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 2024. The finalized schedule and further details will be communicated to applicants in January 2024.

All applicants to the Max Rady College of Medicine at the University of Manitoba are required to complete an online assessment, Casper, to be eligible for admission.

Casper is an online test that assesses for the personal and professional characteristics we believe are important for successful students and graduates of our program. It is a complement to the other tools that we use for applicant screening. In implementing Casper, we are trying to further enhance fairness and objectivity in our selection process.

Casper test results are valid for one admissions cycle. Applicants who have already taken the test in previous years will therefore be expected to re-take it.

Format

The Casper is comprised of 15 sections of video and written scenarios. Following each scenario, you must answer a set of probing questions under a time contract. The test typically takes between 100-120 minutes to complete.

Each response is graded by a different rater, giving a very robust and reliable view of personal and professional characteristics important to our program.

Preparation

No studying is required for Casper, although you may want to familiarize yourself with the test structure at AcuityInsights.app. We strongly urge you to take advantage of the practice test, which will not only immerse you in the test environment but will also ensure you meet the technical requirements to access and complete the test.

Accommodations

If you require testing accommodations for Altus Suite you will need to submit the Accommodations Request Form signed by you and your qualified professional three weeks in advance of your desired test date. More information regarding accommodations can be found here.

Requirements

Casper can be taken practically anywhere as long as you have a quiet environment and meet the following technical requirements:

• Laptop or desktop computer
• Working webcam
• Working microphone
• Reliable high-speed internet connection

You must also have:

• A valid email address (the same one you will use to submit your application)
• Government-issued photo ID

Sign up for the test

1. Sign up for Acuity Insights Assessments for Canadian Professional Health Sciences (CSP-10201 – Canadian Professional Health Sciences), under your specific country, and register using your student number and a piece of government-issued photo ID.
2. Select a test date. You will be offered a limited number of testing dates and times. Please note that these are the only testing dates available for your Casper test and there will be no additional tests scheduled. Please use an email address that you check regularly and that you have used for your application in case there are updates to the test schedule. Important: register for your test at least three (3) days before your preferred test date and time to account for identity verification and payment processing timeline. Last-minute bookings are not recommended.
3. Select Max Rady College of Medicine for distribution before the posted distribution deadline. It is unlikely that additional tests scheduled, but updated information may be found by browsing the test dates and times.
4. Snapshot is NOT required for the Max Rady College of Medicine application. However, it may be required for other programs in which you are applying, so refer to the requirements for all relevant programs.

For more information

For a more detailed look at Casper, please see this video.

For questions about Altus Suite, email support@altus.as or use the chat bubble in the bottom right hand corner of your screen 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.

Overview of the MCAT

The Medical College Admission Test (MCAT) is a mandatory standardized test designed to measure your understanding of basic concepts and problem-solving abilities in the natural, behavioral, and social sciences.

MCAT 2015

The MCAT 2015 is an updated version of the test, assessing knowledge and problem-solving skills in the following areas:

1. Natural sciences
2. Behavioral sciences
3. Social sciences

Sections of the MCAT

1. Chemical and physical foundations of biological systems

   • Focus: Academic competencies
   • Topics to study: Biology, general and organic chemistry, physics, and biochemistry

2. Biological and biochemical foundations of living systems

   • Focus: Academic competencies
   • Topics to study: Biology, general and organic chemistry, physics, and biochemistry

3. Critical analysis and reasoning skills

   • Focus: Reasoning and analysis skills
   • Topics to study: Population health, cultural studies, ethics, philosophy, and other humanities and social sciences disciplines

4. Psychological, social, and biological foundations of behavior

   • Focus: How psychological, sociocultural, and biological 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

Additional information

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

Scoring and passing a question

1. Scoring mechanism

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

2. Calculating the question score

   • The average score must be equal to or greater than 2 to pass the question.
   • An average score less than 2 results in a failing score for the question.

3. Examples

   • Example one:
     • 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 two:
     • 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

1. Structure of an MMI station

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

2. Criteria for passing a station

   • To pass a station, you must achieve a passing score (average score ≥ 2) on at least two out of three questions.
   • Failing two or more questions at 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

   • Achieve a passing score on at least 15 out of 18 individual questions.

2. Pass MMI stations

   • Achieve a passing score on at least five out of six MMI stations.

3. Overall MMI score

   • Achieve a total MMI score greater than two standard deviations below the mean score.

Identifying referees

Applicants invited to an interview must provide details for three referees, including their name, phone number, and email address.

Choosing referees

Referees should be able to speak about the applicant's academic performance, work experience, and community involvement. They should be familiar with the applicant's strengths and weaknesses and have known them for at least two years. Referees with a casual relationship or lacking evaluative experience will not be beneficial.

Exclusions

Immediate family members cannot provide references, as per the University of Manitoba's Nepotism Policy. The Admissions Committee may contact referees for verification.

Confidentiality

Referee letters are confidential and not shared with applicants. Once submitted, applications cannot be changed, including referee details.

Submission process

Applicants do not include reference letters with their application. The Max Rady College of Medicine will request references only from invited interviewees. Correct referee email addresses are crucial. Letters received before the process opens won't be used without prior arrangements.

Referee questionnaire

All referees must complete a questionnaire upon receiving the request for recommendation email.

Submission deadlines

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

Exceptions

Reference letters from the Health Professions Advisory Committee are not accepted.