Dr najeeb lectures sdn
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If only the entire staff/administration paralleled his excellence.Ĭlinical coaching during second-year is in the hospital wards and hands-on (mostly what you make of it). There is a physiology professor during first-year, Terry Tunny, who is phenomenal. And when I say high, I mean really ridiculously, unnecessarily high. There is also record of some of the world's highest USMLE scores having come from this school (once again, strongly due to external "over-compensation"). Shockingly, micro, biochem and pharm have become among my strongest subjects so far, and I attribute that to "over-compensation" with respect to my school's deficits no other conclusion could be a possibility. Since UQ doesn't teach micro, pharm or biochem, I've relied heavily on FA, QBanks and other external resources to improve these areas, blind as to the nature of the extent of my learning because I was never assessed by my school on these topics. This has carried into my third-year, and I will be sitting the exam in December. I was glad that I didn't have to deal with onerous requirements during my second-year because I was able to accelerate my external USMLE focus. Ironically, the weak program actually becomes advantageous when you begin prep for the USMLE. Finding an advisor is super-easy, and there are quite a few UQ-affiliated research institutions to scope out. Needless to say, I'm glad I have the option to get it done in 6, rather than to have it drag on for 8 or 9 years. In contrast (and as far as I'm aware), the overwhelming majority of programs out there are 7-9 years in length. There is also part-time PhD work during MS3 (and 4 if necessary). It entails two full-time PhD years intercalated between MS2 and -3. Since you're with the same group of nine other students all year (and meeting with them twice per week), although important personal-professional relationships can be developed, if you get a bad group, you're screwed, and PBL seriously can be the biggest waste of time, especially when you have other things to learn/do outside of class (i.e. It adheres to a very fixed, focus-question-based learning style that doesn't really help anyone substance-wise.
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PBL/CBL (problem-/peer-based learning / case-based learning) during second-year, at times, can be very insipid and dragging. At many times, I had felt I was at the wrong school and conveyed this by not displaying the greatest patience with some of my colleagues this repetitive process during second-year was exasperating. This really bothered me because I wanted my classmates to push me to a level that probably could not be achieved by independent studying alone. They were mostly very passive and decorous (like furniture), but not challenging whatsoever- very banal. They would just seem to get offended if I questioned them to elaborate on what they knew. My classmates never pushed me to learn or grow.
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The program also literally does not teach microbiology, pharmacology or biochemistry beyond a mere ostensible and/or cursory level.Įvery student who comes here goes through a "realization" phase during mid-semester first-year where he or she becomes aware of the lack of guidance in the program.Ī subtle cultural difference between America and Australia that has taken me some time to realize: Australians, in general, take greater umbrage to challenges/debates within the classroom. The written assessment is also very minimal (equivalent to my undergrad university's physiology exams) such that many who pass still don't know that much. I expected a lot more hands-on anatomy/histology assessment during my first-year, and the program severely lacks that. There are plenty who are content with the program, but I also think most people are just oblivious or myopic as it is. The teaching here during the first two years is not satisfactory. I'm a third-year at UQ and am one of the three Americans (40 total) in my cohort who's not in Ochsner (i.e.