Medical professionals (dentists and doctors) are often confronted with complex situational tasks that require quick and accurate decisions. This is tested in the Decision-Making section of the UCAT. Below, we’ve asked our UCAT experts their recommended approach in succeeding in this section.
As an IMG, there are many steps to undertake when gaining registration with the Medical Board of Australia (MBA). One crucial step that applies to many IMGs is the Pre-Employment Structured Clinical Interview, also known as the PESCI.
In this article, we will discuss the approach and tips to verbal reasoning in the UCAT. In this test, the candidate has 21 minutes to answer 44 questions.
In your study of physiology and biology, you will no doubt have come across the concept of organisms being based on organs which are in turn based on cells. Not all cells are the same and it turns out that complex life requires a rich diversity of cell types. In order to understand biological systems most students will have studied the cell, its specialist components, and their functions. From here, students typically study the different forms of cells (prokaryotes vs eukaryotes etc.) and the different forms of life (single-cell organisms vs multicellular complex life).
In order to perform in any context, it pays to understand the nature of and rationale for the particular assessment. Therefore, prior to commencing UCAT preparation, it is important candidates understand the purpose and aim of the assessment tool with which they will engage.
In the previous blog-post and webinar, we discussed the key principles which underpin the
phenomena witnessed in the physical sciences. In this discussion we referred to the hierarchy of
As you may already know, the Standard Pathway is designed for International Medical Graduates (IMGs) as a means to attaining General Registration as a medical practitioner in Australia with the Medical Board of Australia. It involves completion of the below Australian Medical Council’s (AMC) exams OR, the completion of an AMC approved workplace-based assessment program.
GAMSAT candidates often ask how to study for GAMSAT Section III. A useful way to begin can be to focus on the physical sciences and work your way up.
The physical sciences lie at the heart of all the other disciplines relevant to Section III of GAMSAT. This is reflected in the hierarchy of sciences:
In previous webinars and articles, we have assessed various aspects of GAMSAT and the topics, themes, and concepts pertaining to the exam. In these articles, we have commenced with an enquiry into the nature and rationale of the topic – we will do the same here with graphs as it is necessary to review this prior to considering graphs in the context of GAMSAT.
Often members of the Academic Faculty of the METC Institute are asked, how should I study for the GAMSAT?
In order to answer this question, one has to first consider the nature and rationale of the exam. This article will focus on Section 3 of the GAMSAT as typically students reference this section when making such queries. Unlike university examinations which are designed to assess acquisition of knowledge, Section 3 of GAMSAT is written to test for competencies in problem solving via the application of knowledge. This often involves novel contexts that students have never seen. While the context is often new, the principles underpinning the assessment item should be familiar to students who have studied for the exam.