MBBCh PROGRAMME

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MBBCh PROGRAMME. 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 - PowerPoint PPT Presentation

Transcript of MBBCh PROGRAMME

  • Calculation of the Academic Rating: School-leavers/applicants with no tertiary experienceAn initial Academic Rating is based on Grade 11 marks and is revised after the matric results. Provisional offers of admission are madeActual matric marks (%) are subsequently used - provided electronically by the Department of EducationParticular attention is paid to English, Mathematics, the higher of Physical Science or Life Sciences80% (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 NBTAn initial Academic Rating is based on Grade 11 marks and is revised after the matric results. Provisional offers of admission are madeActual matric marks (%) are subsequently used - provided electronically by the Department of EducationParticular attention is paid to English, Mathematics, the higher of Physical Science or Life Sciences80% (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

  • 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 programmesApplicants are required to write the NBT as part of the Health Science Consortium agreement which universities in South Africa have been following since 2007The NBT average score and a secondary, per-student NBT ranking are calculated as part of the composite index (CI) that determines admission

    The Faculty of Health Sciences requires students to write the National Benchmark Test (NBT) in order to be considered for admission to our degree programmesApplicants are required to write the NBT as part of the Health Science Consortium agreement which universities in South Africa have been following since 2007The NBT average score and a secondary, per-student NBT ranking are calculated as part of the composite index (CI) that determines admission

  • 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, etcAn 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 activitiesThe 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, etcAn 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

  • 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 applicants performance against others in the same socioeconomic group group - 10%BQ assesses non-academic roundedness of applicants 10%

    *(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 applicants performance against others in the same socioeconomic group group - 10%BQ assesses non-academic roundedness of applicants 10%

    *

  • Selection ProceduresApplicants are ranked according to their academic and non-academic scores to determine who is offered a placeThe system calculates the final CI score and ranks all applicants in descending orderOffers are made in that order within two pools (White/Indian and Black/Coloured) with differential cut-offs on CI to compensate for historical disadvantageApplicants are ranked according to their academic and non-academic scores to determine who is offered a placeThe system calculates the final CI score and ranks all applicants in descending orderOffers are made in that order within two pools (White/Indian and Black/Coloured) with differential cut-offs on CI to compensate for historical disadvantage

  • Number of New Admissions to MBBCh/GEMP I (3 years)* Admissions to foundation programmes

    MBBCh (First Year)200818016020*200925218755*201024020931*

    GEMP I (MBBCh 3rd Year)200883200985201086

  • Demographic Representation MBBCh Admissions

  • Gender Breakdown of Students Admitted to MBBCh** Includes ~40 students per year admitted to foundation programme

  • Curriculum Information

  • Teaching MethodsFormal problem-based learningLecturesTheme sessionsSmall group tutorialsTeleconferencingCommunity based projects (service learning)Health centre based projects (service learning)Skills laboratoryBedside teachingPatient care: clinics and labour ward

    Formal problem-based learningLecturesTheme sessionsSmall group tutorialsTeleconferencingCommunity based projects (service learning)Health centre based projects (service learning)Skills laboratoryBedside teachingPatient care: clinics and labour ward

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

  • Average Percentage Pass Rates of Students Who Passed All Subjects

    20092008200784.7981.1682.62

  • Commendations of HPCSA Accreditation Panel 2010The Faculty has excellent support structures for the medical students (psychosocial, financial, accommodation, mentoring, coaching, tutoring personal one-on-one support)The Facultys Centre for Health Sciences Education has done visible work in curriculum development, assessment, staff development and quality assuranceThe quality management processes in the Faculty are efficientThe Faculty has decentralised learning resources and this helps students and staff to be self-sufficient wherever they learnThe Faculty staff shows commitment and dedication to teaching at all levelsThe web-based material as a learning resource is commendableThe Faculty has excellent support structures for the medical students (psychosocial, financial, accommodation, mentoring, coaching, tutoring personal one-on-one support)The Facultys Centre for Health Sciences Education has done visible work in curriculum development, assessment, staff development and quality assuranceThe quality management processes in the Faculty are efficientThe Faculty has decentralised learning resources and this helps students and staff to be self-sufficient wherever they learnThe Faculty staff shows commitment and dedication to teaching at all levelsThe web-based material as a learning resource is commendable

    Do you need more info on the differential cut-offs?**