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Graphical Interpretation In GAMSAT

Graphical Interpretation In GAMSAT

Below is a common graph seen in GAMSAT — and commonly confusing for students — which pertains to glucose excretion depending on serum concentration. 

${reading_time(`A graph is a visual representation of the relationship between two or more variables (X and Y variables). They enable more straightforward comprehension of data and make the process of interpretation more efficient, as it may be inefficient and cumbersome to report data in a table (or worse, still in written form). Typically, there will be an independent variable (the X-axis, usually time or some intervention) and the dependent variables (the Y-axis). When assessing a graph, take the time to understand the variables and to hypothesise what the relationship may be prior to looking at the body of the graph. In many cases you will be able to hypothesise the relationship based on knowledge from your studies. Students who fail to do this are likely to become confused when looking at the graph. After predicting what the relationship might be based on your knowledge, you can refer to the body of the graph for the depicted relationship. At this point, you are not interested in forming conclusions, only reporting what you see. The best way to do this is to verbalise your findings: “As <X-variable> increases, <Y-variable> increases/decreases in a direct/exponential manner.” In some cases, there may be no change in the dependent variable as the independent variable changes (in which case there is no relationship). Below is a common graph seen in GAMSAT — and commonly confusing for students — which pertains to glucose excretion depending on serum concentration.  Glucose excretion from the kidneys is dependent on its serum concentration.  When we examine the figure, we can deduce that the independent variable is the amount of sugar in the blood. The dependent variables are the amount of sugar filtered to form filtrate (not yet urine), the amount of glucose reabsorbed into the blood from the filtrate, and the amount of glucose that is excreted in urine (formally filtrate, and not reabsorbed). Firstly, consider the relationship between serum glucose and glucose in the filtrate. Without looking at the graph, you will know that this will be a positive and direct relationship. At this point, we are not interested in the other two dependent variables. As serum glucose goes up, filtered glucose will go up. Assessing the graph, we can see this is indeed the case. Secondly, the relationship between serum glucose and glucose reabsorption from filtrate back into blood can be considered. With knowledge of renal physiology, we would expect that to a certain serum (and therefore filtrate) concentration that all glucose in the filtrate would be reabsorbed, but that at some point the resorptive function would become saturated and over a window of concentration that decreasing amount of additional glucose could be absorbed. The relationship would therefore initially be positive and direct before flattening out after which no relationship would exist. This is indeed the case when looking at the purple line in the graph shown. Finally, consider the relationship between serum glucose and excretion of glucose. As serum glucose increases, we would expect glucose excretion to only increase once reabsorption is saturated. The relationship should therefore commence flat prior to rising and then becoming positive and direct.`)} Arror right

GAMSAT Section III Rationale and General Study Practices

GAMSAT Section III Rationale and General Study Practices

Unlike university examinations which are designed to assess acquisition of knowledge, Section III of GAMSAT is written to test for competencies in problem solving via the application of knowledge. This often involves...

${reading_time(`Unlike university examinations which are designed to assess acquisition of knowledge, Section III 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; however, the principles underpinning the assessment item should be familiar to students who have studied for the exam. The rationale for the style of assessment in GAMSAT is three-fold: Need to assess for prerequisite knowledge – Graduate medical programs are four years in length. Traditionally, the initial two years of a graduate medical program are spent covering theory while the final two years are spent gaining experience in various clinical rotations. From day one, medical programs require students to be ready to study clinical medicine and there is not time to learn basic scientific concepts. Knowledge therefore is a definite pre-requisite for the examination, however high performance requires a more in-depth and intuitive understanding of concepts not typically acquired through tertiary studies. The nature of medicine – While medical schools teach students about diseases, patients present with undifferentiated complaints. It is then up to the clinician to bridge the gap between their training, and the unique problem reported by the patient through critical thinking. Section III of the GAMSAT is very similar in that it requires students to take their scientific knowledge and apply it to a unique problem by referring to core principles acquired during their study.  Efficacy as a selection tool – As the demand for medical school training positions outweighs supply by approximately 10-to-1, a process of selection is necessary. The tools used in this process of selection need to determine both acquisition of a prior body of knowledge and the ability to critically reason through problems. Furthermore, the selection tool needs to be of sufficient difficulty that many candidates cannot achieve maximal results as this would preclude discrimination of the relative quality of such candidates.  What then is the implication of such considerations? The only way to solve the problems presented in Section III of GAMSAT in a timely manner is to develop an understanding of concepts along with their applications, contexts, and inter-relationships with other concepts already understood. It also means gaining experience in applying such concepts in differing contexts through completion of practice exercises. Concepts understood on a superficial level or not understood at all need to be re-evaluated and modelled to fit within the candidate’s cognitive set.  How is an intuitive understanding of scientific concepts achieved? Active study is task-directed study that involves students seeking out information to close knowledge gaps and answer questions regarding gaps or inconsistencies in knowledge. The aim is to create an innate understanding of the laws underpinning the sciences (the rules of the game).`)} Arror right

Key Concepts Required For GAMSAT: The Physical Sciences And Chemical Systems

Key Concepts Required For GAMSAT: The Physical Sciences And Chemical Systems

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

${reading_time(`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:     The key implication of the hierarchy is that all sciences are premised on irreducible physical laws (mathematics). Even the biological and physiological processes witnessed on a macroscopic level are at their core explainable by these physical laws. The division of sciences in GAMSAT is 40% biology (including physiology), 40% chemistry (20 % organic and 20% physical), and 20% mathematical physics. Hence, 40% of the Section III exam is comprised of what would be classified as “hard” or classical sciences in the form of physical chemistry, physics, and mathematics. The other sciences are more applied. What this means is that the higher-level sciences describe concepts not based on their own laws or general principles. Subjects such as biology and physiology (and medicine) are somewhat arbitrary in that their level of focus is not premised on universal laws. This makes them less efficient to study, but in some instances more interesting. The “softer” sciences are, however, premised in the universal laws of physics (ergo mathematics). This is an important consideration for those preparing for GAMSAT as there is significant yield in comprehensive study of the physical sciences. Consider the following key broad physical concepts: Energy and heat Temperature Matter and mass Pressure Volume Force Charge The above represent the most important concepts in physics and physical chemistry, but also in organic chemistry, and physiology. The principles underpinning these concepts are also responsible for the biological processes many candidates’ study for GAMSAT. Understanding the above seven physical concepts is by far the highest-yield approach to studying Section III. It is these concepts that students should always seek to relate their understanding of scientific systems. Chemical science is more proximal to these physical laws than are the human sciences; for instance, consider the concept of electrostatics. By learning the principles that underlie electrostatics and atomic anatomy, much of the organic chemistry curriculum can be surmised without the need for rote learning. It follows therefore that an understanding of electrostatics is essential for the GAMSAT. Fundamental to an understanding of chemical systems is comprehension of energy transfers during chemical reactions. Before considering energy transfer, principles students need to understand intuitively are that of the system, its surroundings, and the universe (comprising both system and surroundings). In the context of chemical systems, temperature is more superficially described as a measure of the random motion of particles in a system (or the average kinetic energy) and heat is the transfer of energy due to establishing a temperature difference. Those who are familiar with the above will collectively recognise the concepts as the basis of the subject of chemical thermodynamics. Why is this subject important? By its understanding, students can predict the way chemical reactions will propagate. Rather than rote memorising the negative and positive signs of Gibbs Free Energy, and the spontaneity of reactions, it is more important to understand why it is so.`)} Arror right

Key Concepts Required For GAMSAT: Biological Science

Key Concepts Required For GAMSAT: Biological Science

To understand biological systems most students will have studied the cell, its specialist components, and their functions. However, during the study of such a microcosm, it is easy to lose...

${reading_time(`To understand biological systems most students will have studied the cell, its specialist components, and their functions. However, during the study of such a microcosm, it is easy to lose sight of the bigger picture: the major function of life is to survive and to hopefully propagate. The only way for an organism to survive is for cells to maintain the conditions of life i.e., homeostasis. This is perhaps the most important concept to consider in your study of biological systems as it predicts the behaviour of systems entirely.  In your studies of physiology, it is therefore important to understand three things about all the major systems you study. If you cannot explain these in a basic sense and you have studied the systems, it is likely you have become too consumed in the details: What does the system do? Why does it do this? How does the system do it? By asking such questions and ignoring everything else (for now), you are taking a critical approach to the system — all you want to know is what the system does, why this is important, and how it meets this objective. Because of this process, you will be able to easily apply the universal knowledge to comparable systems in different organisms. If you have sat GAMSAT before, you will know how important it is to be able to apply existing knowledge in new contexts. For example, consider the respiratory system: It provides important substrate to the body in the form of O2, whilst also removing CO2 waste It also has minor roles in temperature regulation and some endocrine function It operates to ensure ATP energy can be produced through oxidation, and damaging waste products do not accumulate i.e., the respiratory system controls blood O2 and CO2 concentrations to control systemic pH The system manages O2 and CO2 concentrations through dynamic pressure changes based upon changes in volume controlled by contraction and relaxation of muscles surrounding the thoracic cage. Inside the bellows (lungs), exchange occurs down concentration gradients (passive diffusion) between the lungs and blood stream. Without a moving stream of blood, the system is redundant. Once you understand the basics, it is time to increase the level of detail. In this case, you may choose to learn more about gas transport, or choose to learn the names of the muscles responsible for inspiration and expiration. Importantly, you now have no doubt in your mind as to the key questions examined.`)} Arror right

How to Write A GAMSAT Essay

How to Write A GAMSAT Essay

Section II of GAMSAT can be a challenging section for those who are unprepared. The section requires the candidate to write two complete essays in 60 minutes. Instead of the luxury of...

${reading_time(`Section II of GAMSAT can be a challenging section for those who are unprepared. The section requires the candidate to write two complete essays in 60 minutes. Instead of the luxury of simply picking answers from MCQ options, Section II presents candidates with the challenge of synthesising a novel response in the shape of a formal essay. More challenging is that the candidate does not know what the topic will be, and the fact that there are two essays that need to be typed. Writing strong GAMSAT essays requires sophisticated skills in two domains: essay structure and composition, and content. The importance of these two proficiencies is emphasised officially by ACER. Assessment focuses on the way in which ideas are integrated into a thoughtful response to the task. Control of language (grammatical structure and expression) is an integral component of a good piece of writing. However, it is only assessed insofar as it contributes to the overall effectiveness of the response to the task and not in isolation. Candidates are not assessed on the ‘correctness’ of the ideas or attitudes they display. It is therefore important to consider the structure and content components of essay-writing before reviewing the essays. Structure refers to everything outside of the content or ideas expressed in the essay. This includes the style of essay (e.g., argumentative versus expository), paragraph structures, transitions, phrasing, and vocabulary. The aim of the candidate is to build this structure during their preparation, and to practice refining it so that it becomes second nature. This structure may be referred to as the candidate’s essay template and is reproduced for every essay written. The purpose of the essay template is to streamline the process of delivering the content under exam conditions. Getting this right will mean the candidate wastes zero time thinking about how to express themselves and will also make the essay a joy to read for the examiner. Content refers to the ideas that the candidate produces in response to the stimulus topic. This requires existing knowledge, and supplementation of that knowledge to develop sophistication. In responding to most topics, the candidate cannot hope to know enough about the topic to score well without doing some elementary research for each. It is therefore recommended that candidates research a pre-determined list of topics prior to their exam. Once the candidate possesses this knowledge, and their essay template is refined, the task in the actual exam is to combine the two in response to the exam topic. The best way to develop your essay template and knowledge of content is to write many essays under exam conditions. Once each essay exercise is complete, it is important to seek formal feedback and then to refine the essay. This method provides the following benefits: Candidates gain experience writing essays under timed conditions Candidates gain experience using their essay template in the context of an exam Candidates gain exposure to many different essay topics, and the examination will test their existing knowledge of what is known, highlighting areas of deficiency Candidates can refine their essay based on objective feedback with the process of improving both their approach and knowledge of the essay topic Candidates who write 50+ essays can virtually secure themselves a 70+ in Section II if they do the work Writing these essays can be self-directed or guided through a formal GAMSAT program, like those offered by the Institute of Medical Education. You can also try our GAMSAT Essay Writing Quote Generator to help improve your writing, which provides 68 essay themes with example arguments against each prompt. Contact the Institute of Medical Education today — our qualified team of university-trained academics can appraise and provide essay feedback, helping you develop a well-rounded piece of writing. `)} Arror right

How To Prepare For GAMSAT: Learning Through Horizontal And Vertical Integration

How To Prepare For GAMSAT: Learning Through Horizontal And Vertical Integration

If the GAMSAT is distinct from the assessments seen at university, naturally we ask what our preparation for the exam should look like. We will begin by using an example of how...

${reading_time(`If the GAMSAT is distinct from the assessments seen at university, naturally we ask what our preparation for the exam should look like. We will begin by using an example of how a biomedical student may typically approach their studies (Figure 1). They may commence study in biology, reviewing the cell and the evolution of genetics. When they are done, they move onto another topic until they complete the syllabus, working hard to memorise the concepts. By the end of the semester, they sit their exams and attain a pass grade of 75% (awesome, job done!). However, cognitively they have only established an isolated pocket of their mind for their university biology syllabus to exist. This region is disconnected from other areas in the brain and only serves as a filing cabinet where facts are recalled when prompted.     Figure 1. The mind of the average student who has passes first year biology in a biomedical degree. The cognitive islands of facts that are neither integrated with each other, nor with any other knowledge. This student so happens to also recall some concepts loosely from their high-school physics (left of image). This is the common means of approaching a subject of study and is usually sufficient in getting a university degree, so why work harder than needed? Some students, however, are not interested in memorising facts for an exam and are perhaps more passionate about their study. Their cognitive filing cabinet is subsequently more encompassing and better integrated (Figure 2). Figure 2. “Horizontal Integration” of the A-level first year biology student. They have successfully discerned the concepts within the discipline while understanding the relationships between concepts. We call the ability to integrate within a discipline horizontal integration. This student can define the cell and list the sub-cellular structures just like the average student but can then take the discussion in any direction. For instance, the A-level student will be able to talk about the relationship between sub-cellular structures and DNA including the reciprocal interrelations like hormone production and gene transcription. If you are a student who has sat GAMSAT and wondered why you cannot answer the questions in the given timeframe, it is probable that you have not effectively integrated concepts within the relevant disciplines. Many students who have performed exceptionally in their undergraduate degree will charge into GAMSAT study utilising the same methods of study and work ethic. They will study existing university texts, online resources, and loads of formal GAMSAT preparation courses. As one can imagine, the student is cast away in a vast sea of information and their cognitive filing cabinet is now brimming with facts (Figure 3).     Figure 3. The “GAMSAT: Section III” cognitive filing cabinet of the average GAMSAT student. The student has identified and studied most of the relevant topics; however, is yet to establish proper integration between disciplines (vertical integration).  Students can study for months (even years) and sit the exam multiple times with minimal or no improvement. Most students in this situation will have spent too much time working with theory, and not enough time applying the theory. The student continues to revise theory passively, spending relatively little time critically considering the concepts or integrating them horizontally; they also lack integration across disciplines (vertical integration). Significantly, the student has not failed enough and has not exposed themselves to ample errors to rectify their unknowns. Most students have no trouble in identifying the need to work through the scientific stimulus and take some notes as they go. However, it seems to go downhill from here for most students through three potential mistakes: an inability to identify the breadth of study, inefficient study, and focusing on theory over practice. Notes are meant to be a short-hand record of what it is you have studied and understood; notes are NOT a summary of what you read in a textbook/module of study. In other words, if you do not understand something, do not write it in your notes and move on. Seek to understand it, and then document your understanding. To move through the syllabus with some efficiency, students need to understand that success in GAMSAT means acquiring an insight into the fundamental scientific concepts and integrating these rather than memorising or creating lists to recall later. The better students spend the same amount of time on application of theory as they did on theory. It is only by practicing application of knowledge that students can identify their shortcomings. Their notes are updated to reflect what it is they now understand, and they move back into active study. The cycle repeats when the student is unable to answer a question or gets a question wrong. The final point necessitates completion of GAMSAT-style questions, or simply exercises like those seen in textbooks. After effectively identifying the syllabus, taking high quality notes, committing to a rigorous regimen of practice exams, and studying unknowns with further study, the student develops both a horizontally and vertically integrated understanding of the fundamental scientific concepts (Figure 4). The filing cabinet is no longer a filing cabinet, but a detailed network of inter-related concepts.   Figure 4. The exceptional GAMSAT student has established a mental model. Here the concepts are well understood, but most importantly well integrated within disciplines (horizontally) and across disciplines (vertically). For the science to become intuitive, it cannot be sequestered in a corner of the mind without connections to what it is the student already knows and understands. And without intuition, the student has little chance of answering GAMSAT-style questions in the requisite timeframe as these questions necessitate the application of knowledge in novel contexts. Without integrated knowledge networks, the student will inefficiently spend their exam time recalling and arranging concepts rather than applying concepts to solve problems. Once sophisticated knowledge networks are established, the mechanics of answering a GAMSAT science question include: Automatic understanding of where in the knowledge network the question is pitched e.g., a question on a frog’s heart is likely to be in the region of cardiovascular physiology Understanding what of the local concepts are relevant and which are peripheral e.g., a question on cardiovascular physiology with potential peripheral relations to respiration, work, fluid dynamics, and homeostasis Understanding the steps involved in deriving the solution from the information given. The student needs to be able to perform an accounting of the information that is provided and what is missing that will allow derivation of the answer. This involves detailed critical thinking and can only be developed through experience `)} Arror right

How To Prepare For The GAMSAT: Understanding What GAMSAT Is and Isn't

How To Prepare For The GAMSAT: Understanding What GAMSAT Is and Isn't

Prospective students often send an enquiry asking for more information regarding GAMSAT preparation courses; however, on meeting to discuss their needs, we spend most of our time reviewing approaches to the exam....

${reading_time(`Prospective students often send an enquiry asking for more information regarding GAMSAT preparation courses; however, on meeting to discuss their needs, we spend most of our time reviewing approaches to the exam. Some students I speak with have never sat the exam and therefore there is great value in discussing their approach from the initial stages of their preparation. Other students have sat the examination once or multiple times, and many have also completed preparation courses. In this latter group, students often experience stagnation in their scores and frustration at the lack of progress (more on this later). What GAMSAT isn’t Fortunately for most students, university exams are not overly difficult — those who show up most of the time and study intensely for a short period of time before an exam usually pass without issue. Some courses are harder than others, but essentially all courses are similar in that universities are in the business of passing students who meet a minimum performance threshold. To answer questions in these exams and achieve a pass or better, a superficial level of understanding or worse, simple memorisation will suffice. Medicine is no different: when you enter medical school, passing is again relatively straightforward provided you turn up and pay some attention. Based on the discussion so far, one likely suspects that GAMSAT is unlike university examinations, and this is true. GAMSAT is part of a selection process for entry into Medicine and so exists to discriminate or resolve the most suitable candidates out of a cohort which contains many suitable students. Contrast this with university assessments which seek to resolve only those candidates who fail to meet a minimum standard. The university may give students high distinctions, credits, and passes, however they are fundamentally only interested in those that pass and those that fail to pass. Many students will be inexperienced with the style of assessment used in GAMSAT. Practically speaking, it is important to understand the nature of the assessment as it shapes the style of questions you will be asked. While it is of some limited utility to know that the exam is used as a tool to select students for Medicine, it is of immense utility to understand that the questions are written to facilitate this process. What GAMSAT is The three sections of the GAMSAT exam are quite different with their own challenges. The first focuses on understanding human expression and affairs (loosely referred to as the Humanities section) and offers students perhaps the narrowest window to improve their performance given it is relatively short and has no formal prerequisite knowledge outside of human experience. In some ways, the second section is similar and requires students to write two essay responses to sight unseen topics. These topics are broad to provide an appropriately sized canvas for the candidate to express their depth of thought, and to demonstrate their ability to communicate.  Finally, the third section of the exam is perhaps the most arduous given its length and necessity for substantial prerequisite knowledge. It presents the candidate with problems born out of the domains of biology, physiology, organic chemistry, physical chemistry, physics, and mathematics. While these questions necessitate a strong knowledge of scientific principles in each of the subjects listed, knowledge itself is insufficient to answer the question. Possessing knowledge places the candidate in a position to answer the questions, but the candidate will only develop proficiency by understanding what of their knowledge is relevant, and how they can apply it. Thus, the two competencies to acquire for the GAMSAT are knowledge and application — a point of difference between most university examinations (barring engineering) which only require students to know and understand course content. The ideal GAMSAT preparation involves: Appropriately identifying the syllabus to maximise study time Including the appropriate theory through effective note taking and completing practice exercises such that you can gain experience applying information Provided a study plan adheres to the above principles, it will result in success if the student works hard. The plan can be self-directed, or it can be delivered through a formal GAMSAT program, like those offered by the Institute of Medical Education. The latter is often chosen by students due to their lack of experience. You can sample our free trial GAMSAT exam here.`)} Arror right

Research Programs: The Gateway Into Medicine And Beyond

Research Programs: The Gateway Into Medicine And Beyond

There are a select few GEMSAS medical schools in Australia that include a portfolio in their assessment process: the University of Wollongong, University of Notre Dame Sydney, and University of Notre Dame Fremantle. All these...

${reading_time(`Want to improve your critical analysis skills and have your portfolio shine?  As the title of this article emphatically suggests, research is the answer! As a former University of Sydney academic and cancer research scientist, I devoted the last five years of my career teaching medical science to undergraduate students in tutorial and laboratory classes. I frequently liaised with some of the country’s leading clinicians and asked them what skill they believed the new generation of doctors would need to be competitive for future specialty fields. Their responses were almost always identical: medical research. Reading between the lines, research is important for both entry into medical school and obtaining positions in training programs post-graduation. Both career junctures require close attention; however, as the pre-medical division aficionado this piece will discuss the former. There are a select few GEMSAS medical schools in Australia that include a portfolio in their assessment process: the University of Wollongong, University of Notre Dame Sydney, and University of Notre Dame Fremantle. All these institutions require evidence of leadership in the community, some form of community service and volunteer work, and an academic profile. The easiest way to consolidate your academic profile is by joining a research program. You do not need connections or a prestigious academic network to do this — you just need to know where to look. I would suggest browsing your university’s webpage for research lab profiles and email prospective lab heads your interest. Keep in mind that you want to stand out and make your email shine — you only really get one chance per research group, so keep all correspondence professional. Do this by reading up on your chosen lab’s recent peer-reviewed publications and by making suggestions on where you can help or how you would fit in. It really is a numbers game and rejections are rife in medical research. Nonetheless, there is plenty of proverbial research lab fish in the sea; just keep applying! The GAMSAT and UCAT exams require individuals to apply critical analysis to novel pieces of information
 sound familiar? That is because medical research is no different! Taking on a research program will present you with the necessary tools to critically evaluate new evidence and ultimately provide the best patient care. Therefore, I firmly believe that medical research helps you become a better physician. At the Institute of Medical Education, we provide expertise in exam and portfolio preparations. Be sure to contact us today to tailor your very own pathway into Medicine. We look forward to working with you!`)} Arror right

Article Alert: IME Professional

Article Alert: IME Professional

IME is proud to congratulate our Associate Director of Education, Dr Mat Hinksman and our Executive Director, Dr Kenneth Loon, on their recent academic publishing.

${reading_time(` IME is proud to congratulate our Associate Director of Education, Dr Mat Hinksman and our Executive Director, Dr Kenneth Loon, on their recent academic publishing.  The article, Long term efficacy of Video-Assisted Anal Fistula Treatment (VAAFT) for complex fistula-in-ano: a single-centre Australian experience, has been published in the ANZ Journal of Surgery.  Interested in reading the paper? Click here. `)} Arror right

The Nitty Gritty of the AMC CAT MCQ Exam

The Nitty Gritty of the AMC CAT MCQ Exam

Once you've passed AMC Part 1, you will be eligible for Limited Registration with the Medical Board of Australia and can practise medicine under the supervision of a specialist General...

${reading_time(` One of the biggest hurdles for any IMG doctor who wants to move to Australia and practise medicine here is the Australian Medical Council (AMC) Exams. Today, we’ll take a closer look at the AMC CAT MCQ Exam. What is the AMC CAT MCQ Exam?The AMC Computer-Adaptive Test (CAT) Multiple-Choice Question (MCQ) Exam is sometimes called AMC Part 1. It’s the first of two exams administered by the AMC to assess whether an IMG doctor has the knowledge and skills to safely practise medicine in Australia to the standard expected of newly qualified Australian medical graduates who are about to start their internships.  How is it structured?This 3.5-hour computer-administered exam consists of 150 A-type multiple-choice questions. 130 of the questions are assessed and the remaining 20 questions are pilot (unassessed) questions. The computer will select the difficulty of the next question based on whether your answer to the current question was correct. For example, if I answer Question A correctly, then Question B will be more difficult but if I answer Question B incorrectly, then Question C will be easier.What will the questions be about?The clinician tasks are divided between data gathering (up to 23.5% of scored items), data interpretation and synthesis (up to 29% of scored items), and management (up to 35% of scored items). These questions will comprise of the following patient groups: Adult health – medicine (30% of scored items) Adult health – surgery (20% of scored items) Women’s health (12.5% of scored items) Children’s health (12.5% of scored items) Mental health (12.5% of scored items) Population health and ethics (12.5% of scored items) How will I be scored?You will receive an Ability Score out of 500 based on how difficult the questions were and how many you answered correctly. For example, A and B both answered 100 questions correctly however the questions B answered were more difficult than the ones that A answered, so B has a higher Ability Score than A.To pass, you need an Ability Score of 250/500. What can I do once I pass it?Once you've passed AMC Part 1, you will be eligible for Limited Registration with the Medical Board of Australia and can practise medicine under the supervision of a specialist General Practitioner in an accredited Australian training practice.For more information on the AMC CAT MCQ Exam, check out the Examination Specifications Booklet published by the AMC!`)} Arror right

DPA areas for IMGs

What are Distribution Priority Areas?

If you’re an IMG who’s been looking at coming to work in Australia, you’ve probably come across the term Distribution Priority Area, or DPA. This week, we’re taking a closer...

${reading_time(` First of all, The Australian Government’s Department of Health defines a DPA as “an area where people don’t have enough access to doctors, based on the needs of the community.” Not all Australian communities have equitable and adequate access to doctors and this is a significant problem, especially in regional, rural and remote communities. So, what determines whether a location is DPA? If the location is classed as MM 5 to MM 7 under the Modified Monash Model, or if it’s in the Northern Territory it’s automatically classified as a DPA location. The age and gender demographics, and the socioeconomic status of patients living within the area help to determine the needs of the population which is then compared to a service benchmark. Where the level of health services for the population fails to meet a service benchmark, these locations are classified as DPA. For IMGs, MM 2 locations are the benchmark. This means that to be eligible to obtain a Medicare Provider Number under section 19AB of the Health Insurance Act 1973 (Cth), an IMG must work in a MM 2 (think along the lines of Toowoomba in Queensland) to MM 7 (this is more like Coober Pedy in South Australia), DPA location. For more information on section 19AB exemptions, you can check out our previous blog post.   Figuring out where you can work when you want to start the Australian leg of your medical career can be daunting, but that’s where we come in. Check out our IMG Registrar Training Program and PEP Registrar Training Programs, both of which include a paid clinical placement which we organise on your behalf with one of our exclusive partnered medical practices.`)} Arror right

Five Website Links Every IMG Should Visit

Five Website Links Every IMG Should Visit

We’ve put together a list of the top five website links we recommend all IMGs visit when considering the Standard Pathway.

${reading_time(` 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. AMC Computer Adaptive Test (CAT) MCQ Examination AMC Clinical Examination IMGs undertaking the Standard pathway must also successfully complete 12 months of supervised practice in an approved position. Whilst the Standard Pathway is a great option for IMGs striving to work as a doctor in Australia, it can be somewhat confusing understanding how the full process works. To save you time and stress, we’ve put together a list of the top five website links we recommend all IMGs visit when considering the Standard Pathway.   Medical Board of Australia www.medicalboard.gov.au/registration/international-medical-graduates/standard-pathway.aspx This page on the Medical Board of Australia’s website is a great starting point for doctors who are just beginning their research into the Standard Pathway. It details a brief overview of who this option is suitable for, how to apply for the Standard Pathway, what primary source of verification IMGs require to take this pathway, and the different types of registration needed along the way. The MBA also touches on how to apply for General Registration once IMGs have completed this pathway, and even provide a downloadable document with guidance on the documentary evidence required to support an application for General Registration. From this page, you can also view information about the Competent Authority Pathway and Specialist Pathway, if you want to do a quick check to ensure you are not eligible for one of these alternative options. AMC MCQ Examination www.amc.org.au/assessment/mcq-exam Once you have a basic understanding of what examinations you need to complete and the full process, the next step is to research the AMC Computer Adaptive Test (CAT) MCQ Examination, also known as the AMC MCQ Exam. Here you can read all about the exam including how many questions candidates will be tested on, the number of questions covered per each patient group, and how long the exam runs for. There are also quick links available to helpful information such as the locations for each exam venue (available worldwide), upcoming exam dates and how to apply for the exam. You can even download a free copy of the AMC MCQ Examination Specifications Booklet   AMC Clinical Examination http://www.amc.org.au/assessment/clinical-exam Unlike the AMC MCQ Exam, the AMC Clinical Examination has a high failure rate. This means it is essential to not only choose the right exam preparation program to assist you, but also do your research into what is involved with this exam ahead of time. On this page you will be directed to information regarding the exam format, fees and the release of results.   AMC FAQS http://www.amc.org.au/assessment/faqs If you are puzzled by any of the information you read about the AMC or their exams, you can visit this FAQ page they created to answer the most common questions they receive from candidates. These range from questions relating to the AMC portal and login access, to the types of eligible medical qualifications, and even what questions the AMC can’t assist you with (with links to the appropriate third party websites that can). Chances are that you will find the answer you are looking for on this page, but in the case that you don’t, you can contact the AMC via phone or email.   IME - International Whether you are needing to complete both exams, or just a select one, IME can assist with all of your AMC exam preparation, and even securing your 12 month supervised practice position. Through this link, you can scroll through the range of individual preparation courses and programs, as well as view the comprehensive IMG Australia Training Program that prepares doctors for both exams and provides a 12 month, paid supervised placement in one of our Australian partner organisations. `)} Arror right

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