We have been impressed by the outstanding academic and non-academic achievements of our applicants this year and are sorry we cannot extend interview invitations to more of you. Those of you who were not invited to interview may want additional feedback on your application. While we are unable to give one-on-one feedback, this explanation of scores might help to answer some questions. Please also see the FAQs below.  

OGPA = Overall GPA in UBC percentage

AGPA = Adjusted GPA in UBC percentage

AQ Score = OGPA (if not eligible for AGPA) or AGPA, converted to a number out of 50 (50 is the maximum score). The AQ score is just your OGPA or AGPA, automatically converted to a number out of 50 by our application system. The exact conversion mechanism is confidential. It is important to emphasize that the calculation is automatically determined so if your OGPA/AGPA is correct, your AQ score is also correct. If you are a reapplicant and your AQ score is different from last year, that’s ok; the scores are standardized against the current applicant pool, which changes from year to year. This means your AQ score can change even if your OGPA/AGPA stayed the same.

NAQ Score = The score given for the non-academic portions of the application, converted to a number out of 50. In order to make sure applicants receive a fair score for this section, all file reviewers are carefully trained, there are various checks throughout the process to ensure consistency in marking, and the NAQ score is standardized to make up for any scoring variations between reviewers. Due to these safeguards we do not accept requests for re-evaluation of the non-academic section.

Please note that every year there are changes in the applicant pool which affect the scoring of the non-academic section. These include the competiveness of the pool, the addition or deletion of activities from an individual’s application, and adjustments made to the average candidate profile that reviewers use to help evaluate the non-academic sections. Therefore, NAQ scores may fluctuate from year to year.

TFR Score = AQ Score + NAQ Score. Your TFR score might be really close to the cutoff. We have double-checked these files for accuracy, so unfortunately you might just be one of the unlucky ones whose score is really close but not quite high enough to get an interview this year.

FAQs

Feedback

I was not invited for an interview; can I talk/meet with someone to discuss my application? I would like some more feedback.
Due to limited resources, we regret that we are not able to offer any feedback advising to applicants who were not granted an interview, nor can we provide any further information about the evaluation of your file. More information about scoring can be found on our Evaluation Criteria page. Reviewing the Interim Statistics on our Statistics page may also help you to identify some potential areas of improvement in your application.

I can tell why I didn’t get an interview, but how can I improve my scores?  

Unfortunately, we cannot give you individual feedback about improving your scores – each person’s situation and application is unique and we do not have the resources to offer this type of advising to applicants.

In general terms, improving one’s AQ score seems fairly straightforward, in that the only way to improve a GPA is by taking more classes and achieving higher grades in those classes. It’s the related if/how/when/why/is it worth it questions that are much more complicated. You know your situation, capacities, future plans, and personal resources the best, and you are the best person to make this kind of decision. We cannot tell you what impact improving your GPA would have on your ultimate chances of acceptance.

For NAQ, we look for several things when we evaluate the non-academic portions of the application: longstanding, meaningful commitments; leadership; service ethic and altruism; ability to work with others, especially people outside of your peer group; and diverse interests and experiences. We also recognize exceptional achievements in some areas. With NAQ it is important to remember that the applicant pool isn’t made up of the same people you might normally compare yourself against, like your classmates or coworkers – it is made up of highly accomplished individuals just like you. For a further look at NAQ you might find it helpful to read the blog posts we published last year about NAQ myths: one is about NAQ scoring and one is about wording in NAQ entries. We hope this information is useful, but unfortunately we cannot offer specific ways to improve your NAQ score.

AQ

I think that there has been a mistake in the academic evaluation of my file.
The academic evaluation was based on the credits and grades entered by applicants. If you believe that there has been a specific error, please send an email via the application system detailing what you believe the mistake to be. Please note that some applicants entered wrong information – eg. did not include all courses, excluded failed courses or used letter grades instead of percentages. In these instances the Admissions Office had to correct these mistakes by verifying courses and grades on official transcripts. Therefore, there may be a discrepancy between averages calculated by an applicant and the grades as they appear on the Application Status page of his/her application.

The calculation of the AQ Score is automatically performed by the online application system, so as long as your OGPA or AGPA (if applicable) is correct, your AQ Score is also correct.

I am a re-applicant. I have not taken any further coursework so my OGPA/AGPA is the same (or I have taken further coursework and my OGPA/AGPA is higher than last year), but my scores have gone down. Why?

For the academic section of the application the actual evaluation criteria remained the same and there were no changes to the grade conversion tables used. However, academic scores, like non-academic scores, are standardized against the current applicant pool. You can check your AQ score by looking at your OGPA or AGPA (if applicable): if your OGPA/AGPA is correct, your AQ score is also correct. 

I thought I should have been eligible for the AGPA to determine my academic score, but it does not seem to have been used.
The AGPA was calculated based on the courses and grades entered by applicants. The application system automatically determined (a) the lowest academic year which could be eliminated and (b) if this year could be dropped (i.e. if there were still 90 remaining credits with grades at the time of application, excluding summer 2015 courses). The Admissions Office verified that grades had been entered accurately by comparison with the official transcripts. 

My overall GPA (or adjusted GPA if applicable) is slightly below the 75%/85% cut-off but I still feel my non-academic experiences are very strong and should have been reviewed.
Although we look for excellent non-academic qualities, these must also be accompanied by very good academic qualities to demonstrate an applicant’s ability to successfully handle the rigorous MD Undergraduate curriculum. It was determined that a lower AQ score (below 75% for BC and below 85% for OOP) cannot be offset by a strong NAQ score; hence these files were not reviewed.

I attended a university that did not use percentages for its grading scheme. How did UBC calculate averages from universities with different grading schemes?
Information on grade conversions, including our grade conversion tables, can be found on the Evaluation Criteria page of our website.

NAQ

I am not happy with the non-academic score I received. Can I request another review?  
We appreciate that you may be dissatisfied with the scoring of the non-academic portion of your file, but would like to assure you that the non-academic portion of your application was reviewed and evaluated fairly and consistently. We will not re-evaluate the non-academic section of your file. At the beginning of each cycle, with guidelines provided by the Admissions Policy Committee, we establish a profile of an average applicant as a benchmark and points are allotted accordingly. Reviewers are trained and files are cross-checked. Although there cannot help but be a degree of subjectivity involved, we feel the standardized process keeps this to a minimum. 

I am a re-applicant. I feel I have more activities and volunteer experiences than last year, but my NAQ score has not increased. Why?

Each year, the applicant pool is different, as is the average applicant profile used by non-academic evaluators. In addition, while we look for the same aptitudes and qualities each year, we periodically revise how we evaluate and score these qualities. All of these may contribute to a lower-than-expected NAQ score. 

General

I was not invited for an interview and would like to appeal the decision.
We realize the importance of your application and appreciate that the results may be disappointing. Please be aware that we do our best to ensure that our evaluation practices are fair and consistent. Files are often double and sometimes triple checked to ensure accuracy. While we are unable to discuss your application over the phone, you may email Admissions through your on-line application if you have any specific concerns regarding your file evaluation. Please note that we will not re-evaluate the non-academic section of your file. We will not make appointments with the Dean, Associate Dean, Director or an Advisor/Coordinator to discuss your application.

I’m not sure if I am seeing the right thing under the scores line on my Application Status page.
This is what you should see, depending on your application status:

Ineligible: no scores
Regrets, Partial File Review: OGPA, AGPA (if applicable)
Regrets, No Interview: OGPA, AGPA (if applicable), AQ, NAQ and TFR
Invited to Interview: no scores

We have sent all of the interview notifications. Whether you received an interview invitation or not, please accept our recognition and appreciation for the time and effort you have put into your application, your activities, and your studies. We wish everyone the best of luck moving forward.

As the holidays are approaching, we wanted to let you know the Admissions Office will be closed from December 24 at noon until January 3 (we will reopen January 4). During the closure, we will not be here to answer emails or phone calls. Please contact us before the holidays if you have any questions or concerns.

Best wishes for a happy holiday season and a happy new year!

Happy New Year! We are still hoping to post an update on the prerequisite proposal by the end of January. Sorry again for the delay – there is one final step that has taken longer than anticipated due to holiday-related cancellations and closures. A lot of you are trying to plan your courses, we know, and we apologize for the inconvenience. We are eager to update you on the final decision once one has been reached. In the meantime, we are still recommending that applicants take the prerequisite courses.

Some prospective applicants may be a bit hesitant about applying to medical school because they consider themselves “non-traditional” applicants – maybe they are a little older, have experienced some challenges in the past, or come from a different academic or personal background than the type of person they think typically applies to medical school. If this describes you, please consider attending the Pre-Medical Diversity Symposium on Saturday, January 16th. Hosted by UBC medical students, this event is an opportunity to learn more about the admissions process and to hear stories from current doctors and students whose paths to medicine may have diverged from the “traditional.” Please click the link to see a poster with more information, including start time and locations for Vancouver, Victoria, Prince George and Kelowna: http://mdprogram.med.ubc.ca/files/2016/01/Pre-Medical-Diversity-Symposium-2016.pdf. The RSVP date is January 12th. Hope to see you there!

Sarah Roberts

Another Northern Medical Program (NMP) graduate is back in the North working as a specialist.

Sarah Roberts, NMP Class of 2010, has joined the BC Cancer Agency Centre for the North as its newest medical oncologist. As the Centre’s newest recruit she fills a critical need for oncology care in the North.

Raised in Prince George, Dr. Roberts graduated from Duchess Park Secondary and attended the University of Northern British Columbia, where she earned a Bachelor of Science. She then entered the Northern Medical Program at UNBC, a distributed site of the University of British Columbia’s Faculty of Medicine.

After completing her medical degree, Dr. Roberts undertook a three-year residency in Internal Medicine at the University of Saskatchewan, then a further two-year residency at the University of Alberta, specializing in medical oncology.

A medical oncologist is a physician that diagnoses and treats cancer through systemic therapy (chemotherapy and hormone therapy). They will recommend treatment programs and coordinate with other professionals in the delivery of care.

“I am excited to be starting practice in my hometown, and I look forward to connecting with patients across the North both in person and via telehealth as part of my work,” says Dr. Roberts. “I am part of a great team at the cancer centre, and the familiarity I already have with the local medical community is going to be very helpful.”

“We are thrilled to welcome back another of our graduates as a specialist,” said Dr. Paul Winwood, Vice Provost Medicine, UNBC and Regional Associate Dean, Northern BC, UBC Faculty of Medicine. “Our focus is on training physicians who will want to work in northern and rural communities, through which we hope to contribute to a sustainable health-care system in the North.”

In an effort to increase medical graduates in rural and remote regions of the province, the Northern Medical Program was launched in 2004. A collaborative venture between UBC, UNBC and the Government of British Columbia, the program celebrated its first graduating class in 2008.

Upon graduation, new MDs require a further two to five years of medical residency training (depending on specialty) before becoming fully licensed physicians who can begin medical practice.

The prerequisite proposal has passed! Final approval has been reached and we can confirm that starting with the 2016/2017 application cycle, the science prerequisites will be strongly recommended rather than required. A full year of English will still be required. This change will not affect applicants currently invited to interview. All applicants currently eligible for entry into the program this year need to complete their prerequisite courses by the end of April 2016.

What does this mean? It means that we are still encouraging applicants to take the prerequisite courses. However, since we are not requiring specific courses anymore, applicants can apply even if they have not taken all of the prerequisite courses. Hopefully this will give applicants more flexibility in the courses they take and will remove a barrier for prospective applicants who find it difficult to complete the entire prerequisite sequence.

What does this mean in terms of my application? As before, applicants will be expected to demonstrate knowledge and ability in science, particularly in biology and chemistry (including organic chemistry and biochemistry). Performing well in the prerequisite courses is an excellent way to demonstrate this. MCAT scores are also an indication of knowledge and ability in these areas. However, relying on the MCAT alone puts a lot of emphasis on MCAT scores; it’s kind of like putting all of your eggs in one basket. Some applicants might feel ok letting their MCAT scores represent their scientific capabilities, but others will want or need some prerequisite grades to support or balance their MCAT scores.

Unfortunately, we cannot give an MCAT score threshold or a specific number/combination of prerequisite courses that will definitively prove one has the knowledge and ability in science required by the admissions committee, other than the full sequence of courses posted on our website. Taking no science courses and doing poorly (or mediocrely) on the MCAT will cause the committee concern. Doing well in all of the prerequisite courses and on the MCAT will not. However, lots of applicants will be in between these two scenarios. It’s up to you to decide which courses to take.

What does this mean in terms of your evaluation criteria? We will no longer calculate a prerequisite GPA. Since the prerequisite GPA is not a factor in who is invited to interview, the pre-interview scoring is not affected by this change and will remain the same. As before, there is a holistic review post-interview, the specifics of which are confidential. MCAT minimums are the same. AP/IB scores that meet our minimum requirements will still “count” as the applicable prerequisite (and the additional chemistry course for AP Chemistry is no longer required).  In the future you will be able to decide whether or not to submit your AP or IB transcripts. If you do, this will add value to your file, but it will not be mandatory.

If I take different courses than the prerequisites listed, will they still “count”? In general, there will be more flexibility around which courses can demonstrate the foundational knowledge we are looking for; however, if you are uncertain or want clear direction, take a number of courses in general biology, chemistry, biochemistry and organic chemistry. Also, taking at least one lab course before medical school will give you a sense of what that is like, which will also benefit you.

I’m kind of mad that I spent so much money and time on the prerequisites. I wouldn’t have taken them if I didn’t have to. You are not alone! Others have shared similar feedback. Just to reiterate, the prerequisites will only help you. Courses are expensive but we hope you learned something, too. And remember, since you took all of the prerequisites, the admissions committee can easily assess your foundational knowledge in science.

The theatre curtains draw to a close and the young medical students stand in silence, hands at their sides. The feat they have just undertaken was both challenging and exhilarating. As one of the young trainees wipes a drop of sweat from his brow, the audience erupts in applause…for it is not a surgical theatre these students are standing in.

For over a decade, UBC students in both the Faculty of Medicine and Dentistry have been participating in MedPlay. The annual production is a tradition amongst the students, who enjoy the creativity and time away from their studies. For Amanda Dancsok, a MD/PhD student, this is the third year she has participated in MedPlay. Previously, she starred in the shows and this year she has taken on a producing role. Amanda explains how MedPlay has enhanced her experience of medical school.

Amanda Dancsok

“You get to use a different part of your brain – instead of studying and using your scientific mind, you get to be creative and express yourself,” she explains. “It helps you have more empathy because when you are acting, your job is to imagine how someone else would feel about something and that’s exactly the same as we do every day in our interactions with patients – trying to put ourselves in their shoes.”

Amanda is correct in her assumption that embracing creativity will enhance her emotional development as a physician. Studies show that medical students need more training in “cognitive empathy”—an understanding of experiences, concerns, and perspectives of the patient and the ability to communicate that understanding. A connection to the arts can ultimately contribute to one’s excellence as a medical professional, providing a greater understanding of humanity, in general.

With 100% of the proceeds for MedPlay going to charity, this couldn’t be truer. The production is supporting a very worthy initiative this year. Since 1986, Hope Air has been arranging free flights to get financially-disadvantaged Canadians to the healthcare they need. It is the only registered, national charity that provides free flights to people who cannot afford the cost of an airline ticket to get to medical expertise or specialized medical technologies that usually exist only in larger urban centres.

For Amanda, MedPlay has provided a way to stay in touch with her creative side – something that can be a struggle for students immersed in a scientific life of medicine. She says she would encourage every new UBC medical student to consider participating in the production.

“You don’t just come to medical school to learn about medicine,” says Amanda. “You are developing yourself and Med Play certainly helps you to become that multifaceted, empathetic, diversified person.”

***

This year’s play, “God of Carnage” was written by Yasmina Reza. It is about two sets of parents, one of whose child has hurt the other at a public park. The foursome meets to discuss the matter in a civilized fashion. However, as the evening goes on, the parents become increasingly childish, resulting in the evening devolving into chaos.

You can catch a showing of “God of Carnage” at the William A. Webber Medical Student & Alumni Centre (2750 Heather Street) beginning February 13^th. Tickets are $15 and can be purchased at the door or by emailing MedPlay2016@gmail.com.

Performance Dates:

February 11, 12, 13, 18, 19, 20 at 8 PM. Doors open at 7 PM.

Warren Brock speaking at the videoconferenced information session.

The Faculty of Medicine is using its advanced videoconferencing technology to connect with students long before they enter — or even apply to — medical school.

The remote, two-way information sessions have been launched by the Faculty’s Southern Medical Program in B.C.’s Interior region. The first was held Dec. 3 with about 25 students from Penticton Secondary School, Princess Margaret Secondary School and Summerland Secondary School.

The event was led by Warren Brock, the Southern Medical Program’s Communications Manager, based at UBC’s campus in Kelowna. He focused on what medical school is all about and the diverse scope of medical practice, and tried to dispel common admissions myths — such as that only straight-A science students need apply.

“It’s great to be able to connect multiple high schools simultaneously to speak with the students, share ideas, and answer questions,” Brock says. “The format also allows us to give the students a taste of how academic sessions are delivered to students across the province.”

Videoconferencing has become second nature for the Faculty of Medicine, ever since it began distributing the education of medical students throughout the province in 2004. The Faculty of Medicine now admits 288 students a year to one of four sites: the Vancouver Fraser Medical Program, the Northern Medical Program, the Island Medical Program and its newest one, the Southern Medical Program. Videoconferencing enables instructors and students to interact across the province, in both large lectures and small group sessions, across four academic campuses and more than 100 clinical teaching sites.

“We know that there are young British Columbians from rural areas that have all of the attributes that will make them well suited to a successful career in medicine,” says Bruce Fleming, the Faculty’s Associate Dean for Admissions. “Reaching out in this way, we hope to encourage applicants with the ability and energy to succeed. They are the very people who are most likely to return to serve the communities where they are most needed.”

Christina Mitchell, a Grade 12 Penticton student, admits that applying to medical school is daunting at first with so many unknowns.

“This conference was able to provide us with a plethora of information, as well as many answers to our queries delivered in a simple and accessible format,” Mitchell says. “I feel it will make the upcoming years, while I will complete my undergrad, a little less stressful, just understanding the road I’m taking.”

The Faculty of Medicine intends to hold more such sessions, not only in the Interior, but in the North and the Island as well. University and secondary school officials who are interested in participating should contact the UBC Faculty of Medicine’s MD admissions office at admission.md@ubc.ca.

We have received a lot of feedback around the idea that because the science prerequisites are no longer required, applicants will not take them and will take easy classes to boost their GPA instead.

It seems that many individuals are worried about others finding ways to “game” the system. We think this is no real change. In fact, some applicants have been trying to find easy ways to meet admissions requirements for many years (if not forever). But the truth is that applying to medical school is hard. It takes a lot of energy and there aren’t easy ways out. We assume that all applicants have taken a mix of easy and difficult classes as a part of their degree.  It would very uncommon for an entire degree program to offer nothing but easy courses, so it is likely that you’ll have to take at least a few hard courses if you want to work towards an undergraduate degree.

We think the concern is mostly centered around organic chemistry and biochemistry, since first-year biology and chemistry don’t seem to be considered difficult courses. Applicants who completely avoid organic chemistry and biochemistry will now have about 12 credits they can fill/have already filled with different courses. 12 credits can certainly make a difference in one’s GPA, but it’s important to consider the fact that many applicants have done well in their organic chemistry and biochemistry courses – often just as well as they would have done taking different courses. In addition, we are still expecting applicants to show competency in organic chemistry and biochemistry, either through the MCAT, coursework, or both.

Finally, because the science prerequisites are no longer required, the selection committee will be taking a closer look at your transcript. They will be looking at your science courses but will also notice if 50% of your coursework is comprised of juggling and basket-weaving courses (or the university-transferable equivalents thereof).

If you’re still not convinced and are particularly concerned about a specific course or courses, we would like to hear from you. Which courses should we look for? Let us know the courses you think are easy/give high grades (at any institution). This is subjective and we are not saying that these courses will be of particular note to the selection committee, so don’t worry if a course you have taken ends up in the comments. You are of course free to disagree in the comments as well. This issue definitely concerns a number of applicants, so please consider this an opportunity to tell us what types of courses you are concerned might replace organic chemistry and biochemistry on the transcripts of new applicants. If there are any classes that you feel are particularly difficult, feel free to leave a comment about that as well.

The idea is simple: bring brilliant people with different perspectives together to tackle challenges in healthcare.

When Ameen Amanian and Daniel Raff (MD 2018) participated in the Massachusetts Institute of Technology’s (MIT) GrandHacks event, they knew they needed to bring something similar to UBC. At the weekend-long hackathon, more than 400 bright minds came together to problem-solve various health challenges. Both young students were inspired by the interdisciplinary, real world solutions, which were developed in such a short time frame.

Hatching Health, taking place on March 11th-13th at UBC, is Amanian and Raff’s version of what they experienced at MIT. We caught up with the duo recently to discuss the event and what their hopes are for it.

What is Hatching Health?

Our idea is simple: bring brilliant people with different perspectives together to tackle challenges in healthcare. Far too often those facing these challenges are not connected with the expertise and resources to find (or hatch!) creative solutions. We aim to build an agile community of innovators to identify and solve technical problems in healthcare. Participants will have interdisciplinary backgrounds including engineering, healthcare and design.

We want participants to come with healthcare problems they have identified and then form teams to formulate and devise a solution by the end of the weekend. With access to networking opportunities, expert mentors, great facilities, 3D printers and other prototyping supplies, these interdisciplinary teams will have the opportunity to ‘hatch’ a healthcare solution.

Ameen Amanian (L) and Daniel Raff (R) two of the creators of UBC’s Hatching Health event.

We don’t expect participants to have a fully viable product by the end of the weekend, but we hope to have helped bring the right people with the right ideas together. In the longer term, we see this platform as planting a seed for future solutions that can be applied in healthcare.

What inspired you to organize this event?

Following one of our gross anatomy labs, we began talking about the application of technology in healthcare and how we believe novel designs such as apps and medical devices will revolutionize healthcare on a day to day basis.

We had heard of a healthcare ‘hackathon’ taking place at MIT (Massachusetts Institute of Technology) and decided to participate. At this weekend event, more than 400 of the brightest minds in healthcare (ranging from engineers to clinicians) came together to create viable healthcare solutions over the weekend. We were inspired by the real world solutions that were developed. For example, an oncologist formed a multidisciplinary team that developed an app to track and engage her patients. She planned on using it in her practice the following Monday.

We decided to bring this excitement and innovation to Vancouver and British Columbia. It’s been incredible how supportive the local healthcare and tech sectors have been in organizing Hatching Health.

Who is this event for?

This event is for two groups – our participants and our mentors. Our 75 participants will include learners and professionals from healthcare, engineering and design. Participants from healthcare will largely be learners (however, professionals are welcome) from nursing, occupational therapy, medicine and other disciplines. Within medicine we are hoping to engage current MDUP students from years 1-4 as well as residents, and any practicing doctors who are interested. Outside of healthcare, participants will include all ranges of engineers, from electrical to mechanical, and design students ranging from graphic design to product design.

Within healthcare, our mentors will include experienced clinicians and other healthcare professionals. In addition, there will be experienced medical and tech entrepreneurs, engineers and designers, and representation from local healthcare start-ups.

What are you hoping attendees take away from the event?

We hope to create an agile and cohesive community that is passionate about one thing: solving healthcare challenges. By the end of the weekend, we hope that participants will leave just as inspired as when we left MIT’s GrandHacks event.

***

For more information on Hatching Health, visit www.hatchinghealth.ca. Applications have recently opened and the deadline is February 26th. Contact hatchinghealth@gmail.com with any questions

Participate in the 12th annual Run for Rural Medicine!

The run is organized by UBC medical students and will take place March 19, 2016 at 9:00am along beautiful Jericho Beach and Spanish Banks. There will be a 5K walk/run and a 10K run, as well as prizes and food to look forward to after the race!

Registration is only $30, so invite your friends/family . Early bird special: register before February 20th to receive a free t-shirt. Deadline to register: March 16th. More information can be found here.

All proceeds will go to Hope Air, a charity that provides complimentary flights for Canadians who require but cannot afford travel to urban centres for medical care. This run is a partnership between the UBC Faculty of Medicine and the community, so please invite your friends and family!

Not interested in running but would like to help out?

Please help us support Hope Air‘s 30th anniversary by donating or raising funds using the “Donate” tab on the registration page above.

If you have any questions, please contact ubcmed.ruralrun@gmail.com.

Organizers of the 2016 Rare Diseases Conference

A rare disease is defined as a condition that affects fewer than one in 2,000 people. Rare diseases affect 10% of the Canadian population, and cause significant morbidities and mortalities.

In preparation for Rare Disease Day on February 29th, a team of VFMP Medical students organized and hosted the first annual Rare Diseases Conference for UBC undergraduate students in health disciplines. Over 60 students from medicine, nursing, social work, PT/OT, genetic counseling, speech audiology and pharmacy gathered and had the opportunity to learn about developing an approach to rare and neglected conditions. They attend talks by healthcare professionals and family members who care for individuals with rare conditions and joined in on multidisciplinary small group session discussions.

Hirmand Nouraei (VFMP 2018), one of the event’s organizers, believes rare diseases are an important facet of medical education.

“My previous experience with interviewing patients with Arthrogryposis, a condition that causes congenital joint contractures, taught me the importance of raising awareness for rare and neglected conditions among future healthcare professionals,” Nouraei says. “I think this event was a great first step.”

There are plans to make the Rare Diseases Conference an annual event for UBC health profession students.

Academic rigor is a complex matter. Online and offline, we have heard a lot from applicants about their concern that new applicants to our program will achieve higher GPAs by taking easy courses instead of organic chemistry and biochemistry. Other people have pointed out that “easy” vs “hard” is subjective and differs from person to person. We agree – different people are strong in different areas, and there is usually a correlation between what one finds easy and what one is good at. In addition, there is the issue of different institutions, different faculties, different departments, different sections, and different course instructors and markers. An “easy” course at one school might be a “hard” course elsewhere.

At the same time, some applicants try to seek out classes that have a reputation for being easy. This isn’t going to change, and we were hoping the last post would give applicants who had a specific concern about this in light of the prerequisite changes a chance to say which courses they were worried about. It’s interesting for us to hear which courses are considered easy and which are considered hard, even if we cannot say a course is objectively easy or objectively hard.

In the last post we mentioned that the committee will be looking more carefully at your courses. Although we may not be able to say that one particular class is easy or hard, we can see if a transcript seems to indicate an unusual pattern of course-taking. For example, are there a lot of repeated courses, or a large number of lower-level courses that seem kind of random? This wouldn’t be something like taking electives in different areas to fulfill requirements in your major or taking a few post-degree courses out of personal interest. Additionally, courses taken toward a specific major or minor wouldn’t raise concerns. We also understand that the only way to raise a GPA is by taking additional courses and we don’t expect everyone to pursue an additional degree to do this (although if you need to take a substantial number of courses to boost your average, it is in your best interest to do so, as it shows dedication to a particular subject and you are less likely to have your course selection questioned). It’s really more about a pattern of course selection that suggests the applicant is reluctant to face challenging course material.

If you are worried that your course selection may raise concerns, there is an opportunity at the end of the application to explain exceptional circumstances affecting your degree. You may use this section to provide a brief explanation for your course selection, unless you have something more pressing to write about.

UBC MD student Patrick McCaffery will join UBC’s two-year Family Medicine Residency Program this summer.

Fourth-year UBC medical student Patrick McCaffery inspects a hand-drawn map of Canada, displaying fingerprints dotted across the country.

“I’ll be going here,” says McCaffery, pointing to Kamloops. “I’m really excited to be joining UBC’s Family Medicine Residency Program, and to be matched to the training site in Kamloops, my hometown, is really exciting. I grew up there, and my family, as well as my partner’s family, all live in the community so it’s great to be returning as a resident.”

On March 2, McCaffery joined hundreds of other UBC medical students from the class of 2016, who came out to ‘make their mark’ and celebrate the results from the first round of the Canadian Resident Matching Service (CaRMS), which matches MD graduates with postgraduate training programs nationwide.

96 per cent of UBC MD students from the class of 2016 matched to postgraduate training programs in the first round. Nearly half will be joining Family Medicine residency programs — both here in B.C. and across the nation.

Dr. David Snadden, Executive Associate Dean, Education, says he is very encouraged by this year’s strong results.

“Today’s match results are a testament to the caliber of our medical students, who have worked incredibly hard over the course of their time at UBC. The strong match results are also a reflection of the high level of commitment among our faculty and staff, who are dedicated to preparing our learners for professional service delivery,” says Dr. Snadden, who has helped lead the expansion of UBC’s medical school over the course of the past decade.

UBC’s undergraduate medical program, distributed across four unique training sites, accepts 288 students each year — up 123 per cent since 2003.

But UBC medical students, like McCaffery, were not the only ones celebrating the match results on Wednesday.

On Wednesday, UBC fourth-year MD students gathered to celebrate the results from the first round of the Canadian Resident Matching Service (CaRMS), which matches MD graduates with postgraduate training programs nationwide.

For the fourth year in a row, UBC’s postgraduate medical education programs, accepted a record number of entry-level residents, with 99 per cent of the 345 positions filled in the first round.

“I’m very excited by the growing number of doctors embarking on training across our province,” says Dr. Roger Wong, Associate Dean, Postgraduate Medical Education. “By using a distributed model, we’re continuing to expand opportunities for residents to train and build strong ties with communities across B.C., including on Vancouver Island, in the North, the Interior and the Lower Mainland.”

This year, as in the past, Family Medicine accounted for the largest number (nearly half) of the residency positions at UBC, with all 169 entry-level Family Medicine residency positions across the province filled in the first round.

“We are delighted with the 100 per cent match results,” says Dr. Willa Henry, Director of UBC’s Family Medicine Residency Program — now the largest Family Medicine residency program in Canada. “The growth of our program over the past decade has greatly increased the number of training opportunities across B.C., including in rural and remote communities. With this expansion, we’ve also seen an increase in service capacity, which has helped to meet the primary care needs of British Columbians.”

This summer, a new Family Medicine residency site will launch in the South Okanagan (based in Penticton), becoming the 18th Family Medicine training site in B.C. In 2015, UBC opened a new Family Medicine residency site in Kootenay-Boundary, as well as a new Pediatrics residency training site on Vancouver Island, broadening pediatric medicine training outside of Vancouver.

A second round of the CaRMS match for the remaining unfilled positions will be held in April.

For more photo highlights, click here.

To become a doctor, students complete 4 years of undergraduate medical education, followed by postgraduate training which ranges from 2 years for family medicine, to 7 years for some specialties.

VFMP first year student, Alanna Roberts

Name: Alanna Roberts

Hometown: Port Coquitlam, BC

What attracted you to the field of medicine?

I was drawn into medicine for the opportunity to combine my passion of caring for others with science. Physicians have such a unique chance to impact peoples lives in more ways than one as well as being an integral part of the community. Another big reason I am drawn to medicine is that it is constantly evolving, allowing me to always be challenged and further develop my skills and knowledge.

What are you most excited about beginning your studies with the VFMP?

The most exciting thing for me when starting at UBC was having the opportunity to work with family doctors in the community and see what the job entailed and the impact that physicians can have on people. Even as a student I was able to have a positive impact on others and in some cases provide continuity of care.

What do you like to do in your spare time to relax and have fun?

In my spare time I enjoy the beach at Spanish Banks, year round it is one of my favourite places to be. I do classical ballet as well, and I love it because it allows me to fully focus on my strength and abilities in a completely different aspect of my life. I also enjoy having dinner and spending time with friends, catching up and sharing stories with each other.

What’s one thing we might be surprised to learn about you?

I traveled alone through Europe a few years ago for 7 weeks and it was simultaneously exciting and terrifying but it was an experience I am so thankful for.

A portable ultrasound machine in use during an anatomy lecture presented at UBC Okanagan and video conferenced to medical students in Vancouver, Prince George and Victoria.

UBC medical students and health-care providers will get more hands-on training thanks to a recent donation of two new portable ultrasound machines to the UBC Southern Medical Program (SMP).

A recent gift from The Colin & Lois Pritchard Foundation allowed the program to purchase two machines that will be dedicated for training in basic ultrasound proficiency, benefiting multiple learner groups at Kelowna General Hospital (KGH) and physicians in the southern interior.

Ultrasound is a crucial and versatile tool within the field of medicine and considered indispensable in areas such as emergency medicine, surgery, critical care, obstetrics and gynecology. Many physicians describe it as the new stethoscope, representative of a new standard for medical practice and point-of-care-delivery.

However, the technology hasn’t always been readily available for teaching given its heavy clinical use throughout the hospital.

The recent gift from the Pritchard Foundation will alleviate that problem. The two new portable ultrasound machines are designated as a training resource for MD students and residents at KGH.

“The ability to see inside a patient, virtually, from initial examination to the moment of discharge, improves and enhances the entire process of patient care,” says Dr. Allan Jones, Regional Associate Dean, Interior, UBC Faculty of Medicine. “We are fortunate to have dedicated access to these machines and are now exploring ways to best integrate the technology into the curriculum for our learners.”

The new equipment, a pair of Sonosite Edge portable ultrasound machines, is widely used by Interior Health. Equipped with a 12.1” (30.7cm) screen, each device comes with three probes, one for deep tissue analysis up to 30 cm, and two shallow probes up to 10 cm, primarily used for trauma, obstetrics, and central line placements.

The portability of the machines is a key benefit, says Jones. One of the machines was recently transported from KGH to UBC Okanagan for an anatomy lecture that was video conferenced to medical students in Vancouver, Prince George and Victoria.

“We want to help the Southern Medical Program train exceptional doctors here in the Okanagan,” says Colin Pritchard. “Like our previous gifts to medical education, my Foundation is very pleased to help the program acquire the tools that supports the best possible teaching at Kelowna General Hospital and UBC Okanagan.”

The new equipment is primarily housed at the Pritchard Simulation Centre and Clinical Teaching Unit at KGH where it will be used on real patients. In addition to SMP students, the machines will be used by medical residents training at UBC’s Rural Family Medicine Residency site and Emergency Medicine Residency site in Kelowna, and for continuing professional development.

The team of UBC MDUP students who will be travelling to Nepal this May.

In May of 2016, eight UBC MD students will be travelling to Western Nepal as part of a Sickle Cell screening project. It was recently discovered that Sickle Cell Disease has been completely undocumented in Western Nepal and remains a significant public health issue for the Nepali government.

Sickle Cell Disease is an inherited blood disorder that is prevalent in large areas of South Asia as well as other areas around the world. The disease has many associated health issues, including the impaired ability of red blood cells to transport oxygen to the body’s tissues. The change in the shape of red blood cells hinders their ability to pass through the body’s tiny capillaries. This causes them to get wedged inside and obstruct blood flow to downstream tissue. This process may have widespread implications, both in the short and long term ranging from sudden intense pain crises to accumulated damage to the heart, lungs, liver, kidneys, spleen, bones and joints. Currently the prevalence of Sickle Cell Disease in Western Nepal is unknown due to the nature of remote villages spread across the country. If these individuals are left unaware of their condition and not treated, they may suffer from various ailments that may deter their ability to participate effectively in society.

“Our goals as medical students are to spend time investigating the prevalence of the disease in the population as well as assist in the education of locals regarding the disease sequelae” says Abhi Cherukupalli, a first year medical student. “We will be setting up screening clinics for members of the community to attend in order to determine whether they have the disease.”

The team of students will be working with local healthcare professionals and technicians to screen as many people as possible while also offering counselling and referrals for those who test positive.

“Our intent is to seek nationwide support from companies and organizations to achieve these goals,” Cherukupalli explains. “By bringing attention to the prevalence of Sickle Cell Anemia in Western Nepal, we hope to encourage the Nepali government to provide better support and healthcare subsidies to those diagnosed.”

Donations of any amount are greatly appreciated; every $10 raised corresponds to an additional patient the team will be able to screen while in Nepal. For more information on the project and to donate please visit https://ubcsicklecell.wordpress.com/

Photo credit: Greta Joy (VFMP 2018)

Contributed by: Nathan Toh (VFMP 2018)

The UBC VFMP Class of 2018 organized the 12th annual Run for Rural Medicine on March 19^th, 2016 at Jericho Beach Park. This annual event is a 5k and 10k charity race that supports rural medicine initiatives while bringing public awareness to the need for rural health services and the shortage of physicians in rural BC. This year the race raised money for Hope Air, a very deserving national charity that provides flights from rural communities to larger medical centres for patients who cannot afford the travel expenses.

The race day was a gorgeous morning down at Jericho with 200 participants, with runners winding their way through Jericho Park and along the beach path to Locarno beach and Spanish banks. We also had a number of brightly dressed, enthusiastic, and highly vocal volunteers along the race route to cheer our runners along! We were also very fortunate to be joined by Anna du Bois, the Development Manager for Hope Air, and have her share a few words about the charity. There were many prizes available for the winners of both the 5k and 10k, as well as a large number of draw prizes for our participants and our volunteers. Prizes included yoga passes, various gift cards, gym passes, sporting event tickets, and others. Many people also left with a free trial gym pass, smoothie coupons, pedometers from Doctors of B.C., and a Run for Rural Medicine T-shirt. After running, participants were able to enjoy an array of delicious food items including cinnamon buns, donuts, muffins, bananas, coffee, bagels, and water.

We are very excited to announce that this year the event was extremely successful and we were able to raise approximately $7000! Finally, we would like to say a big thank you to everyone who participated, donated, or volunteered, to our many wonderful sponsor businesses, and to Hope Air!

The winners of this year’s race are:

Top 5k Males

1. Masamichi Shibata
2. Sanjeeva Rajapakse

Top 5k Females

1. Rachel Liu
2. Alexandra Wilson

Top 10k Males

1. Ben Brzezynski
2. Eric Zhao

Top 10k Females

1. Chloe Peters
2. Keely Hammond

We look forward to seeing everybody next year! Thanks again to everyone who came out to support this great event!

Cheque presentation ceremony. Left to Right. James Arnold (Producer), Jeffery Tong (Producer), Dianne Semeniuk (Producer), Anna du Bois (Hope Air Representative). Missing. Wynn Tran (Producer), Amanda Dancsok (Producer)

Contributed by Jeffery Tong, VFMP 2018

The UBC Faculty of Medicine MedPlay 2016, which was held between February 11^th and 20^th in Hardwick Hall at the MSAC, was a great success this year.

This year’s play, God of Carnage was written by Yasmina Reza. It is about two sets of parents, one of whose child has hurt the other at a public park. The foursome meets to discuss the matter in a civilized fashion. However, as the evening goes on, the parents become increasingly childish, resulting in the evening devolving into chaos.

The MedPlay producers this year want to extend a huge thank you to all the students, staff and faculty who came out to support the 15^th anniversary of MedPlay at the UBC Faculty of Medicine. We enjoyed receiving all the great feedback everyone had about just how hilarious our actors were this year, and of course, the delicious clafoutis that we served. We had several sold-old nights and were able to raise $2,500 for HopeAir this year.