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MBBCh PROGRAMME

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

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MBBCh PROGRAMME

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  1. MBBCh PROGRAMME

  2. 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

  3. 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

  4. 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

  5. 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% *

  6. 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

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

  8. Demographic Representation –MBBCh Admissions

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

  10. Curriculum Information

  11. 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.

  12. Average Percentage Pass Rates of Students Who Passed All Subjects

  13. 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

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