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JMP JMP: General Entry Discussion

A1 said:
That's domestic including rurals. I usually don't include international headcounts in my posts since they go through a different selection process.
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Thank you! Also i wanted to ask during MMIs is there a timer made available to you?
 
donggii said:
Is that domestic students? or rural and internationals combined
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I don't know if this information helps. It says on the JMP prospectus quote under the RRAS scheme "Our target is for 30% of the students admitted to the program to have a rural or remote background." Does this means 30% of the 170? Maybe someone else can shed some light.
 
Advice Needed said:
It says on the JMP prospectus quote under the RRAS scheme "Our target is for 30% of the students admitted to the program to have a rural or remote background." Does this means 30% of the 170? Maybe someone else can shed some light.
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Yes, 30% of the 170 = 51 places for rural applicants. It's actually spelled out quite clearly here > Entry schemes

"The Rural and Remote Admissions Scheme aims to increase the number of students from rural and remote locations being admitted into our program. Our target is to see 30% of students in the program from rural and remote locations (18 at the University of New England and 33 at the University of Newcastle)."
 
Hi I have an interview in University of Newcastle, Callaghan NSW 2308.i have to go there one day earlier coz my home is far from there.is there any idea for accomodation and public transport?thanks a lot.
 
I Can't Hear U said:
Hi, just wondering what we should know about the JMP course? E.g. the structure, the clinical placements, etc. how in depth should our knowledge of their medical course be?
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I've never interviewed at JMP, but it's probably worth knowing about the PBL model of learning (and what about it appeals to you), given this is a central component of the JMP from my understanding. For any university, it's also good to have an answer to why the course appeals to you which goes beyond the location/length etc.
 
Crow said:
I've never interviewed at JMP, but it's probably worth knowing about the PBL model of learning (and what about it appeals to you), given this is a central component of the JMP from my understanding. For any university, it's also good to have an answer to why the course appeals to you which goes beyond the location/length etc.
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i know you never interviewed at jmp before, but i've heard that jmp was a 'pioneer' for pbl for other unis - do you mind talking about your own experience with pbl and how it's benefitted you as a med student at your uni?
 
jayson said:
Hi I have an interview in University of Newcastle, Callaghan NSW 2308.i have to go there one day earlier coz my home is far from there.is there any idea for accomodation and public transport?thanks a lot.
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There are a few motel within 3-5km from the university. Some are within walking distance to restaurants/mini marts. Some of these motels have coffee and tea making facilities in their rooms. You could also arrange a taxi with reception to take you to the campus on the interview day.
 
leez said:
i know you never interviewed at jmp before, but i've heard that jmp was a 'pioneer' for pbl for other unis - do you mind talking about your own experience with pbl and how it's benefitted you as a med student at your uni?
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Ok, so I'll give a run down of how PBL works at my university and what I've personally gained from it, but I'm not sure if it runs any differently at other universities.

For me, we have 5 hours a week (2 2.5 hour sessions) and are split into groups of 8, which we change 4 times in the year. PBL basically works like this: there is a new case each week, and you'll go through, slide by slide, a patient with a presenting complaint. As a group, you brainstorm differential diagnoses as you go through each slide. One person will record the patient's information up on the board, i.e. history of presenting complaint, medical/family/social history, medications etc etc. Ideally as a group you come up with a pretty good list of differentials early on based on what the patient has. You can discuss what investigations you would need to perform to narrow down the diagnoses etc. As you move further along, you get more information about the patient and thus eliminate diagnoses as you go (all through discussion through the group).

As we have each case split into two sessions (in reality it's actually over 3 days at my uni but I won't bother with the specifics), during the first session someone makes a list of any unanswered questions/problems the group had, and the school gives us a list of "learning objectives" i.e. things you should learn while doing the case. When we come back for the second session, we spend about an hour doing "report back" which is where one of the learning objectives is randomly allocated to each person, and they do a mini presentation on the whiteboard to "teach" the group about it (so between the first and second session you need to research and ideally learn the answers to the learning objectives). Then, you go through the rest of the case as per normal and eventually find out the diagnosis and treatment. Between slides that provide information about the patient, there are "discussion questions" which basically prompt the group to talk about things related to the case. If you're in a really good group like I was most of this year, your group shouldn't need to read the prompts to go over everything the school wants you to.

So, what have I gained from PBL?
  • It more or less forces you to stay on top of the content, because you're spending 5 hours a week covering content relevant to whatever you're meant to be learning, and being prepared for report back = learning the content yourself in your own time.
  • You get a huge range of perspectives from different people in your group that you likely wouldn't have considered yourself (particularly in graduate entry, because they deliberately diversify the groups so you might have a pharmacist, a biomed grad and a physio all in one group - but that's probably less relevant for undergrad entry schools).
  • You actually feel like you're being a doctor! Obviously it's nothing like actually being in a clinical scenario, but you get to approach each hypothetical patient like you're in a healthcare team: you consider the patient history, discuss with others, formulate differential diagnoses, discuss the investigations you would perform to narrow it down, analyse test results and discuss treatment plans etc. This makes learning really enjoyable and really effective!
  • It's fun! I had such a great time with my groups this year, and we had a roster so that one person brought in food each session. Lots of laughs, and a good casual environment, but a great learning environment too.
  • Report back can seem nerve wracking at first, but ultimately this is a great way to get out of your comfort zone, improve your communication skills and become really good at teaching complex concepts and simplifying them in a way that's easy for others to understand - and this skill is incredibly important in the medical profession (first because you need to be able to simplify to patients what is going on with their health, and second because learning in medicine is very dependent on those with more experience teaching others with less experience).
  • There is heaps and heaps of resource sharing between group members. Knowing the best places to go when you want specific information is going to help a lot as a medical student, and it makes it a whole lot easier when everyone combines forces and shares their resources with each other.
  • Having to answer LOs in between sessions greatly hones your skills of learning independently and finding ideal sources for information - again, essential skills for a medical student and future doctor.
Hopefully that helps!
 
tha
Crow said:
Ok, so I'll give a run down of how PBL works at my university and what I've personally gained from it, but I'm not sure if it runs any differently at other universities.

For me, we have 5 hours a week (2 2.5 hour sessions) and are split into groups of 8, which we change 4 times in the year. PBL basically works like this: there is a new case each week, and you'll go through, slide by slide, a patient with a presenting complaint. As a group, you brainstorm differential diagnoses as you go through each slide. One person will record the patient's information up on the board, i.e. history of presenting complaint, medical/family/social history, medications etc etc. Ideally as a group you come up with a pretty good list of differentials early on based on what the patient has. You can discuss what investigations you would need to perform to narrow down the diagnoses etc. As you move further along, you get more information about the patient and thus eliminate diagnoses as you go (all through discussion through the group).

As we have each case split into two sessions (in reality it's actually over 3 days at my uni but I won't bother with the specifics), during the first session someone makes a list of any unanswered questions/problems the group had, and the school gives us a list of "learning objectives" i.e. things you should learn while doing the case. When we come back for the second session, we spend about an hour doing "report back" which is where one of the learning objectives is randomly allocated to each person, and they do a mini presentation on the whiteboard to "teach" the group about it (so between the first and second session you need to research and ideally learn the answers to the learning objectives). Then, you go through the rest of the case as per normal and eventually find out the diagnosis and treatment. Between slides that provide information about the patient, there are "discussion questions" which basically prompt the group to talk about things related to the case. If you're in a really good group like I was most of this year, your group shouldn't need to read the prompts to go over everything the school wants you to.

So, what have I gained from PBL?
  • It more or less forces you to stay on top of the content, because you're spending 5 hours a week covering content relevant to whatever you're meant to be learning, and being prepared for report back = learning the content yourself in your own time.
  • You get a huge range of perspectives from different people in your group that you likely wouldn't have considered yourself (particularly in graduate entry, because they deliberately diversify the groups so you might have a pharmacist, a biomed grad and a physio all in one group - but that's probably less relevant for undergrad entry schools).
  • You actually feel like you're being a doctor! Obviously it's nothing like actually being in a clinical scenario, but you get to approach each hypothetical patient like you're in a healthcare team: you consider the patient history, discuss with others, formulate differential diagnoses, discuss the investigations you would perform to narrow it down, analyse test results and discuss treatment plans etc. This makes learning really enjoyable and really effective!
  • It's fun! I had such a great time with my groups this year, and we had a roster so that one person brought in food each session. Lots of laughs, and a good casual environment, but a great learning environment too.
  • Report back can seem nerve wracking at first, but ultimately this is a great way to get out of your comfort zone, improve your communication skills and become really good at teaching complex concepts and simplifying them in a way that's easy for others to understand - and this skill is incredibly important in the medical profession (first because you need to be able to simplify to patients what is going on with their health, and second because learning in medicine is very dependent on those with more experience teaching others with less experience).
  • There is heaps and heaps of resource sharing between group members. Knowing the best places to go when you want specific information is going to help a lot as a medical student, and it makes it a whole lot easier when everyone combines forces and shares their resources with each other.
  • Having to answer LOs in between sessions greatly hones your skills of learning independently and finding ideal sources for information - again, essential skills for a medical student and future doctor.
Hopefully that helps!
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thank you so much for writing this! it helps heaps :)
 
i'm not sure if this is infringing on the nda interviewees in the past have signed - if it isn't, regarding the structure of the interview, i know that there's 8 8 minute stations with 2 rest stations. I'm just wondering whether you receive the stimulus before entering the room during the 2min break (if there's printed excerpts etc) or does the content you read get given to you from the interviewer in the room?

A1 adds: Adding to LMG's reply this type of questions do not infringe the NDA. I have PM'ed you the MMI Guide with some info on this.
 
leez said:
i'm not sure if this is infringing on the nda interviewees in the past have signed - if it isn't, regarding the structure of the interview, i know that there's 8 8 minute stations with 2 rest stations. I'm just wondering whether you receive the stimulus before entering the room during the 2min break (if there's printed excerpts etc) or does the content you read get given to you from the interviewer in the room?
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You get some initial information to read before you enter the room, yep, in the 2 minutes 'reading time'. Then you will get more information in the station as interviewers ask you questions directly.
 
Does anyone know if I'm required to bring a copy of my CV/resume for the JMP interview? Can't find any information about it anywhere
 
Does anyone know how JMP considers bonded preferences between uni campuses. For example, if I indicated I would accept a place in both campuses but Newcastle preferred would they consider it like:

1. Newcastle CSP
2. Newcastle BMP
3. Armidale CSP
4. Armidale BMP

or

1. Newcastle CSP
2. Armidale CSP
3. Newcastle BMP
4. Armidale BMP

I'm probably going to end up emailing them and asking regardless.
 
dotwingz said:
Does anyone know how JMP considers bonded preferences between uni campuses. For example, if I indicated I would accept a place in both campuses but Newcastle preferred would they consider it like:

1. Newcastle CSP
2. Newcastle BMP
3. Armidale CSP
4. Armidale BMP

or

1. Newcastle CSP
2. Armidale CSP
3. Newcastle BMP
4. Armidale BMP

I'm probably going to end up emailing them and asking regardless.
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Im pretty sure it's the latter. Unfortunately I don't have a source for that hahah I just remember hearing it somewhere.
 
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