Wreck.

Apart from the ridiculous journey, Hull went okay. Ish. For an interview, anyway.


HYMS interviews are a pretty set procedure for everybody - seven questions on very set topics, plus your opinion of an article you've just read. I'm not allowed to discuss what was asked - but HYMS very helpfully provide a list of 'example' questions on their website, which are conveniently very similar to many of the questions I was asked.  


Unlike anywhere else I've been, HYMS include a tour of their campus as part of your interview - the campus is really lovely, and the accomodation is as well. The student house we looked around backed directly on to the campus and housed five people with all bills included as well as a cleaner. An extra large room here (which was pretty enormous) cost £72 per week; which I thought was pretty fair! Even my taxis around Hull were cheap, so I do think it would make a perfect student-budget city.


After our interviews we were shown a presentation 'persuading' us to choose HYMS, should we receive more than one offer. Interestingly from the 1100 applicants, 800 passed the academic criteria (meaning 300 applied to a Uni they couldn't get in to?!). 450 were invited to interview on of these 290 of us will be offered a place. This means that my chance of success now is around the 2/3 mark. Which is reassuring, particularly compared to somewhere like Leeds where my chances are around 1/16.


(Also, we were told that each year around 50% of applicants to Medical School in the UK don't receive any offers - so now I don't feel too bad about my rejections last year.)


The reflex question for everybody to ask is 'so how do you think you did?' It's a really hard call; I felt I answered all the questions reasonably well, and had very few 'Doh!' moments. However, you come out and everybody seems to have given the same answers to the questions! A couple of questions were reiterated to me, as I hadn't fully addressed all aspects that they had asked for, but for others I tried to give a very balanced, full answer which often ended with 'however I feel your question is too broad to give you a specific answer'. I know that, despite my 'ultra-cool' demeanour in the holding room, I become very nervous and can appear quite flustered and edgy. I guess they know you're nervous. The one question I can say I answered really well was based around the standard 'Why do you want to study here?' and this is where my interview prep really paid off.


Each interview has to be prepped for differently - at HYMS your interview is completely seperate to your personal statement score, so there's no need to analyse your statement and second guess what's going to be asked. Like all interviews, I expected the 'Why do you want to come here?' and the general probing of my awareness of current medical issues; but they're hardly expecting you to be familiar with every piece of research. I keep up-to-date by reading the NHS' Behind the Headlines website every so often and listening to the news occasionally. In terms of HYMS specific prep, I spent an hour or so each night for a week reading and poking around on the Medical Schools' website. 


But that's it. I find out at the end of February. As a very pleasant surprise, I received an invite for interview at Cardiff next month (the email arrived the day before Hull, so was a good nerve-settler). Cardiff is very different in terms of interview technique and requires lots of prep... so that's my holiday homework (although at least I'm not revising for January exams!!)


Hope you've had a good Christmas! 

HYMS

So perhaps my claim of 'I could hear next week' was a bit optimistic but I've finally heard something!


Up until now, University correspondence had been minimal. Moral was low.


HYMS (Hull and York Medical School) contacted me asking for more information on my gap year. Leeds thanked me for applying and let me know that due to 'large volumes of applicants' I shouldn't expect to hear until the first week of December at least.
Cardiff also said thank you, and reassured that whether interviews were held in November or March, applicants had an equal chance of an offer.
Southampton remain silent.


AND THEN...


An email from HYMS last week, inviting me to interview! Luckily, it's the day after we get back from our Derren Brown cruise - so in a space of 24 hours I'm going to be travelling from Bruges to Southampton to Swindon to Hull. And then back to Swindon. I don't mind, if I'm honest. I don't mind the 5 hour train ride, or the nervous build-up, or the £100+ it's going to cost me in Travelodge fees and packet sandwiches. I don't even mind the pressure of an interview or the awkward moments spent 'sizing-up' the fellow applicants. FYI, HYMS received 1000+ applications for 150ish places. 600 people are interviewed for around 350 offers. That's just about 50-50. The way HYMS work is a 'leader board' style... where more points at interview mean a higher chance of acceptance.


I'm also aware not to build up my hopes too much - after all, an interview in no way guarantees an offer - but at least it's something. After six weeks of silence, it's a little relief to know that my application hasn't been completely passed over. Mind, I haven't had any bad news either (I think post-Xmas is usually when the majority of rejections are made).


In reflection, (as long as I have an offer this year) this year has been a great opportunity: I've taken a year out to explore other interests through my work, develop and mature as a person as well as de-stress and remind myself how to be a legal teenager without the constant pressure of exams (read: pub visits and lazy evening in my trackie bottoms)! And I hope I have an opportunity to express this in an interview...


I really would love to get an offer from HYMS - they're a relatively small (read: personable) medical school, with a huge focus on learning through experience (up to 50% of the course is on placements in primary and secondary care centres). They also practice PBL, a form of team-based learning where each week presents a 'challenge' to explore and research, therefore expanding your knowledge as you work. HYMS trains you to be a doctor, rather than teaching you medicine. 


My outfit is set (pink pin-stripe trouser suit, with a pencil dress as the back-up option), now just for the preparation! Re-reading my statement, EPQ, books I've quoted, finishing my scrapbook, cramming as much from NHS Behind The Headlines and the news, watching TED on my iPad, plus scanning the HYMS website and prospectus for any pearls of wisdom. Exhausting, nerve-wracking, exciting stuff.


I don't want to set myself up for a fall by giving away too much now, so I'll let you know after the interview/on the decision day.

Cartography.

So I'm all applied and raring to go (according to the emails etc I could be hearing back any time from next week-ish...), whilst feeling a nauseous mix of anxiety, confidence and scepticism.


With Medicine, there's no 'the hardest part is...' because it's all time consuming and nerve-wracking and difficult, from the personal statement to the UKCAT, to actually choosing where you want to go. If I'm honest, last year I copped out on my choices - they became secondary issues, despite how important it is to think carefully where you want to live for the next 6 years!


Last year my choices looked like this:


University of Bristol because it's local. And reputable. And I kind of like the shopping there.
University of Oxford again it's local. The shopping is very good and the streets are just so quaint. (Plus it's the only place I'd ever visited prior to applying - admittedly whilst I was in Year 8 - so it just made sense.)
Peninsula Medical School apparently everyone gets in there.
Keele University the prospectus is pretty. It looks like a castle, on a lake, IN A VILLAGE. Too cute.


Looking back, I'm not surprised the 'so why do you want to study here' part didn't go so great... and it's actually rather embarrassing to read my honest responses here.


This year, however, was far more thoughtful... and hopefully you'll find the reasoning behind my choices potentially useful, regardless of the course you're applying for! It's difficult to know where to go - after all, it's logistically impossible to visit all of them, and when you do they all look fantastic and lovely and welcoming. 


FYI, there are 32 medical schools in the UK, three of which are for postgraduate medicine only - compared to a subject like Maths, or English, Medicine is relatively easy to begin narrowing down.


The first step was clearly to eliminate anywhere 'too far'; I'm talking Scotland, Northern Ireland and Newcastle.

And then I'm thinking how poor I'd be if I lived in London (plus I couldn't cope with black-coloured snot 24/7), so those were crossed out too...

And I wouldn't want to apply anywhere for the second time running - if I wasn't good enough last year, then I guess they probably won't want me this year.

So now I'm left with thirteen. Birmingham won't accept me (they'd like 7 A*s and I have 5), plus it's a big, mean-looking city. Come to think of it, I'd much rather be somewhere with a bit of breathing space... so Liverpool, Manchester and Nottingham can be crossed off too. I've tried the Oxbridge thing, and I wasn't really feeling it so Cambridge might as well go too.

So I'm down to my final eight (much like Judge's Houses on the X Factor) and four have to go. If I'm honest, neither Norwich nor Sheffield really inspired me when I read up so that makes narrowing down slightly easier... And I'm left with six, only two more to decide against before my final four.

So what do we have left?


L for Leeds
H for Hull and York Medical School
Le for Leicester
C for Cardiff
S for Southampton
B for Brighton and Sussex Medical School


I thought about the things I most wanted out of medical school; I like the PBL learning method (each week you learn about a topic e.g. heart disease and your learning progresses outwards, like a spiders web, rather than linear learning, like at school), I want to practice full body dissection, I want an opportunity for research and intercalated degrees (a mini-degree as an extra year within your medical degree), I want to live on a campus but the change of a dual school Uni is appealing. I want fresh air and space to think.


So I tallied them. I read the prospectus and gave each school a mark in a column if they have it. Cardiff practice full-body dissection. Southampton are research-led. BSMS can provide plenty of fresh air and space, Leeds is a perfect student, party city. And you have to remember applying to medical school is competitive - where do I appeal most? My strong UKCAT score would be wasted at Cardiff, who barely look at it whereas Leicester love it. Southampton don't interview, so you need a strong personal statement - is mine that individual?


Eventually, I think my heart and head compromised. Regardless of the 'scores' I'd given each, I'd already started to fall in love with the four I knew I really wanted. All for different reasons, but all unique and perfect in their own way. Cardiff's dissection room. Southampton's research labs. Leeds' student-friendly campus. Hull/York's contrast between beautiful York and poverty-stricken Hull.


It'll be interesting. At the moment I have a vague idea of where I'd like to go most -> least. But then I haven't visited them all yet... and I doubt I'll have much of a choice to make. Best of two, if I'm lucky. We'll see; I've been told to expect answers before Christmas.

The O Word.

Overworked, overstressed, underpaid.

Well, most of that is my own fault... Currently I'm still working three jobs, totalling around 45 hours per week. Obviously, the tax is a bitch. And to be honest, nothing can be as stressful as January/February - realising I'd failed to get in to Uni and that my A Levels were sapping all the motivation and spirit I'd started with. If anything, I'm in a fantastically rare stress-free situation right now. 

As well as Homebase and working for the council (Sessional worker, swimming with special needs children/teenagers) I work at a secondary school as a 'Learning Support Assistant' (read: Teacher's Lapdog).

But I dress FAR better.

I also hold an additional role as 'ASD Coordinator', this means looking out for the autistic students within school and keeping in contact with home (we have an unusually high ASD cohort).

So far, I've really enjoyed my work within school: it's rewarding, interesting, stimulating and the Learning Support department have been really great at helping us 'newbies' settle in. But that doesn't mean I'm not pleased to see half term...

It's so funny to be back in a school, back watching lessons - an hour for a lesson goes so fast! I love watching the children giving it large, being rude to the teacher, giggling about some joke - I remember doing it myself - and it's only now I'm older that I see how cringy they are. Honestly, rolling your eyes at a teacher and whooping when someone is told off is not cool.

I've also realised how much I definately do not want to be a teacher now, regardless of how hard they work and how many hours they put in (judging by my own career choice, noone can call me work shy!) it's just how disheartening it must be to stand in front of a group of people who really do not care what you have to say. I want to share my passion for science with people who are keen to hear, whether as a higher education professor or to patients' who require the information: I don't want to train and then spend my working hours controlling crowds of uncaring, unruly children. Of course, not all children are like this; I work with lower ability students and so tend to see more of the classes full of 'difficult' children who either can't, or won't, behave because they fail to see the point in school. Interestingly, many of these 'naughty' children who are quickly written off by teachers are actually very keen to learn - once you've given them the attention and time that they need, their behaviour improves. One little madam asked me this week if she could sit with me in Maths - she's gone from being a nightmare, to the most attentive, hard-working student in the room. Just because she gets it. It's not fair for me to criticise, but one does wonder if smaller classes would allow teachers' to give children the attention they need to work hard and achieve... perhaps this is how private schools, with notoriously tiny classes, churn out such impressive results (and students)?

And the other thing that breaks my heart: how these kids sit there and say 'schools crap anyway, what's the point?' The point is that those grades say something about you for a long time, they'll dictate the types of jobs you can start off with and whether you can pursue a career in something you're passionate about, rather than a job just to feed your family. Isn't hindsight a fabulous thing? If there's one thing that is certain about humans, it's our ability to look back and realise that others' generally do want the best for us.

I think I've picked the perfect gap year job - the hours are generous enough that I can enjoy my friends and wages, whilst the work is interesting enough to be worthwhile. I've also realised how quickly working in a professional environment forces you to grow up; this is the first time where I've been given a position of responsibility and treated as an equal by adults, rather than a child. There are things that need to be worked on; I still find it difficult to talk to teachers as colleagues, rather than 'Miss' or 'Sir' and I'm very aware of how much reassurance I need, by asking questions and checking that I'm doing okay. However, I really hope that by the end of the year I can feel confident in the roles that I hold, I can reflect back on all the positive and character-building experiences I've had and I should have a respectable amount of money saved up for Freshers' Week. Roll on Xmas break...

Trimming.

Today is the day Jordan can finally rejoice; my UCAS has been sent off, so I'll be de-stressed for at least a week.

I am aware that 11th October is exceptionally late (deadline is 15th and I'm sure I wrote earlier of sending it in early) but the summer went rather quickly and I was extra-pinickety with what I wrote.

If you haven't yet read the final version of my statement you can do so here.

So, I guess/hope I'm not the only one that finds writing these things incredibly difficult - where do you even begin?! Hopefully, my breakdown should shed some light on the writing process... and also make non-Uni applicants realise just how much is expected of the statement!

The Middle

It may seem counter-intuitive, but for a PS the middle is the best place to start. This provides the filling for your statement and the really interesting parts.

The first step (for a medic) is to brainstorm around three key points:

Why Medicine?

What are your motivations? Specific interests in the field? This section will probably be the shortest and will end up being adapted into your opening

Experiences

How do you know medicine is for you? What voluntary work/employment/work experience have you had? What did you learn from this? (Most of my interviews were based around 'what I've learnt on reflection - they absolutely love it)

Personal Achievements/Extra Curricular

What makes you stand out? This is where your Grade 8 violin/Royal Ballet School/Olympic swimmer/President of the Student Union fit in.

To be awkward, I also added

Gap Year Plans

Debatable whether required - but it makes sense to say what you're planning to do after receiving your A Levels, incase they think you're a bum.

Referee Statement

All the bits that won't fit in your actual statement or are a bit too simple e.g. Maths Awards/helping out with an open evening

The headings help to provide structure to your statement, and you'll probably be able to pick them out in mine, despite not being as perfectly ordered as they are here.

Under each heading I started bullet point-ing my interests.. and another key point: apparently admissions tutors want evidence for everything you say. So, I made notes as to which resources/experiences I could link into each statement. For example, I'm really interested in the role of the brain and nervous system after reading The Man Who Mistook His Wife For A Hat.

For the experience section it can be difficult to remember back to all of the experiences you've ever had - personally, I'd done over 200 hours voluntary work when I wrote mine, in 5 or 6 places. Luckily, I kept a reflection diary which I could read back through, highlighting key examples that demonstrate this or that skill. Even better, if you can write your reflection diary in the format 'Today we did XXX and I felt/thought XXX and this made me realise/taught me XXX' you'll save so much time later on and be bang on for a medic place.

Achievements can be the difficult bit - particularly if they don't seem a big deal to you, but it's important to remember what skills they demonstrate. To help me with this, I looked up the admissions criteria (each PS is 'marked' for a number of categories such as 'demonstrates responsibility' or 'caring experience') and wrote a list of qualities Medical Schools look for - then all I needed to do was find an example for each. If you're interested, my checklist looked like this:

• Understanding of medicine
• Motivation/Commitment
• Caring attitude
• Social awareness
• Effective communication
• Teamwork and leadership
• Appreciate others' views/empathy
• Responsibility
• Non academic interests and linking these to stress
• Study skills
• Self motivation
• Reflection
• Perseverance
• Over-coming setbacks

Hopefully once you've gone through this process you'll be left with a bullet-pointed list of skills, qualities and experiences you'd like to include in your statement. Grouping these together into topics, linking to related subjects and expanding these topics into full sentences should form a very nice base for your final statement.

Introduction

The most important thing. Since KS3 English you're taught the importance of a powerful opening and it's no different here. I found this bit extremely challenging; it needs to capture why you want to study medicine in a very clear, honest way. There are plenty of examples on the internet that use quotes to open - personally I think this sounds cheesy and lazy, but your choice! (NB However, I do think that quoting a book as inspiration/interesting in your statement is a very valid point).

For my opening I used the 'voice record' app on my phone to record a five minute informal explanation of why I wanted to study Medicine in the format of an answer to 'So why do you want to study Medicine?'. It sounds tacky, but expressing this aloud really focused what I wanted to say and what was most important for me. I listened to it back, copied it exactly and edited the colloqualisms. My final opening was an amalgamation of this opening and my original opening from last year (because let's be honest, in one year my motivations and enthusiasms haven't changed).

Conclusion

I'm very partial to a decent conclusion. Something sharp, summative and powerful always sounds good. I used this section for the standard 'I really want to go to Uni/be a doctor' but it can be good for squeezing in key words that you may not have been able to elsewhere (I'm thinking of my admissions tutor list here). Anything that suggests you want to develop/use specific skills, looking for a challenge etc sounds pretty good to me.

Trimming

Unfortunately, any good medic should find at this point that their statement is double (if not triple) the allowed amount of 4000 characters (about one side of A4 in size 11 font, if you're interested). The really hard part is trimming it down, without losing too much of the meaning. A good start is looking for any repeats, such as any experiences that demonstrate the same quality. After all, the tutor isn't hugely interested in which grade you have in piano - it's the skills that it demonstrates (perseverace, commitment, manual dexterity) that is important. And after that, it's up to you to decide which is most important to keep. However, you will feel a sense of pride in how many positive things you have to say about yourself! There is something satisfying about writing out a list of how fantastic you are...

Whilst medics should be nodding in agreement, I imagine other disciplines recommend slightly different approaches (although saying why you want to study a subject is always a good idea!) but a lot of this can be adapted to individual circumstances. Hopefully this gives a little insight into how such an important piece of writing is built up and why us medics stress about it so much! After all, it is one of the most important parts of any medical application.

Pyjamas.

I swear I'm not usually this lazy; in fact, I'm currently working a 50-hour, three job week.

We're not long back from our holiday in Mexico (read: the weather was beautiful, we drank tequila, I'm still as white as when I left) and the jet-lag is far too painful to write something long here.

Once I've settled properly into my new job, working as the 'Learning Support Assistant and ASD Coordinator' for a local secondary school, I'll blog something faintly amusing and entertaining about it.

But for now, I thought you'd like to read my all-new personal statement. Us wannabe medics (and dentists and vets) have to apply for University before October 15th - making it almost a whole year before you actually attend and get to don your white coat. So, whilst avoiding the midday sun in Mexico, I finished my statement, completed my UCAS and sent it off to be polished up by New College (I'll avoid the obvious joke involving a turd...). Obviously, I've put a huge amount of thought and effort (and time!) into this statement and I have a million-and-one things to say about it but I thought it might be better for you to be able to read it straight-through, the way an admissions tutor would, with no additional explanation.

So here you go, and I would love to know what you think... It's too late to change it, anyway.

"People are remarkable: we are so similar, yet all unique. I decided on a career as a doctor after realising that my passions lie with communicating, bettering others' lives and adapting to individuals. I am particularly fascinated by the roles of cells and components in the functioning of the body, as well as the effects when these malfunction. I wish to read Medicine because the vocation combines a scientific exploration of the body whilst recognising individual factors, in a way not offered by other careers.
I have explored cultural healing through my Extended Project and was impressed by the effect belief can have on recovery.  Many Bolivians consult both biomedics and shamans for their ailments as they see the two systems as complimentary, not opposing; an integrated approach can result in greater patient satisfaction. I also looked at pain, which has a physiological root yet Tibetan communities are able to control their sensitivity to it through meditation, leading to extraordinary acts of endurance.
At a Villiers Park Neuroscience course I enjoyed discussing abstract concepts of thought and emotion in terms of chemical signals and response to stimuli. Although highly reductionist, scientific understanding is the cornerstone of effective practice.
During work experience in GP surgeries I met patients whose expectations exceeded what doctors were able to provide and became frustrated when medicinal treatment was not offered. This was common in patients whose illnesses were self-limiting and I saw the pressure that doctors are under to provide an instant cure. Often the primary concern of patients related to their personal life and I noted the importance of ensuring the treatment plan is congruent with the patient's medical and personal needs. My most illuminating experience has been at a surgery where I met young, pregnant teenagers. I found it uncomfortable to reciprocate their enthusiasm and although I was surprised at my reaction, after reading my reflective journal I realise that I can understand the girls' attitudes towards pregnancy without agreeing with their decision; a doctor's role is as an impartial caregiver.
Volunteering at a hospice, I was pleased to see that staff encourage patient independence by finding ways for patients to do things themselves, rather than completing tasks quickly for them. I am keen to nurture this attitude, where dignity is patiently promoted.
Whilst working at a SEN play scheme over the summer, one boy was prone to hitting, causing staff to be wary and spend less time interacting with him. I later realised that our reluctance to engage with the boy and his challenging behaviour was discrimination. Since, I have made sure I try to interact with all of the children fully and to look for the hidden discrimination people with disabilities may face so I can better understand patients' concerns in future.
As Vice President of the college Student Union I organised events such as a Sexual Health awareness week. Good communication was important to allow team members to better support each other when some tasks were left uncompleted close to the event. Instead of trying to take on too many jobs myself, we divided tasks up fairly and together we executed the event smoothly.
I currently work as a Teaching Assistant at a secondary school where I also support students with autism. I am keen to develop a strong relationship with the students in order to better respond to their personal and educational needs.
MedLink courses described the stressful nature of a doctor's role. To counteract stress, I exercise daily which has also increased my stamina and energy levels. I find writing relaxing and I have channelled this into a blog about my gap year experiences.
Reading books such as The Man Who Mistook His Wife For A Hat by Oliver Sacks has strengthened my interest in reading a subject where science and people combine to offer a challenging yet fulfilling University experience and career."

Rainbows.

What was it Dolly Parton said? "The way I see it, if you want the rainbow you gotta put up with the rain." Well I'm not so sure how the rain's benifitted me, but two years of hard work and revision certainly has paid off; last Thursday was A Level results day.

I was extremely pleased to receive four and a half A grades in Biology, Chemistry, Maths, Psychology and my Extended Project (this is the half!). Being such a clever clogs I was asked for a picture/few words for the New College website, BBC Wiltshire and the Swindon Adver. Thankfully, I haven't seen the two latter. However, I was also asked to be interviewed on BBC Points West via Skype Thursday evening; so I'll be sending out autographs on request.

Apart from the standard 'so how do you feel?' chat my gap year was also mentioned. Really, nothing should detract from the pride of receiving such well-deserved grades after working so hard all year but there was always going to be a sense of yet it still wasn't good enough. 

Honestly, I'm not bitter at all; I'm very pleased for everybody who's going to University, whichever course they're going to do. I hope those who didn't quite meet their offers find a clearing place, or have an otherwise excellent gap year. But I'm still gutted that I'm not going as well; a little bit sad whenever someone updates their Facebook to 'University of XYZ'.

But, despite not going next month and despite the potential £100, 000 debt I'll end up with, I'm sure it'll work itself out. Hopefully, I'll have an excellent, insightful year out and then secure a place next year. I've already admitted that the Uni's I applied to in 2010 weren't really that suitable for me and now I can make more informed choices, have more to cram into my statement and have a proven record of academic acheivement. I'll do fine.

And if you are going to Freshers' next month; have one for me.

King Rat.

Morning! Unusual for me to post a quick, little blog but I'm really trying very hard to keep myself busy before Thursday (I find it holds back the worry a little easier...) I'm also waiting to go to work. Found two Psychology articles that you might find interesting this morning.

Firstly, a report on the prevalence of autism (which provokes an interesting discussion on how careful parents should be when considering a second child).

And also a very interesting study on evolution complete with a lovely picture of a killer rat.

Enjoy.

Nightmares.

Both of my latest blogs have began with words to the effect of 'I'm really sorry for my lack of updates...', and again, I am really sorry.

It's a very odd time for this blog (and me), mostly because my days are so unstructured right now. Although I'm not going to university in September, these 'summer holidays' are still a nerve-wracking 'make or break' time for me; the outcomes of my UKCAT and exam results will be really pivotal to how smoothly this next year runs.

Despite the lack of structure, I try to keep busy from day to day. I've had a few days training at the Ridgeway School and I've had training for my summer job with the Council. But it's hardly enough to write a blog about. I've completed one of four scheduled shifts at the Chalet School. I promise to write something witty and anecdotal at the end of the summer.

August is a very odd in-between month for me/most college leavers and personally I can't wait for September. It's also pretty stressful, with three really key events going on.

Firstly, my UKCAT. I blogged and blogged about it last month and I finally sat it on August 3rd. 'How did you do?' was the obvious response. Well, better and worse. Which is a politicians answer to something as discriminative as a test. If you don't remember, the UKCAT is scored out of four sections. My overall score was lower than last year (2820 down from last year's 2890) and therefore my average was lower at 705, compared to 722.5. Although I was disappointed, an average of over 700 is still respectable. Predictably, in three out of four sections I scored more poorly (Verbal, Quanititative and Decision Analysis).

Although this sounds negative, my scores this year were more even compared to last year's 'spiky cognitive profile'. After Tom's advice in an earlier blog, I've looked more closely at how different universities use the UKCAT score. Some, like Hull and York Medical School look at the overall score, whereas other such as Edinburgh (or the old system at Leicester) focus on the lowest sectional score. Therefore, a more even cognitive profile is beneficial as my 'lowest' has improved from 600 to 670. Essentially, although I would've liked to better my score, I'm still pleased as it's still a respectable result.

Secondly, I've been cracking on with my Personal Statement; the bane of most applicants' life. I struggled enough to fit everything into 4000 characters last year, so this year (with an extra years' worth of experiences, insights and achievements) it's extra hard, plus I have to describe my  gap year plans before I've even started my job. Currently, I'm on around 4,500 characters, with no description of any 'personal achievements' e.g. Student Union, this blog, peer mentoring, Villiers Park, my Extended Project, signalong training, part-time work, MedSim/MedLink/ATOM, volunteering at college, nominations for awards...

Thirdly, I have had my second 'Results Day' nightmare in two days. In last night's, I receive A*AAC and the admissions officers tell me it isn't enough to be accepted. (However, in the dream I receive the C in Maths; which is impossible due to the way my previous marks average out, which cheered me up a bit this morning). There's not a great deal more to say on the matter; I think I'll get AAAA, I would love A*AAA (unlikely) and AAAB would lead to tears, but I think I could scrape by.

Box-checking.

I’ve diagnosed myself with an acute spate of restlessness. Symptoms include boredom eating, desperate urge to revise, mid-afternoon naps and uncontrollable excitement at prospect of work. Treatment: 1 month excessive planning and university preparation.

Seriously, I thought I’d enjoy a break from college. In reality it’s dull; all my friends have full time jobs/taking as many hours as humanly possible whilst my own trusty part-time employer has had a cull on overtime. So, I’ve been busying myself with university ‘stuff’. The first task: passing my UKCAT.

AKA the 'are you doctor material?' test. Because it isn't hard enough to get in, as it is... Currently I'm preparing for my second UKCAT test, to be taken next month, as a test is required for each application cycle.

Introduced in 2006, the UKCAT was designed to be another measure used to decide between equally highly-qualified medicine applicants. As I've said multiple times, Medicine now is ridiculously competitive and over-subscribed; it seems every applicant has an exemplary academic record, numerous work experience placements as well as examples of over-achievement since childhood in excess. So how would you go about choosing which 300 students you want out of 5000+ applicants?

The official line from UKCAT goes as follows: "UKCAT is committed to achieving greater fairness in selection to Medicine and Dentistry and to the widening participation in medical and dental training of under-represented social groups".

I think, what they mean is that by setting another test (that cannot be revised for) it puts everybody to a 'level playing field', which shouldn't be affected by what education you've had.

The UKCAT is 'un-revisable' because it has a very similar format to IQ tests; the questions aren't based on any previous knowledge and rely on four key skills:

• Verbal reasoning - assesses candidates' ability to think logically about written information and to arrive at a reasoned conclusion.
• Quantitative reasoning - assesses candidates' ability to solve numerical problems.
• Abstract reasoning - assesses candidates' ability to infer relationships from information by convergent and divergent thinking.
• Decision analysis - assesses candidates' ability to deal with various forms of information, to infer relationships, to make informed judgements, and to decide on an appropriate response, in situations of complexity and ambiguity.

These descriptions offer a persuasive argument for the use of the UKCAT; surely the use of logic, judgement making and convergent/divergent thinking are useful skills for a doctor to possess, and not ones tested by standard exams (A Levels, GCSEs etc) which also should mean that because these skills are seen as innate, it doesn’t matter if you went to Eton or Nova Hreod Community College (as I did, the latter not the former!). I partly agree, but would be very interested to know your own opinion when I show you some examples in a second.

Another point before I move on; last year I took the UKCAT statement of being 'un-revisable' to the extreme and used just the two practice tests recommended on the UKCAT website, in order to become familiar with the format.

Since then I have realised the majority of students prepare heavily for the test (which can be sat any time between Spring and September). Whilst nothing is endorsed by the UKCAT itself, many books are available to purchase on the internet as well as 'UKCAT courses'. An overnight, 2 day course in London costs around £259; 10 hours private tutoring costs £1250. Personally, I think this is extremely unnecessary; when you take a look at my score for last year you'll see why.

This year I'm using more common sense and practising using a book and some past papers lent to me by the lovely Navid.

The first section under test is Verbal Reasoning: "The Verbal Reasoning subtest assesses a candidate's ability to read and think carefully about information presented in passages".

A typical question would go as follows:

Example Passage: aiming for excellence

For 2004-05, the Council has to report to the Audit Commission results against 56 Best Value Performance Indicators (BVPIs). In summary our performance against these indicators was: targets were set for 44 BVPIs and the Council reached or exceeded target for 35 BVPIs; 80 percent of targets were reached or exceeded; 45 BVPIs were measured in both 2003-04 and 2004-05 and for these the Council's performance improved, or remained unchanged at the best possible performance; 62 percent of indicators showed improvementor were unchanged at best performance possible; there are 34 BVPIs for which comparative data against all other similar councils is available and of these the Council achieved top-quartile performance against 18, i.e. for 53 percent of our indicators the Council was among the top 25 percent best performing councils in the country; we reached top-tier performance in 53 percent of indicators.

Source: 'Aiming for excellence' (South Shropshire Money Matters, Spring 2006)

Question 1.

In reality, the Council have only achieved top-quartile performance in just under a third of the Best Value Performance Indicators.

A. True

B. False

C. Can't Tell

So what do you reckon? Go on, have a go.... Okay, so the answer is True. Well done, if you got it right! In the actual UKCAT the candidate is presented with 11 passages (like this), which are each associated with four questions. So that's 44 questions altogether, and you have 22 minutes to complete it.

After 22 minutes of reading that lot, candidates then complete the quantitative reasoning section which is essentially maths; mostly 'practical' maths, associated with graphs, tables and reams of data. Have a go at this.

The following question relates to the following table that shows a list of videos and their running times, in minutes:

Disney Films	Running Time	Other films	Running Time
Flubber	90	Chitty Chitty Bang Bang	144
Toy Story	77	South Park	78
A Bug’s Life	93	The Mask	97
Hercules	89	Small Soldiers	106
Lady and the Tramp	73	The Lost World	123
The Aristocats	77	The Rugrats Movie	77
Bambi	67	James and the Giant Peach	76
Cinderella	70	Men in Black	94
Peter Pan	74	Mouse Hunt	94
Lion King	84	Star Wars 1 – The Phantom Menace	127

Question 1

What is the mean running time of the Disney films?

A. 10

B. 79.4

C. 93

D. 158.8

E. 794

Hopefully you'll agree with me that this seems the slightly easier section of those seen so far; only a basic degree of maths knowledge is required to answer the questions. However, they require rapid calculations without the use of a calculator. The 36 questions (relating to 9 different sources) are to be completed 23 minutes. The answer to this is, of course, B.

“The Abstract Reasoning subtest assesses a candidate's ability to identify patterns amongst abstract shapes... The test therefore measures both an ability to change track, critically evaluate and generate hypotheses which can be relevant in the development of new ideas and systems.”

I still fail to see the relevance of matching shapes, although I may be biased; last year I found the abstract reasoning subtest really challenging and confusing. This year, I’ve realised that actually they are fairly simple once a general rule can be derived.

Take the above, although not a brilliant scan you can see two sets of eight shapes (Set A and Set B). The candidate’s task is to choose whether the ‘test shapes’ belong to either Set A, Set B or Neither Set. And I’ll give you a clue: these types of questions are solved by generating one single defining rule, which could relate to number, colour, size, angles, lines or any other characteristic. So, once you’ve found your rule, off you go!

Excellent, you spotted that the shapes in Set A contain at least one white shape, whilst Set B contains at least one black shape in each square? Meaning that your answers are 1, Set A. 2, Set B. 3, Neither Set. 4, Neither Set. 5, Set A. In the real test you’d have 16 minutes to complete 65 items, that’s 13 sequences each related to 5 test shapes.

And your final section is Decision Analysis, used to assess a candidates ability to decipher and make sense of coded information. There is a detailed, fancy explanation of why it’s such a useful tool, but personally I think it’s a bit of fun.

Questions typically look like this

Operating codes	Routine codes
α = delayb = previous γ = cancel δ = negative ε = increase ζ = hot η = opposite θ = include	01 = explosive 02 = today 03 = sun 04 = rain 05 = agent 06 = public 07 = smoke 08 = safe 09 = building 10 = drop 11 = tonight 12 = dark 13 = weapon 14 = abort 15 = secret 16 = operation

Question 1

Examine the following coded message:
α, 16, 03, 04

Determine which is the most likely interpretation of the code:

A. The operation is delayed due to sun and rain
B. The operation is delayed due to sun
C. The operation is delayed due to rain
D. Delay the operation until it is dry
E. Delay operation rainbow.

Hopefully you’ve figured the answer out to be E, and didn’t find that too tricky; as the real test progresses more codes and added, forming more complex sentence structures. Candidates are required to answer 26 questions in 32 minutes, probably the least time-pressured section of the exam.

The UKCAT also used to include a ‘personality assessment’ deduced from asking question based around hypothetical situations. This is no longer carried out, I suspect because partly, universities carry out their own character assassinations during interviews, and partly because some students felt they were unfairly represented. A friend at college received a statement along the lines of ‘you are devious, to the point of being manipulative, and determined to get your own way’. Whilst not quite so damning, I’d be interested to see how well people think my own statement is congruent with the truth.

“Compared to the responses of other people, your responses suggest a tendancy towards being a bit more self-confident, outgoing and comfortable with people, without being dominating or demanding attention. This may make you more able to be aware of the emotional needs of others without being dependant on their reactions to you.”

And then

“Compared to the responses of other people, your responses suggest that you place a higher value on the needs, well-being and rights of individuals. This approach may cause you a dilemma when they appear to conflict with the expectations of society. In such circumstances you may be more likely than most to support the rights and beliefs of the individual over those of society or community.”

Make of that what you will!

Results

Obviously there is no point of taking a test unless you receive some kind of mark or grade! For the UKCAT the final score for each subsection is scaled, and has a range from 300 to 900 (goodness knows why!). The average is generally quoted as 600 with scores between 500 and 700 often seen as ‘normal’, with scores lower than 300 as poor, and over 700 being ‘exceptional’.

My results from last year were

Verbal                     740
Quantitative            790
Abstract                  600
Decision Analysis   760

Understandably, I was pleased.

However, a good UKCAT score is by no means a guarantee into University, as different establishment use the scores differently. Indeed, some Universities using another test (the BMAT* at Cambridge, Oxford, Imperial and UCL) and Bristol and Birmingham Universities choosing to use no admissions tests**.

*The BMAT is slightly different in structure as it aims to test different skills via a science paper and extended writing task. I sat the BMAT last year and it was very difficult

**Many students therefore use this to be tactical by applying for Unis that don’t want the UKCAT when they receive a low score in it, however both Birmingham and Bristol are highly competitive and place more emphasis on other factors. You win some, you lose some.

I’ve chosen three Universities at random, who each utilise the UKCAT differently in their admissions process. Once you’ve read how different each approach is, you may decide to place less emphasis on deciding which University to apply to based on your score, and instead focus on simply performing as well as you can.

Brighton and Sussex Medical School “All applicants to BSMS are required to take the UKCAT the summer prior to applying to us. However, there is currently no threshold. We only use the UKCAT once you have been interviewed, either if you are on borderline with other candidates to being offered a place here, or if you are already on our waiting list and a space has become available . A low UKCAT score does not mean that your application will automatically be made unsuccessful if you meet our other entry requirements.”

The University of Edinburgh

“Once all the scores are received we rank them into four quartiles. Those applicants whose UKCAT scores come in the top quartile are allocated three points, second quartile are allocated two points, third quartile are allocated one point and the fourth quartile are not allocated any points.

The points are then added to your total score to contribute towards your final ranking. Test results are worth 8% of the overall score of an application.

The score an applicant actually achieved is looked at when final decisions are being made and there is a number of applicants with the same ranked score and limited places left to offer.”

University of Leicester

 “The UKCAT will be scored according to your lowest score of the 4 elements as follows …

10 > or = 700

9 > or = 650

8 > or = 600

7 > or = 550

6 > or = 500

5 > or = 450

4 > or = 400

3 > or = 350

2 > or = 300

1 > or = 250

0 < 250”

Following assessment of all applications, applicants will be ranked and approximately 950 will be invited for interview. We cannot say what score will be required in order to be invited for interview at this stage because the scoring system has been changed from previous years.

If applicants are tied the academic and UKCAT scores will be used as a tie breaker”

As a side note, Leicester publishes their scoring system here, which can be used by applicants to judge their likelihood of acceptance.

Hopefully you now have a deeper understanding of just one of the hurdles encountered by medicine applicants and may have even discovered a new-found proficiency for medical entrance exams! If you do have any comments or questions on the UKCAT, or would just like some more of the example questions let me know!