Medicine (MD)

Overview

The first module of the course focuses on providing fundamental scientific knowledge essential for studying and practicing medicine. It lays the groundwork for understanding crucial concepts in medical science.

Basic Science Foundation

1. Cell Biology: Exploring the structure and function of cells.
2. Cell Adaptation and Response to Insult: Understanding how cells react and adapt to various stressors.
3. Genetics and Disease: Highlighting the significance of genetics in the development of diseases.
4. Impact of Exogenous Factors on Health: Examining how pathogens, toxins, and other external factors influence health.
5. Cellular Mechanisms and Whole Body Function: Exploring the connection between cellular processes and the regulation or maintenance of overall body function.

Presentation Format

The module predominantly utilizes Whole Group Sessions (WGS) to deliver the content. Additionally, relevant clinical scenarios are introduced to illustrate the practical applications of the scientific concepts discussed.

Overview

The M1 courses are designed to provide a comprehensive understanding of normal processes specific to individual systems, laying the groundwork for clinical practice and disease management.

Course Content

1. Normal Development and Embryology: Exploring the developmental stages and embryological basis of each system.
2. Gross Anatomy & Imaging: Studying the macroscopic anatomy of systems alongside radiological imaging techniques.
3. Histology: Examining the microscopic structure of tissues within each system.
4. Physiology: Understanding the physiological functions of each system.
5. Biochemistry & Molecular Biology: Investigating the biochemical and molecular mechanisms underlying system function.
6. General Pharmacology: Introducing pharmacological principles relevant to each system, where applicable.

System-Specific Considerations

• Overview of Burden of Illness and Diseases: Understanding common diseases affecting each system and their impact.
• Life Cycle and Aging: Exploring how the life cycle and aging process influence the functioning of each system.

Integration of Anatomy and Imaging Anatomy sessions will incorporate normal radiology and cross-sectional imaging techniques to provide a comprehensive understanding of each system's structure and function.

Teaching Format

• Whole Group Sessions (WGS): Presenting core content to the entire cohort.
• Directed Assigned Studies (AS): Providing self-directed learning opportunities tailored to each system.
• Small Group Sessions (SGS): Facilitating interactive discussions and case-based learning focused on system-specific concepts.

Overview

The M2 courses are designed to build upon the foundational knowledge established in M1, focusing on developing clinical approaches to disease states relevant to each system.

Course Content

1. Abnormal Processes and Pathophysiology: Understanding the deviations from normal functioning specific to each disease within the system.
2. Scientific Basis and Anatomy Review: Reviewing the basic science principles and anatomical considerations introduced in M1.
3. Comprehensive Disease Coverage:
   • Epidemiology: Studying the distribution and determinants of diseases within each system.
   • Prevention and Screening: Exploring strategies for disease prevention and early detection.
   • Natural History & Prognosis: Understanding the progression and outlook of diseases.
   • Diagnosis: Investigating methods for identifying and diagnosing diseases.
   • Therapeutics and Disease Management: Exploring treatment options and management strategies.
   • Impact of Cultural, Social, Ethical Issues, and Healthcare System: Considering the broader societal and ethical implications of disease management, as well as the influence of healthcare systems.

Teaching Format

• Whole Group Sessions (WGS): Presenting clinical cases and core content to the entire cohort.
• Directed Assigned Studies (AS): Providing self-directed learning opportunities focused on specific disease entities.
• Small Group Sessions (SGS): Facilitating interactive discussions and case-based learning tailored to each system.

Overview

Consolidation serves as the final Pre-Clerkship module, emphasizing the integration and application of content from previous modules and Composite Clinical Presentations (CP4s) to patient care in complex healthcare environments.

Course Objectives

1. Integration of Previous Learning:
   • Ensuring seamless integration of content from previous modules and CP4s into patient care scenarios.
2. Application to Patient Care:
   • Applying knowledge and skills to address patient needs in complex healthcare settings.
3. Session Topics:
   • Approaches to Single Symptom Conditions: Managing conditions with broad differential diagnoses, such as shortness of breath.
   • Multisystem Diseases: Addressing complex diseases like complicated diabetes within comprehensive patient contexts.
   • Systemic Diseases: Managing systemic conditions such as HIV or SLE.
   • Cross-System Topics: Exploring interdisciplinary topics like pain management and dermatology.
   • Lifespan Considerations: Addressing diseases and conditions across the life cycle, including pediatrics and geriatrics.

Teaching Format

• Directed Assigned Studies (AS): Engaging students in self-directed learning activities tailored to each system and topic.
• Small Group Sessions (SGS): Facilitating interactive discussions and case-based learning, allowing for focused exploration of system-specific concepts.

Overview

The Transition to Clerkship Course (TTC) aims to shift students' focus from theoretical learning in Pre-Clerkship years to the practical provision of care in diverse healthcare settings. By incorporating supervised responsibilities, TTC prepares students for hands-on healthcare delivery and disease management.

Course Goals

1. Expanding Focus:
   • Transitioning students' focus from theoretical learning to real-world provision of care.
2. Supervised Responsibilities:
   • Providing students with supervised experiences in healthcare provision and disease management.
3. Teaching Format:
   • Utilizing simulation, patient assessments, small group sessions, and shadowing experiences to teach students how to apply pre-clerkship knowledge in clinical settings.
4. Integration of UGME Objectives:
   • Facilitating the achievement of Undergraduate Medical Education (UGME) global objectives, expanding from medical expert, scholar, and communicator domains to include collaborator, manager, health advocate, and professionalism domains.
5. Shadowing Experience:
   • Allowing students to spend the final week of TTC shadowing their first core rotation, bridging the gap between theoretical learning and clinical clerkship experiences.

Overview

M5 comprises eight core clinical rotations and a weekly UGME academic half-day, organized into four 12-week blocks. Students progress through each block in a cascading pattern across eight tracks to complete all rotations.

Block 1: Surgery and Anesthesia

This block provides clinical teaching in:

• General surgery (3 weeks)
• Musculoskeletal medicine (2 weeks)
• Urology (1 week)
• Plastic surgery (1 week)
• Neurosurgery (1 week)
• Anesthesia (2 weeks)
• Perioperative care (2 weeks)

Block 2: Pediatrics and Obstetrics & Gynecology

Clinical teaching in this block includes:

• Pediatrics inpatient care (3 weeks)
• Pediatric outpatient care (3 weeks)
• Obstetrics (2 weeks)
• Gynecology (2 weeks)
• Obstetrics & gynecology outpatient clinics (2 weeks)

Block 3: Internal Medicine and Emergency Medicine

This block provides clinical teaching in:

• Internal medicine inpatient care (6 weeks)
• Internal medicine selective (2 weeks)
• Emergency medicine (4 weeks)
  • During emergency medicine, students spend one morning a week attending an internal medicine outpatient clinic.

Block 4: Psychiatry and Family Medicine/Public Health

Clinical teaching in this block includes:

• Psychiatry inpatient, outpatient, and consultations (6 weeks)
• Family medicine clinics, mostly in rural communities with public health teaching integrated within the placement (6 weeks)

UGME Academic Time

UGME academic time occurs during the first half of Thursday afternoons and includes longitudinal courses such as Clinical Skills, Professionalism, Indigenous Health, and Population Health. Sessions also cover themes like Clinical Health Psychology, Information Sciences, Healthcare Systems and Safety, and Social Accountability, among others.

Academic Sessions for Core Rotations

Each core rotation has scheduled academic time, primarily in the second half of Thursday afternoons, with additional sessions potentially scheduled during the week. Notably, Surgery & Anesthesia and Internal Medicine & Emergency Medicine jointly organize their Thursday afternoon sessions.

Overview

Electives

M6 consists of 14 weeks of elective rotations, offering students the opportunity to tailor their learning experiences according to their interests and career goals.

CaRMS National Interview Period

Following the elective rotations, students participate in the CaRMS (Canadian Resident Matching Service) national interview period, which spans three weeks. This period is crucial for students as they engage in interviews for residency programs across Canada.

Comprehensive Clinical Examination (CCE)

The module concludes with the Comprehensive Clinical Examination (CCE), a formal skills-based exam held in the Clinical Learning and Simulation Facility. This exam spans a rigorous three-day period, assessing students' clinical competency and readiness for residency.

Overview

Transition to Residency (TTR)

M7 marks the final 11 weeks of the Undergraduate Medical Education (UGME) program, following the completion of CaRMS interviews. The Transition to Residency (TTR) module aims to enhance ambulatory and community care exposures while facilitating the transition of skills, experience, and knowledge acquired during UGME to the entry point of the Postgraduate Medical Education (PGME) program.

Components of TTR:

1. Selectives

Two 3-week blocks of selectives focus on non-traditional experiences, emphasizing community and outpatient activities. These selectives provide a platform for students to explore diverse aspects of medical practice.

2. Match Week

Match Week begins with the release of CaRMS match results on a Wednesday, allowing students a day to celebrate and spend time with family and friends. Preceding this, two days are dedicated to a team-building and leadership program, while the following two days feature presentations from PGME, PARIM, and Financial Management, aiding students in understanding the logistics of residency.

3. Evidence-Based Medicine Capstone Course & Project (EBM)

The EBM course comprises six weeks of formal teaching sessions held every Friday afternoon throughout the selective blocks. The course culminates with students completing a written paper and delivering a presentation in the seventh week, demonstrating their mastery of evidence-based medicine principles.

4. CCR/CP4R

The Comprehensive Course Review and Advanced Cardiac Life Support (ACLS) course takes place during the final four weeks of year four. This comprehensive review aids students in preparing for the Medical Council of Canada Qualifying Examination Part I (MCCQE Pt I) by revisiting key concepts from CP4s and enhancing clinical skills through ACLS training.

This year's Panel interviews will take place in early 2025. The finalized schedule and further details will be communicated to applicants in January 2025.

All applicants to the Max Rady College of Medicine at the University of Manitoba must complete an online assessment called Casper^TM to be eligible for admission. This assessment evaluates the personal and professional characteristics essential for successful students and graduates. By implementing Casper^TM, we aim to enhance fairness and objectivity in the selection process.

Test validity

Casper^TM test results are valid for one admissions cycle. If you’ve taken the test in previous years, you will need to retake it.

Requirements

You can take the Casper^TM test from almost anywhere, provided you have:

• A quiet environment
• A laptop or desktop computer
• A working webcam
• A working microphone
• A reliable high-speed internet connection

Additionally, you must have:

• A valid email address (the same one you’ll use for your application)
• Government-issued photo ID

Format

The Casper^TM consists of 15 sections of video and written scenarios. After each scenario, you will answer probing questions within a time limit. The test typically takes 100 to 120 minutes to complete. Each response is graded by a different rater, providing a reliable view of your characteristics.

Preparation

No studying is required for Casper^TM, but we recommend familiarizing yourself with the test structure at AcuityInsights.app. We strongly encourage you to take advantage of the practice test, which will help ensure you meet the technical requirements and feel comfortable in the test environment.

Accommodations

If you require testing accommodations, submit the Accommodations Request Form signed by you and a qualified professional three weeks before your desired test date. More information about accommodations can be found here.

Sign up for the test

1. Sign up for Acuity Insights Assessments for Canadian Professional Health Sciences (CSP-10201) using your student number and a piece of government-issued photo ID.
2. Select a test date: Choose from the limited testing dates and times available. Register at least three days before your preferred date to allow for identity verification and payment processing. Last-minute bookings are not recommended.
3. Select Max Rady College of Medicine for distribution before the posted deadline. Check for updates on test dates and times.
4. Snapshot is not required for the Max Rady College of Medicine application, but it may be required for other programs.

For more information

For a detailed look at Casper^TM, check out this video.

For questions about Altus Suite, email support@altus.as or use the chat bubble on the AcuityInsights.app website.

The University of Manitoba uses the Multiple Mini Interview (MMI) format for all applicants.

To be considered eligible for admission, all applicants must achieve a minimum passing score on the MMI. The Admissions Committee reviews the MMI criteria annually. This information will be provided to applicants within their invitation to interview.

Candidates who do not achieve the standard required on the MMI will not be considered for admission regardless of MCAT or AGPA scores.

How to prepare for the MMI

Sign up for a mock MMI

• An email invite will be sent to those who receive an invitation to interview.
• Register for a 'Mock MMI' with the Manitoba Medical Students' Association (MMSA).

Attend the MMI prep session

• Participate in the prep session organized by Career Services.

Understand CanMEDS roles and Indigenous health values

• MMI stations may reflect CanMEDS roles and Indigenous health values.
• Reflect on your life experiences and write down examples that align with these competencies.

Research the Canadian health system

• Gain knowledge about the structure and functioning of the Canadian health system.

Practice spontaneous speaking

• Ask a family member or friend to give you a topic to discuss spontaneously.

Engage in debates

• Debate difficult issues with a family member or friend to enhance your critical thinking and articulation skills.

Work on time management and organization

• Develop strategies to manage your time effectively during the interview.

Join speaking groups or clubs

• Participate in online speaking groups or debate clubs if available.

Take an online interview skills workshop

• Enroll in online workshops to improve your interview skills if available.

Recommended reading

Changes in health indicator gaps between First Nations and other residents of Manitoba, Canadian Medical Association Journal

The Impact of Unconscious Bias on Patient Experience, Treatment, and Outcomes: Public and Staff Perspectives, WRHA, 2020

Key Public Health Resources for Antiracism Action: A Curated List, National Collaborating Center for Determinants of Health

A Journey We Walk Together: Strengthening Indigenous Cultural Competency in Health Organizations.

Let’s Talk: Whiteness and Health Equity

The Imperatives of Anti-Racism in Leadership, Dr. Marcia Anderson

Final tips

• Reflect on your personal experiences related to the competencies.
• Stay informed on relevant health issues and ongoing debates.
• Use available resources to understand the context of health equity and anti-racism in healthcare.

The Medical College Admission Test (MCAT) is a required standardized test that evaluates your understanding of essential concepts and problem-solving skills in natural, behavioral, and social sciences.

MCAT 2015 Update

The MCAT 2015 is the latest version of the test. It assesses knowledge and problem-solving abilities in the following areas:

• Natural sciences
• Behavioral sciences
• Social sciences

Sections of the MCAT

The MCAT consists of four main sections, each focusing on specific competencies and topics:

1. Chemical and physical foundations of biological systems
   • Focus: Understanding academic competencies
   • Topics include: Biology, general and organic chemistry, physics, and biochemistry
2. Biological and biochemical foundations of living systems
   • Focus: Understanding academic competencies
   • Topics include: Biology, general and organic chemistry, physics, and biochemistry
3. Critical analysis and reasoning skills
   • Focus: Enhancing reasoning and analysis abilities
   • Topics include: Population health, cultural studies, ethics, philosophy, and other humanities and social sciences disciplines
4. Psychological, social, and biological foundations of behavior
   • Focus: Exploring how various factors influence:
     • Perceptions of the world
     • Behavior and behavior change
     • Self and others' opinions
     • Cultural and social differences affecting health
     • Relationships between social stratification, access to resources, and well-being

For more details about testing and registration, please visit the AAMC website.

The following sections explain the scoring system for the multiple mini interview (MMI) and how to pass each question.

Scoring mechanism

• Each question in the MMI is scored using a 5-point Likert scale.
• A score of 1 out of 5 is considered a fail; a score of 2 or above is a pass.
• Three raters evaluate each question independently.
• The scores from all three raters are summed and averaged to determine your final score for the question.

Calculating the question score

• The average score must be 2 or higher to pass the question.
• An average score below 2 results in a failing score for the question.

Examples

• Example 1:
  • Rater one: 1 out of 5
  • Rater two: 3 out of 5
  • Rater three: 2 out of 5
  • Total score: 6
  • Average score: 2 (passing score)
• Example 2:
  • Rater one: 1 out of 5
  • Rater two: 2 out of 5
  • Rater three: 2 out of 5
  • Total score: 5
  • Average score: 1.67 (failing score)

Passing an MMI station

To successfully pass an MMI station, consider the following:

Structure of an MMI station

• Each station includes three questions.
• Each question is scored by three raters.
• The scoring process for each question is as previously described.

Criteria for passing a station

• You must achieve a passing score (average score ≥ 2) on at least two out of three questions to pass the station.
• Failing two or more questions in a station results in failing the entire station.

Pass criteria for the MMI

To pass the MMI, applicants must meet all of the following criteria:

1. Pass individual questions
   • You must achieve a passing score on at least 15 out of 18 individual questions.
2. Pass MMI stations
   • You must achieve a passing score on at least five out of six MMI stations.
3. Overall MMI score
   • Your total MMI score must be greater than two standard deviations below the mean score.

Identifying referees

If you are invited to an interview, you need to provide details for three referees. This includes their name, phone number, and email address.

Choosing referees

Your referees should be able to discuss your academic performance, work experience, and community involvement. It's important that they know you well, including your strengths and weaknesses, and have known you for at least two years. Referees with a casual relationship or who lack evaluative experience may not provide the best insights.

Exclusions

Please note that immediate family members cannot serve as your referees, in line with the University of Manitoba's Nepotism Policy. The Admissions Committee may contact your referees to verify the information you provide.

Confidentiality

Referee letters are confidential and will not be shared with you. Once you submit your application, you cannot make changes, including to your referee details.

Submission process

You do not need to include reference letters with your application. The Max Rady College of Medicine will request references only from those invited for interviews. It's essential that the email addresses you provide for your referees are accurate. Letters received before the request process opens will not be used unless you have made prior arrangements.

Referee questionnaire

All your referees will need to complete a questionnaire when they receive the request for recommendation email.

Submission deadlines

For Indigenous applicants, reference letters are due in early January. For other applicants who are invited to interview, letters are due in early February.

Exceptions

Please be aware that reference letters from the Health Professions Advisory Committee are not accepted.