, it is done in general practice, with specially trained general practitioners.
The Medical Professional and Personal Development program aims to introduce students to those complex communication competencies required by a medical practitioner. Seeing patients in general practice and hospitals, small-group tutorials with experienced clinicians, using actors to simulate patients, and written reflection are key components of this part of the course. It is integrated with the problem-based learning cases. A special emphasis is being placed on personal and professional development including:
Catch Up Human Biology
Many students entering the program may need help in understanding some of the basic concepts of biology and chemistry that are necessary in order to study effectively and efficiently. A short elective course in human, cell and molecular biology is available to medical students, early in semester 1.
Community-Based Learning
Changes in health care arrangements in the community and pressures on the way in which the major teaching hospitals are used in delivering health care have required that traditional approaches to medical training change. These changes have resulted in increased pressure and opportunities for students to be trained in placements within the community. Also, all students, during first and second year, engage in a study of early childhood development. During semester 2, each student will be introduced to a consenting pregnant woman, and they will follow this person during her pre-natal visits, confinement and subsequent follow-up. Students will arrange to follow up, with the family, the development, over the next 18 months to two years, of the child(ren) of the pregnancy.
Electives
All students are required to devote about 25% of their study time to an elective course of their choice. This encourages students to broaden their base of interests before these become focused on medical learning for the next 9-12 years. In later years, there are further opportunities to take electives in both non-medical and medical disciplines. In the sixth year of the program, there are four 4-week elective placements in community and ambulatory locations. At least one placement must be located in a rural environment, but it may be possible for all 16 weeks to be in rural areas.
Support Structures
At least half the students entering the medical course in recent years do not come from Adelaide and some experience problems adjusting to life in Adelaide. As well, students may experience stress in adjusting to University life and self-directed study. We aim to provide various support mechanisms to students through this time of transition. Structures are in place to provide students with both informal counselling by staff members, and access to more formal counselling arrangements.
Language and Learning Program
Many students benefit from additional assistance in developing their language and learning skills and in adapting their learning approaches in the university environment. The Medicine Learning & Teaching Unit has language and learning experts on hand to assist students. Some students are specifically invited to participate in a Language and Learning in Medicine course, tailored to their individual needs. In many cases this also involves assisting out-of-town students with cultural adaptation. Students may also self-refer to the program. The course is not restricted to first year students and continuing support is offered through the program, including support in adapting to the requirements of working in hospitals and community placements.
Honours
Students who have completed at least the first three years of the medical program at a good standard may intermit their studies to undertake a year of study and research for the Honours degree of Bachelor of Medical Science.
Specific Admission Requirements
Selection for School Leaver applicants is based on:
Tertiary Transfer
Applicants with a tertiary academic record at Bachelor or higher level apply through the Bachelor of Medicine, Bachelor of Surgery.
Careers
Before being admitted to full registration as a medical practitioner in Australia, a medical graduate must serve at least twelve months as an intern in an approved hospital. After successfully completing the internship and obtaining full registration to practice, graduates have to make a career decision with respect to entering a postgraduate specialty (including general practice) training program offered by a professional college. There is a wide range of medical career paths and the options becomes apparent as students progress through the program.
Related Programs
Applicants for Medicine are encouraged to consider listing the Bachelor of Health Science program as their second SATAC preference. If they are unsuccessful in gaining entry to Medicine, consideration might be given to completing the Health Science degree and competing for entry to a graduate program at a later date.
I'm going to do 5 subjects instead of 4 next year.
That 17 for psychology is fucking not good enough.
I need that to be a fall back for IF I get a bad mark in Math or something.
But I want and need to get a TER of over 90 so I need to get 18-19-20's (I think...)
I'm glad the New Years and Birthday thing is sorted out now, so now that I have basically no stress sources, I can concentrate on fixing my head up.
More importantly, I am promising myself that I will.
Nothing will work better than staying focused on a goal, I think.
Adelaide University medicine, that is my goal.
I'm going to do all I can to get there!
That will be the first thing I say to Sally.
"I want to be good enough to get into medicine, what do I need to do?"
Bachelor of Medicine, Bachelor of Surgery (school leaver entry)SATAC Code: 314552Duration: 6 years full-timeHESS Group: GeneralSpecific admission requirements: See below2007 Int/AFBE TER/IB: 90.00/312007 International Fee: $32440p/a2007 AFBE Fee: $28000p/aApplications: Australian residentsApplications: International residents
The Medical Program at the University of Adelaide provides students with state of the art education and training to enable them, as graduates, to practise medicine in the 21st Century.
Program Emphases
The curriculum begins with an introduction to problem based learning using patients with the most common and important diseases as the basis for study. The process is modelled for the first 6 weeks of the program, using a combination of small and large group sessions. Resource sessions relating to the case are introduced throughout the year at appropriate times. These allow students to work with physiological problems and introduce them to prosected anatomical specimens that demonstrate normal features, often in conjunction with diseased specimens. These sessions are designed to have practical application. The emphasis throughout is on the students' understanding and being able to explain mechanisms and principles rather than on memorising unnecessary detail. This same emphasis flows through into the assessments. So that students may judge whether they are pacing their learning appropriately, formative assessment activities are offered as part of the program.
Training in clinical skills begins in week one and is continued throughout the first three years. In year one, this is done by senior clinicians initially in half-class workshop groups, in which the clinical study is related to the system of the case being studied in the problem-based learning program. Later in first year, this training moves to a clinical skills laboratory in the medical school. In second year, it is based in the hospitals, and in third year, it is done in general practice, with specially trained general practitioners.
The Medical Professional and Personal Development program aims to introduce students to those complex communication competencies required by a medical practitioner. Seeing patients in general practice and hospitals, small-group tutorials with experienced clinicians, using actors to simulate patients, and written reflection are key components of this part of the course. It is integrated with the problem-based learning cases. A special emphasis is being placed on personal and professional development including:
- medical ethics;
- information technology training;
- medical decision-making;
- effective and efficient library and database usage;
- skills needed to understand, and where appropriate, practise evidence-based medicine;
- understanding the principles of public health that should inform the practice of preventative medicine.
Catch Up Human Biology
Many students entering the program may need help in understanding some of the basic concepts of biology and chemistry that are necessary in order to study effectively and efficiently. A short elective course in human, cell and molecular biology is available to medical students, early in semester 1.
Community-Based Learning
Changes in health care arrangements in the community and pressures on the way in which the major teaching hospitals are used in delivering health care have required that traditional approaches to medical training change. These changes have resulted in increased pressure and opportunities for students to be trained in placements within the community. Also, all students, during first and second year, engage in a study of early childhood development. During semester 2, each student will be introduced to a consenting pregnant woman, and they will follow this person during her pre-natal visits, confinement and subsequent follow-up. Students will arrange to follow up, with the family, the development, over the next 18 months to two years, of the child(ren) of the pregnancy.
Electives
All students are required to devote about 25% of their study time to an elective course of their choice. This encourages students to broaden their base of interests before these become focused on medical learning for the next 9-12 years. In later years, there are further opportunities to take electives in both non-medical and medical disciplines. In the sixth year of the program, there are four 4-week elective placements in community and ambulatory locations. At least one placement must be located in a rural environment, but it may be possible for all 16 weeks to be in rural areas.
Support Structures
At least half the students entering the medical course in recent years do not come from Adelaide and some experience problems adjusting to life in Adelaide. As well, students may experience stress in adjusting to University life and self-directed study. We aim to provide various support mechanisms to students through this time of transition. Structures are in place to provide students with both informal counselling by staff members, and access to more formal counselling arrangements.
Language and Learning Program
Many students benefit from additional assistance in developing their language and learning skills and in adapting their learning approaches in the university environment. The Medicine Learning & Teaching Unit has language and learning experts on hand to assist students. Some students are specifically invited to participate in a Language and Learning in Medicine course, tailored to their individual needs. In many cases this also involves assisting out-of-town students with cultural adaptation. Students may also self-refer to the program. The course is not restricted to first year students and continuing support is offered through the program, including support in adapting to the requirements of working in hospitals and community placements.
Honours
Students who have completed at least the first three years of the medical program at a good standard may intermit their studies to undertake a year of study and research for the Honours degree of Bachelor of Medical Science.
Specific Admission Requirements
Selection for School Leaver applicants is based on:
- performance in the Undergraduate Medicine & Health Sciences Admission Test (UMAT)
- performance in a structured Oral Assessment for UMAT top performers
- qualifying for the SACE (or equiv.) and achieving a Year 12 performance which the University evaluates as being a top 10 percentile performance.
Tertiary Transfer
Applicants with a tertiary academic record at Bachelor or higher level apply through the Bachelor of Medicine, Bachelor of Surgery.
Careers
Before being admitted to full registration as a medical practitioner in Australia, a medical graduate must serve at least twelve months as an intern in an approved hospital. After successfully completing the internship and obtaining full registration to practice, graduates have to make a career decision with respect to entering a postgraduate specialty (including general practice) training program offered by a professional college. There is a wide range of medical career paths and the options becomes apparent as students progress through the program.
Related Programs
Applicants for Medicine are encouraged to consider listing the Bachelor of Health Science program as their second SATAC preference. If they are unsuccessful in gaining entry to Medicine, consideration might be given to completing the Health Science degree and competing for entry to a graduate program at a later date.
I'm going to do 5 subjects instead of 4 next year.
That 17 for psychology is fucking not good enough.
I need that to be a fall back for IF I get a bad mark in Math or something.
But I want and need to get a TER of over 90 so I need to get 18-19-20's (I think...)
I'm glad the New Years and Birthday thing is sorted out now, so now that I have basically no stress sources, I can concentrate on fixing my head up.