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MBBCh PROGRAMME

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Calculation of the Academic Rating: School-leavers/applicants

with no tertiary experience An initial Academic Rating is based on Grade 11 marks and is revised

after the matric results. Provisional offers of admission are made

Actual matric marks (%) are subsequently used - provided electronically by the Department of Education

Particular attention is paid to English, Mathematics, the higher of Physical Science or Life Sciences

80% (0.8) of a Composite Index (CI) is made up as follows:

The percentages obtained for the rated subjects are averaged and then multiplied by a factor of 0.4 (the Academic Rating, or AR)

An additional 0.4 is derived from the score achieved in the NBT

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National Benchmark Tests

The Faculty of Health Sciences requires students  to write the National Benchmark Test (NBT) in order to be considered for admission to our degree programmes

Applicants are required to write the NBT as part of the Health Science Consortium agreement which universities in South Africa have been following since 2007

The NBT average score and a secondary, per-student NBT ranking are calculated as part of the composite index (CI) that determines admission

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The Biographical Questionnaire (BQ)

The purpose of the questionnaire is to quantify the non-academic attributes that might make an applicant more suited to a career in the health professions (ie. other than simply having the ability to do well academically)

Attributes assessed are leadership, fluency in languages other than English, sporting and cultural interests, commitments to the community, etc

An applicant who is a prefect, member of the SRC, captain of a sports team, sings in the choir, represents the school in debating/chess, assists regularly at an old age home, or works 1 day a week in a shop may not get as high academic marks as one who has done nothing but study 18 hours a day, and yet may well be a more rounded person and make a better health professional because of these activities

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Composite Index (CI) Formula

(AR% x 0.4) + (NBT% x 0.4) + BQ + NBT Ranking Score* = CI

AR is based on matric marks – 40%

NBT is average of the marks obtained in the NBT - 40%

NBT Ranking derived from the applicant’s performance against

others in the same socioeconomic group group - 10%

BQ – assesses non-academic ‘roundedness’ of applicants – 10%

*

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Selection Procedures

Applicants are ranked according to their academic and non-academic scores to determine who is offered a place

The system calculates the final CI score and ranks all applicants in descending order

Offers are made in that order within two pools (White/Indian and Black/Coloured) with differential cut-offs on CI to compensate for historical disadvantage

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Number of New Admissions to MBBCh/GEMP I (3 years)

MBBCh (First Year)2008 180 160 20*

2009 252 187 55*

2010 240 209 31* GEMP I (MBBCh 3rd Year)

2008 832009 852010 86

* Admissions to foundation programmes

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Demographic Representation –

MBBCh Admissions

0

2

4

6

8

10

12

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Gender Breakdown of Students Admitted to MBBCh*

0

2

4

6

8

10

12

* Includes ~40 students per year admitted to foundation programme

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Curriculum Information

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Teaching Methods

Formal problem-based learning Lectures ‘Theme sessions’ Small group tutorials Teleconferencing Community based projects (service learning) Health centre based projects (service learning) Skills laboratory Bedside teaching Patient care: clinics and labour ward

The methods vary from year to year and block to block. Practical and small group methods

predominate.

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Average Percentage Pass Rates of Students Who Passed All Subjects

2009 2008 2007

84.79 81.16 82.62

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Commendations of HPCSA Accreditation

Panel 2010 The Faculty has excellent support structures for the medical

students (psychosocial, financial, accommodation, mentoring, coaching, tutoring personal one-on-one support)

The Faculty’s Centre for Health Sciences Education has done visible work in curriculum development, assessment, staff development and quality assurance

The quality management processes in the Faculty are efficient

The Faculty has decentralised learning resources and this helps students and staff to be self-sufficient wherever they learn

The Faculty staff shows commitment and dedication to teaching at all levels

The web-based material as a learning resource is commendable