exploring gem

8/12/2019 Exploring GEM

1/33

Exploring Graduate Entry into

Medicine

University of London Feb 2012

Dr Paul Siklos

Consultant Physician, West SuffolkHospital, Bury St Edmunds

Associate Clinical Dean, University of

CambridgeEx-Director of Cambridge Graduate

Course in Medicine, Admissions Lead


2/33

The Use of the Personal

Statement in Selection for

Medicine


3/33

The Personal Statement

as a Guide to Presenting

Non-academic Qualities in the

Selection for Medicine


4/33

Selection? (to identify the best)

What is best?

How can the best be identified?

The Personal Statement

How can you maximise its effect?


5/33

Selection?

Quota places England

(workforce planning NHS)

6000

Applicants14000 (HEFCE 2007)


6/33

What is best?

The UniversityExam success with graduation in minimum time

Those whose careers reflect well on the Institution

The CommunityGood doctors

The NHS/employer

Safe doctors

High quality workforce


7/33

What is best?

What makes a good doctor?


8/33

Tomorrows Doctors (TD09)

GMC

Outcomes for Graduates

The ability to analyse complex and

uncertain situations, provide leadershipand apply knowledge in a practical and

ethical manner in the interests of

patients in accordance withGood

Medical Practice.


9/33

A High Quality Workforce

Within the team approach which is

essential for the delivery of modern

healthcare, clinicians first and primaryduty as practitioners will always be to

deliver high quality care for patients

based on their individual needs.


10/33


To do this they must be partnersin care

delivery, with individual and collective

accountability for the performance ofhealth services and for the appropriate

use of resources in the delivery of

care.


11/33


Clinicians are expected to offer

leadershipand, where they have

appropriate skills, take seniorleadership and management posts in

research, education and service

delivery.


12/33

What should we select for?

High level cognitive skills

Certain positive attitudes / personality factors

EmpathyConscientiousness, self-motivation, initiative

Ethical orientation

Communication skills, literacy; teamwork skills

Organisational and administrative skillsAbility to cope with stress; performance under

pressure

Realism, commitment


13/33

What should we select out?

Psychological vulnerability (inability to

handle stress appropriately)

Low levels of empathy / emotional overinvolvement

Extreme ethical orientation

Extreme conscientiousness / lack of

organisation


14/33

Sources of Information

for making selection decisions

Academic record

Referees reports, testimonials

self-reports, personal statement

Written psychometric tests

Structured task

Observed group activity

Personal interview


15/33

Content knowledge, memory skills

Motivation (to study; to succeed)

Conscientiousness; positive work habitsStudy habits; learning style

What does an academic achievement score

indicate?


16/33

Why assess non-academic qualities?

They cannot be taught effectively

They are stable traitsThey are consistently identified as being

essential in the repertoire of a good

doctorLack is the usual cause of a struggling

student or failing doctor


17/33

Sources of Information

for making selection decisions

academic record

Referees reports, testimonials

self-reports, personal statement

written psychometric tests

structured task

observed group activity

personal interview

indirect

measures


18/33

Personal Statement

Has it been written by the applicant?

Is what is written true, or accurate?

Does its assessment predict success?


19/33

Personal statement

Who uses it?

Why?

ShortlistingScore domains

Overview

Basis for interviewContent? (health care experience)


20/33

Personal Statement

Practical IssuesPlagiarism

Arresting/interesting - not too whacky

Well written

Literatespelling, grammar

Legible

Evidence


21/33

Personal Statement

ContentWhy medicine?Healthcare experience, caring role, voluntary

work

Breadth, depth, lengthSkills / insight / realism

Commitment

Team working, persistence with task

Achievements in arts, music, sport

Communication / empathy / qualities

Conclusion


22/33

Convince the panel that you are:

Motivated to help people

Community / patient orientated

Informed about career demands

Realistic about yourself and your commitment

Fit to practice


23/33

Avoid:

Any subject that you don't want to talk about at

interview

Hero-worship of doctors

Rewards of medical career

Mention of curing peopleMedical family

Always wanted to be a doctor


24/33

Personal statement

Your opportunity to give the selection

panel evidence that you have the

attributes to be a good doctor and thatyou deserve to be one of the quota.


25/33


26/33

Summary

in three questions What makes a good doctor?

Do I have what it takes to be a good

doctor?

How can I prove it?


27/33

Thank you

Questions?


28/33

The end result

Academically able studentsWith good cognitive skills

Who have balanced ethical orientation

And who express appropriate empathy.They have demonstrated the ability to work in a

team and have leadership skills

They are conscientious, self-regulated and have

mental stamina

And they are good communicators.


29/33

Common descriptors of inappropriate

medical student behaviours and attitudes

arrogant

power-seeking

inflexible

defensive

dishonest

patronising

brash

egocentricisolated

insensitive

self-centred

uncaring

indifferent

selfish

antisocial

amoral

deviousprejudiced

flippant

rude

aggressivecondescending

rigid attitudes

judgemental


30/33

Convince the panel that you are:

Motivated to help people, community orientatedInformed about career demandsRealistic about yourself and your commitment

HonestA good judgeA natural leaderA problem solver (good common sense)

CreativeA rounded personalityResilientFit to practice


31/33

Professionalism

A set of values, behaviours, and

relationships that underpins the trust

the publichas in doctors.


32/33

The wise doctor

The subtleties of sensitivity, imagination,

wisdom, judgement and moral

awareness whichbring together thecontext, professionalism, knowledge,

clinical thinking and professional

judgement for the best interests of theindividual patient.


33/33

Reflective practitioner

Careful consideration of one's own

practice by means of systematic critical

inquiry.

exploring gem

Documents