Introduction

Hi! I am Daniel Lim Jhao Jian. Since the inception of this blog in June 2009, I have been sharing a lot of my experience, knowledge and ideas here. I hope you will find this blog useful. Thank you for visiting my blog.

Showing posts sorted by date for query spm. Sort by relevance Show all posts
Showing posts sorted by date for query spm. Sort by relevance Show all posts

Wednesday, 24 August 2022

KSSM Form 4 and Form 5 Dual Language Programme (DLP) E-books

If you are looking for e-books for the KSSM Form 4 and Form 5 Dual Language Programme (DLP) subjects, you can download them from the links below.

These e-books are based on the latest KSSM syllabus, intended for Form 4 and Form 5 students taking the SPM.

Mathematics Form 4:

Mathematics Form 5:

Additional Mathematics Form 4:

Additional Mathematics Form 5:

Chemistry Form 4:

Chemistry Form 5:

Physics Form 4:

Physics Form 5:

Biology Form 4:

Biology Form 5:

Science Form 4:

Science Form 5:

Additional Science Form 4:

Additional Science Form 5:

To download, open the download link above. After that, click the Download button at the top of the page to start the download. The downloaded file is in PDF format.

E-books for Chinese Language and Chinese Literature are available here:

Past papers for the SPM examination are available here:

Friday, 11 June 2021

Me speaking Mandarin at university

I have been at NUMed for a total of 7 years. Here's an interesting fact: I almost never spoke Mandarin during my 1st and 2nd year at NUMed, I spoke a bit of Mandarin during my 3rd, 4th and 5th year at NUMed, and I spoke Mandarin a lot during my 6th and 7th year at NUMed.

During the first 5 years, many people at NUMed thought that I couldn't speak Mandarin since they never heard me speaking it. In reality, I have been speaking Mandarin since I was very young, I studied Chinese during primary and secondary school, and I got grade A- for Chinese Language in SPM. So, why didn't I speak Mandarin during those 5 years?

It dates back to my first day at NUMed. At that time, a lecturer at NUMed told all students that since we are studying a British degree, having a good command of English is essential. She strongly advised us to speak only English at NUMed so that we could improve our English proficiency.

I felt that her advice was quite reasonable so I chose to follow it. Initially, my group mates followed the advice as well. We always communicated in English. Soon, we had become quite close to each other. Later though, some of my group mates began communicating in Mandarin at times, and I thought of doing the same.

The problem is that after I have gotten used to speaking in a particular language with someone I am quite close to, it's extremely difficult for me to switch to speaking a different language with them, as it feels so awkward to do so.

Therefore, I continued speaking to my group mates only in English throughout Stage 1 and Stage 2. I had a close friend in that group, and I always spoke to him in English as well. I knew that he would like to speak to me in Mandarin, but I just couldn't switch languages as we had gotten very close while communicating in English. However, he still became one of my best friends.

After I entered Stage 3, the student grouping was reshuffled and it kept changing from one rotation to another. A few of my Stage 1 and Stage 2 group mates were still in the same group with me. Many of the Chinese students in my new group really liked to speak in Mandarin.

It would be weird for me to speak to my new group mates in Mandarin but not to those who had been my group mates since Stage 1. Therefore, I chose to speak to everyone only in English. Unfortunately, I couldn't communicate with my new group mates very well because of that, and consequently we didn't get very close.

During the LTC rotation in Stage 3, I was placed in the same group with TL and EL. We started speaking to each other in Mandarin. I had no issues with that as previously they weren't in the same group with me and I had rarely spoken to them. That was the only time in Stage 3 where I spoke Mandarin. EL later became one of my closest friends and we always communicate in Mandarin.

In Stage 4, I was placed in the same group with several of my Stage 3 group mates as well as SG. I had never spoken to SG previously, but I could see that she is very good at speaking Mandarin. I wanted to be friends with SG, and I felt that it would be most effective to communicate with her in Mandarin. However, I only spoke to her in Mandarin whenever my other group mates weren't around.

The student grouping for Stage 5 was largely the same as that for Stage 4. I had gotten quite close to SG at that time, so I always spoke to her in Mandarin even when my other group mates were around. They were quite surprised when they heard me speaking in Mandarin to SG for the first time.

They tried communicating with me in Mandarin as well, but I refused as I still couldn't overcome the awkwardness of switching languages. It was a weird situation where SG was the only person in my group whom I spoke Mandarin to, but I didn't see a need to change that. My group mates interpreted it as a sign that I had a crush on SG.

I failed Stage 5 and repeated the year by joining the 2015-2020 batch. I wanted to make new friends in the new batch. From the start, I chose to speak to my new Chinese friends in Mandarin so that we could communicate better. Since I didn't know them previously, there wasn't the issue of having to switch languages. Soon, I managed to build a very good relationship with them.

I spoke Mandarin so much more compared to the past 5 years. However, I still communicated with my friends in English whenever we were having group discussions during teaching sessions. NUMed expects students to speak only in English during classes, and we complied with that.

I became a NUMed teaching fellow after I graduated. I didn't know most of my colleagues as they weren't in my group previously. Initially, I spoke to them in English to reflect our professional relationship. However, my Chinese colleagues were speaking in Mandarin at times. I knew that if I wanted to get really close to them, I had to speak to them in Mandarin.

Switching languages was awkward for me, but it was still possible at that time as I wasn't that close to my colleagues. One day when we went for lunch, I started speaking in Mandarin to them and it was well received by them. Since then, I mostly communicated with my Chinese colleagues in Mandarin and we became very close friends. However, we still communicated in English at professional settings.

I have always communicated with my students fully in English during teaching sessions. As the NUMed MBBS course is meant to be delivered entirely in English, it would be unprofessional for me to speak to my students in Mandarin or any other language when teaching.

My most favourite years at NUMed are my teaching fellowship year and my repeat year of Stage 5. Interestingly, these are also the 2 years where I spoke a lot of Mandarin. In these 2 years, I had many friends from other ethnicities as well, and of course I communicated with them in English.

Thursday, 7 January 2021

The tragedies of 14 March, 2019 & 2020

Back in 2013, 14 March was my Day of Hope, where I regained hope on my results for the SPM examination. From 2014 to 2018, 14 March was uneventful.

However, in both 2019 and 2020, 14 March was a really terrible day for me.

14 March 2019 was during my 5th year of MBBS. A tragedy had happened about 2 weeks ago which triggered a crisis. Since then, the situation had been improving and I was quite hopeful that everything would return to normal soon. However on that day, I realised that I just screwed up once again, triggering the 2nd wave of the crisis. I wasn't sure what I actually did wrong, and my group mates who knew what happened refused to tell me about it. Worse still, my group mates made a one-sided judgement about me and didn't give me the opportunity to explain. The 2nd wave of the crisis made the remainder of 5th year so dull and meaningless and it ruined most of my memories in that year. The crisis got resolved eventually, but that didn't have any long-term significance.

14 March 2020 was during my 6th year of MBBS. The Covid-19 pandemic had begun some time ago. On the week before that, I and my group mates were posted to Kluang. We had a great time there and I was really looking forward to our second week in Kluang. However on that day, NUMed announced the cancellation of all clinical placements due to the rapidly worsening Covid-19 situation. I could no longer go to Kluang in the following week because of that, which made me feel really sad. Worse still, later on that day I and my group mates were told that we got exposed to a Covid-19 patient when we were in Kluang, which required us to undergo home quarantine for 2 weeks. Soon afterwards, NUMed cancelled all campus teaching due to the implementation of the MCO. As a result, I couldn't meet my friends for several months. Campus teaching eventually resumed in early July 2020, but only for 2 weeks.

Both years, 14 March marked the start of a huge change to my experience for the remainder of the academic year. However, there is a very important difference between the two. The 14 March 2019 incident made me despise my 5th year group mates, while the 14 March 2020 incident made me cherish my 6th year group mates so much more.

I pray that 14 March 2021 will be a good day.

Saturday, 11 May 2019

SPM 华文 & 华文文学 电子书 / SPM Bahasa Cina & Kesusasteraan Cina E-books

If you are looking for e-books for the SPM Chinese Language and Chinese Literature subjects, you can download them from the links below.

These e-books are based on the latest KSSM syllabus, intended for Form 4 and Form 5 students taking the SPM.

中四 华文:

中五 华文:

华文文学 文选:

华文文学 名家小说选:

华文文学 戏剧:

To download, open the download link above. After that, click the Download button at the top of the page to start the download. The downloaded file is in PDF format.

E-books for Dual Language Programme (DLP) subjects are available here:

Past papers for SPM Chinese Language, Chinese Literature and other subjects are available here:

Tips for the SPM examination are available here:

Monday, 31 July 2017

Information about the NUMed MBBS course

LAST UPDATED: 23 April 2025

Newcastle University Medicine Malaysia (NUMed) is a medical school in Iskandar Puteri, Johor. It is the Malaysian branch of Newcastle University UK. I completed my MBBS course at NUMed and I worked as a Teaching Fellow at NUMed. If you are considering or planning to study MBBS at NUMed, here are some information about the course.

All information in this post are based on my personal experience in the course. I cannot guarantee that the information here is 100% accurate, and all information is subject to change from time to time. Therefore, in addition to this post, it is important that you also read the information on NUMed's website. The official website of NUMed is https://www.ncl.ac.uk/numed/ .

CURRICULUM

NOTE: The current curriculum is introduced for students who start the MBBS course in 2017 or later. This curriculum is significantly different from the old curriculum.

The MBBS course lasts for 5 years. All 5 years of the course are studied in Malaysia, but we can choose to study for a few months in UK during Year 2, Year 4 and Year 5. The course at NUMed is similar to that at Newcastle University UK.

In Year 1 and 2, we study several clinical cases incorporating anatomy and physiology of various systems of the human body, clinical science including pathology, immunology and microbiology as well as clinical reasoning and skills. The teaching sessions include lectures, seminars, clinical skills sessions, anatomy sessions and IT sessions. Most of the teaching is carried out at the NUMed campus. For both semesters of Year 2, there is the option to study at Newcastle University UK, but the number of places is limited.

The first semester of Year 3 consists of the following units:
- Essentials of Clinical Practice
- Medicine, Acute Care and Surgery

The second semester of Year 3 consists of the following units:
- Mental Health
- Reproductive Health
- Child Health
- General Practice
- Clinical Decision Making

Year 3 is all about clinical medicine and we study about every disease in detail. Most of the teaching sessions are carried out in hospitals and community clinics. The focus is on taking histories from patients, performing physical examinations on them, determining the differential diagnoses, planning the investigations and planning the management.

The first semester of Year 4 consists of the following units:
- Clinical Decision Making
- Advanced Clinical Experience
- Acute and Critical Care

The second semester of Year 4 consists of the following units:
- Clinical Decision Making
- Advanced Clinical Experience
- Acute and Critical Care
- Student Selected Component

The teaching sessions in Year 4 are a mixture of lectures and seminars at the NUMed campus and sessions in hospitals and community clinics.

There is opportunity to do intercalation at Newcastle University UK after Year 2 or Year 4.

The first semester of Year 5 consists of the following units:
- Reproductive Health
- Child Health
- Mental Health
- General Practice
- Good Medical Practice

The second semester of Year 5 consists of the following units:
- Medicine
- Surgery
- General Practice
- Elective

Most of the teaching sessions in Year 5 are carried out in hospitals and community clinics.

For the Student Selected Component (SSC) and Elective, we choose a topic that we will study in detail. We can choose to do the SSC in Malaysia or in UK, while the Elective can be done anywhere in the world.

The hospitals and community clinics used by NUMed for clinical teaching include Hospital Sultan Ismail, Hospital Sultanah Aminah, Hospital Sultanah Nora Ismail Batu Pahat, Hospital Enche Besar Hajjah Khalsom Kluang, Hospital Permai, Hospital Kota Tinggi, Hospital Pontian, Hospital Segamat, Klinik Kesihatan Sultan Ismail, Klinik Kesihatan Mahmoodiah, Klinik Kesihatan Taman Universiti, Klinik Kesihatan Gelang Patah, Klinik Kesihatan Pasir Gudang and Klinik Kesihatan Pekan Nanas.

ASSESSMENT

NOTE: This assessment format is for the current curriculum introduced for students who start the MBBS course in 2017 or later. It is significantly different compared to the assessment format for the old curriculum.

There are several forms of assessment used in the MBBS course. You need to pass every form of assessment in order to pass a year and proceed to the next. An excellent performance in one form of assessment cannot compensate for a poor performance in another. You have up to two attempts for each assessment. The assessment at NUMed is identical to that of Newcastle University UK.

Year 1 and 2 are assessed by SBA, SAP, OSCE, in-course assignment, e-Portfolio and professionalism monitoring. Year 3 is assessed by SBA, WriSkE, OSCE, e-Portfolio and professionalism monitoring. Year 4 is assessed by SBA, WriSkE, MOSLER, e-Portfolio and professionalism monitoring. Year 5 is assessed by SBA, WriSkE, MOSLER, e-Portfolio and professionalism monitoring, where the SBA and MOSLER are part of the newly introduced UK Medical Licensing Assessment (UKMLA).

The SBA consists of multiple-choice questions where for each question there may be more than one correct options while you have to choose the most appropriate option. The SAP consists of structured questions where the length of answer required depends on the number of marks allocated for the question. The WriSkE consists of questions that test your skills in prescribing and other related tasks. The OSCE consists of several stations where each of them tests on a particular clinical skill. The MOSLER has real patients where you have to take a history, perform physical examinations, determine the differential diagnoses, plan the investigations and plan the management. The e-Portfolio has several elements which you must complete to demonstrate your knowledge, skills and professionalism.

If you fail an assessment, you have to resit for it, usually a few months after the first attempt. Alternatively, you can choose to repeat the entire year. In any case, if you fail again after resitting an assessment or repeating a year, you will drop out of the course.

ENTRY REQUIREMENTS

You have to fulfill both academic requirements and English language requirements to get into the MBBS course at NUMed.

You need to have one of the following academic qualifications:

A Level: A, A, A in Chemistry, Biology and either Mathematics or Physics
STPM: A, A, A in Chemistry, Biology and either Mathematics or Physics
UEC: A, A, A, A, A in Chemistry, Biology, Physics, Advanced Mathematics I and Advanced Mathematics II
IB Diploma: Total of 37 points (including Theory of Knowledge / Extended Essay) with HL in Chemistry & Biology and SL in Mathematics or Physics
Ministry of Education Matriculation: CGPA of 4.0
NUMed Foundation in Biological and Biomedical Sciences: Overall average grade of 75% with 70% in English for Academic Purposes & Medical Studies and 75% in Biology 1, Biology 2 & Chemistry
Foundation courses: Monash University Foundation Year with a score of 85% or Foundation in Science courses from other universities with CGPA of 4.0
Hong Kong Diploma of Secondary Education: 5, 5, 5 in Chemistry, Biology and either Mathematics or Physics
Cambridge Pre-U: D3, D3, D3 in Chemistry, Biology and either Mathematics or Physics
Australian Year 12: ATAR score of 90
Canadian Year 12: Average score of 86%
American Advanced Placement: 5, 5, 5 in Chemistry, Biology and either Mathematics or Physics
Indonesian UNIPREP-UNSW: CGPA of 9
All India Senior School Certificate & Indian School Certificate: Average score of 85%

For all qualifications, subjects must include Chemistry, Biology and either Mathematics or Physics.

You also need to have one of the following English Language qualifications:

IELTS Academic: Overall Band 7.0 with no individual component lower than Band 6.5
MUET: Overall Band 4
O Level English Language 1119: Grade B
SPM English Language CEFR: Grade C1
IGCSE English as a Second Language: Grade B
IGCSE First Language English: Grade C
CAE/CPE: Scale score of 185
PTE Academic: Overall score of 69
TOEFL iBT: Total score of 100

If you resit for your academic or English Language qualification, it will still be accepted.

For all other academic and English Language qualifications not stated above, it may or may not be accepted by NUMed. You should contact NUMed to ask about that.

You are not required to take the UCAT or any other admission tests.

Meeting the academic and English Language requirements does not guarantee you a place, as the selection process also takes into account your performance in the interview, the quality of your personal statement and your reference.

It is possible to transfer from the NUMed Biomedical Sciences course to the MBBS course after completing 1st year. However, there is a limited number of places available.

If you transfer from another university to NUMed, you usually have to start the MBBS course from 1st year. It is not possible to transfer from the MBBS course in NUMed Malaysia to that in Newcastle University UK.

FEES AND SCHOLARSHIPS

The study fees is RM 100,600 per year for Malaysian students and RM 126,500 per year for international students. This fee does not include accommodation or living costs.

NUMed does not offer scholarships or loans. However, the following scholarships and loans may be available for the MBBS course at NUMed:
- JPA scholarship
- Yayasan Tunku Abdul Rahman (YTAR) scholarship
- Biasiswa Kerajaan Negeri Sabah
- Kenyalang Medical Foundation scholarship
- Pinjaman Kerajaan Negeri Sarawak
- Dermasiswa Yayasan Perak
- Pinjaman Yayasan Sarawak
- Pinjaman Yayasan Terengganu
- AFFIN Education Financing
- MARA loan
- PTPTN loan

For more information about the JPA scholarship, go to this link:

APPLICATION PROCEDURE

The intake for the MBBS course is in September every year, but the application opens as early as December of the year before. You must have completed pre-university before starting the course. However, you can apply before completing pre-university using your forecast or trial examination results. The application process involves many steps such as writing a personal statement, getting a reference and attending interview, so it is advisable to apply early.

For international students, the application deadline is on 30 June. For Malaysian students, there is no specific application deadline, but the application closes when all places have been filled up. I would recommend that all students apply no later than June. However, students who are UK citizens are not eligible to apply to NUMed.

To apply, you have to go to the official NUMed website and create an online account. You can then fill up the online application form. You need to scan your identity card/passport and the transcripts or certificates of your actual/forecast/trial pre-university (A Level, STPM, UEC, IB etc.) results, your IELTS/MUET results and your SPM/IGCSE results to your computer. You have to attach the documents to the application form.

You will need to write a personal statement in the application form. In your personal statement, you should talk about yourself, the reasons you want study Medicine, the positions and responsibilities you held in school/college and your hobbies. It is similar to writing a UCAS personal statement, except that there is no word limit and you can focus on one course and university. You can search on the internet for more guidance on that.

You have to ask a teacher or the principal of your school/college to write a reference for you. They will need to send the reference to NUMed by post or email, and this should be done soon after you submit the application. In the application form, it is stated about the information that needs to be included in the reference. You need to fill in the details of the person writing the reference in the application form.

After you submit the online application form, NUMed will inform you if you have been shortlisted for interview. You can choose to have the interview either at the NUMed campus or through video calling. It may also be possible to have the interview at other centres in Malaysia (such as certain education fairs) or at Newcastle University UK. Most of the questions asked during the interview are the usual interview questions for medical schools. The interview is an individual panel interview and it lasts for about half an hour. You can search on the internet for guidance.

A few days after the interview, NUMed will inform you whether or not are successful in being offered a place. If you are offered a place, you need to accept the offer and pay a deposit of RM20,000 within 6 weeks. You should also start applying for the accommodation. More information on accommodation can be found at the section below.

If you used your forecast or trial pre-university results when applying to NUMed, the offer will be a conditional offer. After your actual pre-university results is released, you need to scan the transcript or certificate and e-mail it to NUMed. If your actual results meet the entry requirements, the conditional offer will be converted into unconditional offer. You need to accept the unconditional offer.

NUMed will inform you of the additional steps that you need to do if you are an international student. A few days before the start of the course, you will move into the accommodation. NUMed will also send you a Welcome Pack by e-mail at that time. Then, you will register at NUMed on the start date of the course.

ACCOMMODATION

NOTE: The NUMed managed accommodation was previously at Horizon Residences. Since August 2018, the NUMed managed accommodation has been moved to Eco Nest.

You should start applying for the accommodation after you have been offered a place at NUMed. Basically, there are two options of accommodation available which are Eco Nest and Student Village.

Eco Nest is managed by NUMed and has better facilities. However, it is about 10 minutes' drive away from NUMed and is more expensive. The price is about RM1250 per month for single room and RM930 per month for twin sharing room. NUMed does provide free shuttle bus that runs between Eco Nest, NUMed campus and AEON mall. If you choose this option, you can apply to NUMed through its website. You need to pay a deposit of RM3000 when applying. If you want to park your car at Eco Nest, you have to pay an additional RM450 per year.

On the other hand, Student Village is not managed by NUMed and has less facilities. However, it is located within walking distance from NUMed and is cheaper. If you choose this option, you have to apply to the management of Student Village.

CAREERS

The MBBS degree by NUMed is officially recognised in Malaysia, UK, Australia, Ireland, Thailand, India, Pakistan, Jordan, Mauritius and Maldives. As for other countries, they may or may not recognise the NUMed MBBS degree, depending on their policy.

Note that having a degree that is recognised by a particular country does not automatically guarantee that you will able to practise Medicine in that country, as there are often other requirements that you will need to fulfil.

If you are an international student, it is very important that you check with your country's medical council to ensure that you can practise in your country after graduating from NUMed.

While majority of NUMed graduates go on to do full-time clinical practice, there are also non-clinical career options available, such as in teaching, research, scientific journalism and non-medical fields.

To practise Medicine in Malaysia:

After completing the MBBS course at NUMed, you will be able to gain Provisional Registration with the Malaysian Medical Council (MMC). NUMed graduates are exempted from sitting for the Examination for Provisional Registration (EPR).

You can then apply to join House Officer training at a public hospital in Malaysia. It usually takes around 4 months to get a place. Note that non-Malaysian citizens are not eligible to join House Officer training in Malaysia.

After completing 2 years of House Officer training, you will be able to gain Full Registration with the MMC. That will enable you to practise as a Medical Officer in Malaysia and apply for Master's or Parallel Pathway programmes for specialty training. Note that applications for specialty training Master's programmes are extremely competitive.

To practise Medicine in UK:

After completing the MBBS course at NUMed, you will be able to gain Provisional Registration with the UK General Medical Council (GMC). You will then have a few options.

You can join the 2-Year UK Foundation Programme (UKFP). After completing Foundation Year 1 (F1), you will be able to gain Full Registration with the GMC and proceed automatically to Foundation Year 2 (F2). After completing F2, you will be able to apply for specialty training programmes in UK.

Alternatively, you can undergo 1 year of House Officer training at one of the eight approved hospitals in Malaysia, which include University of Malaya Medical Centre, Hospital Sultan Ismail, Hospital Sultanah Aminah, Hospital Enche Besar Hajjah Khalsom Kluang, Penang General Hospital, Queen Elizabeth Hospital Kota Kinabalu, Kuching General Hospital and Hospital Sibu. After completing that, you will be able to gain Full Registration with the GMC. Note that non-Malaysian citizens are not eligible for this option. For more information, go to this link:

You can then apply for the Foundation Year 2 (F2) Stand-alone Programme in UK. After completing F2, you will be able to apply for specialty training programmes in UK. Alternatively, you can choose to complete the 2nd year of House Officer training in Malaysia, after which you can apply for specialty training programmes in UK directly.

NUMed graduates are exempted from taking the Professional and Linguistic Assessments Board (PLAB) test when applying for Provisional Registration or Full Registration with the GMC. NUMed graduates are also not required to take the IELTS or Occupational English Test (OET). However, if you are applying to join the UKFP more than 2 years after you graduate, you have to sit for the UKFPO Clinical Assessment.

Since October 2019, applications for UKFP, F2 Stand-alone and specialty training programmes are no longer subject to the Resident Labour Market Test (RLMT). This means applicants who are not citizens of UK or EU countries are now considered on equal footing with applicants who are citizens of UK or EU countries. Therefore, NUMed graduates have a much better chance of getting a place compared to previously. Nevertheless, there is no guarantee this will always remain the same in the future. Applications for F2 Stand-alone and specialty training programmes are becoming more and more competitive.

To practise Medicine in Australia:

NUMed graduates can apply for Provisional Registration with the Medical Board of Australia through the Competent Authority Pathway or Standard Pathway.

To be eligible for the Competent Authority Pathway, you must have completed Foundation Year 1 (F1) in UK and gained Full Registration with the UK General Medical Council. The Competent Authority Pathway does not require you to take any examinations.

If you do not fulfill the requirements for the Competent Authority Pathway, you can only apply through the Standard Pathway, which will require you to take the AMC CAT MCQ Examination and the AMC Clinical Examination.

After gaining Provisional Registration with the Medical Board of Australia, you can join internship training in Australia. After completing 12 months of internship training, you will be able to gain General Registration with the Medical Board of Australia and proceed to specialty training or unsupervised practice in Australia.

To practise Medicine in Ireland:

NUMed graduates are not eligible to apply for Medical Internship posts in Ireland. However, NUMed graduates may apply for General Registration or Trainee Specialist Registration with the Irish Medical Council after completing Foundation Year 1 (F1) in UK or 2 years of House Officer training at any hospital in Malaysia.

You are exempted from taking the Pre-Registration Examination System (PRES) test when applying for General Registration or Trainee Specialist Registration with the Irish Medical Council. However, you are required to take IELTS Academic or Occupational English Test (OET) Medicine. You have to get a minimum Band score of 7.0 overall and 6.5 for each component in IELTS Academic or a minimum grade B for each component in OET Medicine.

General Registration allows you to practise Medicine unsupervised in Ireland, while Trainee Specialist Registration allows you to apply for specialty training programmes in Ireland. Note that applications for specialty training programmes in Ireland are very competitive and places are allocated first to applicants who are citizens of Ireland or EU countries.

EXIT QUALIFICATIONS

In the case where you drop out or choose to quit before you have completed the MBBS course, you may be eligible to be awarded an alternative qualification. The qualification you are awarded depends on the number of years you have successfully passed in the course.

If you have successfully passed 1st year, you will be awarded a Certificate of Higher Education in Medical Studies. If you successfully passed 2nd year, you will be awarded a Diploma of Higher Education in Medical Studies. If you successfully passed 3rd year, you will be awarded a Bachelor of Medical Studies. If you successfully passed 4th year, you will be awarded a Bachelor of Medical Studies with Honours.

OTHER INFORMATION

The teaching at NUMed is excellent. Most of the lecturers are able to explain everything very well. They also try to make the teaching more interesting. The lecture slides and other learning resources provided are really helpful for revision.

NUMed provides good student support services that we can refer to if we encounter any problems. In 1st, 2nd and 3rd year, NUMed provides transport at no additional charge for travel to and from the hospitals and community clinics. Whenever we are posted to the hospital in Batu Pahat or Kluang, accommodation is provided with no additional charge.

There are good facilities at NUMed. NUMed has lecture theatres, seminar rooms, clinical skills lab, wet teaching lab, anatomy lab, IT lab, library, cafeteria and recreational room. Free WiFi is available throughout the campus. The food served at the cafeteria is satisfactorily good and is reasonably priced.

For teaching sessions at the clinical skills lab, hospitals and community clinics, the dress code is full formal wear with lab coat. All students are provided with a lab coat at the start of the course. However, for other teaching sessions at NUMed, there is no particular dress code and we can wear casually.

The MBBS course is challenging and can be quite stressful. There are multiple assessments that we need to pass. We need to really put in our efforts to pass the assessments. However, there is a great student community at NUMed. Students know each other well and there is good relationship between students. Students often have interesting activities together, which helps in reducing stress.

It is very important that you have a computer throughout the course. In particular, you need a computer to access the online learning resources and to complete assignments. Most correspondence with the university is also done through e-mail. All students are provided with an active Office 365 subscription for the duration of the course.

If you want to drive your car to NUMed when studying the course, you will need to apply for a car park permit which costs RM150 per year. When applying, you need to submit a copy of the car insurance cover note and your driving license.

For more information about the MBBS course, go to the official NUMed website https://www.ncl.ac.uk/numed/ . If you have any questions, you should contact NUMed. The contact details are available on the NUMed website.

Monday, 3 April 2017

My learning of English language

English is one of the most commonly used international languages in the world. Therefore, it is important to learn English. In Malaysia, English is the second language for many people. Many Malaysians have either Malay, Chinese or Tamil as their first language. However, it is a bit different for my case.

At home, I speak English to almost every one in my family, whether it is my parents, my grandfather, my uncle and aunt or my cousins, except for my grandmother. Many of my family members were English educated. I only speak Mandarin Chinese to my grandmother, because she does not know English. Since when I was still a child, my family had taught me English. Due to the fact that I spoke English with my family a lot, I was quite fluent in English at a young age.

In 2002, I started primary school. My family decided to send me to a Chinese school. My batch was the last batch of students before the Ministry of Education implemented the policy of teaching Mathematics and Science subjects in English. Throughout the 6 years of primary school, I learnt all subjects in Chinese. In the beginning, I actually preferred to be taught in English because I was not so good in Chinese.

For my batch, English was not officially taught in Chinese schools until Year 3. However, my school decided to still provide some English classes for Year 1 and 2. In Year 1, I had just one English class every week. At that time, my English was better compared to many of my classmates. However, for some reason I could not score very well for English in the examinations. My examination results for English was often worse compared to the other subjects, although I still always scored grade A.

In Year 2, I started having several English classes in school every week. My English examination results improved at that time. I was able to score full marks for English in 3 out of 4 of the school examinations. I can still remember that I did not score full marks in one of the examinations because I got confused between 'dress' and 'skirt'. In Year 3, English became an official subject at my school. I continued to score very well for English in examinations, although I was not able to maintain my record of getting full marks.

During primary school, I mostly spoke in Mandarin Chinese to my classmates and teachers. Many of them were not very good at speaking English. When I sometimes spoke a few sentences in English, this was often frowned upon by some of them. I hardly read English books or watched English movies, because I preferred Chinese books and movies, partly due to the influence of my classmates. My family had advised me to read English books and watch English movies because that could help improve my English skills, but I refused to listen to them.

From Year 4 to Year 6, all subjects in the school examinations including English were set according to the UPSR examination format. At that time, I continued scoring excellent results for English in examinations. I was one of the top students for the English subject in my class. My target was to get straight A's in the UPSR, and I considered English along with Mathematics to be the easiest subjects which I was 100% sure of getting grade A.

However, there was a slight problem. For Section C of Paper 2 of the English subject, we had to write 3 paragraphs, each consisting of a few sentences, based on the pictures and keywords given. My teacher had always advised us to write compound and complex sentences instead of simple sentences in that section. However, I never listened to my teacher's advice and I kept writing simple sentences most of the time.

There were a few occasions where my teacher did not give me full marks for Section C even though I did not make any grammatical errors, because I wrote only simple sentences. That was an indication that I needed to improve on my English skills. However, it did not have any impact on my ability to score grade A, so I did not do anything about that. Eventually, I scored grade A for English in the UPSR examination.

In 2008, I entered secondary school. Throughout secondary school, I learnt Mathematics and Science subjects in English and other subjects in Malay. However, many of my teachers explained Mathematics and Science in Malay. I mostly spoke either in Malay or Chinese to my friends and teachers in secondary school, because many of them were not good at speaking English. Sometimes, my friends attempted to speak to me in English, but I found it difficult to speak to them because they were poor in English, so I would often switch the conversation back to Malay or Chinese.

From Form 1 to Form 3, the school examinations for all subjects were set according to the PMR examination format. For English, there were essay writing, summary and literature sections which I had not encountered during primary school previously. At that time, English became one of the subjects that I consider as difficult, along with Chinese and Malay. This was in contrast to during primary school where I considered English as the easiest subject.

I found language subjects including English difficult because unlike subjects such as Mathematics, Science, History or Geography, it is not possible to actually study for the examination, except for the literature section. I aimed to get straight A's in the PMR examination, and I was a bit worried about not being able to score A for English. I was still able to get A for English in every school examination, although my score was not very good sometimes. Eventually, I obtained grade A for English in the PMR examination.

During secondary school, there was not much improvement in my English skills, because I hardly spoke English in school and I still did not like to read English books or watch English movies. I started having internet access in 2009, but I hardly read news or articles online. My family had several times pointed out that my English vocabulary was poor and that I often made grammatical errors when speaking English. I too realised my weakness in English, but I did not feel the need to improve on it. Once, my father bought me a few English novels. I completed one of the novels, but I did not bother reading the rest.

At the beginning of Form 4 in 2011, I felt that the English subject in SPM examination had a low standard because its format seemed so easy, especially for Paper 2. In Paper 2, Section A just consisted of some multiple-choice questions, Section B and C were just about copying the answers from the materials given, while Section D was the literature section which I could study for it. As for Paper 1, we had to write essays which was not something new. In fact, I felt that SPM English seemed to be even easier compared to PMR.

However, I later realised that English wasn't as easy as it seemed to be. The time allocated for Paper 1 was just 1 hour 45 minutes. Having to write 2 long essays within 1 hour 45 minutes was very challenging and I often had to rush a lot during the examinations to finish it on time. Therefore, I started considering English Paper 1 to be quite difficult, but I still felt that Paper 2 was easy. During Form 4, I was still able to score excellent results for English in school examinations. In 3 out of 4 of the examinations, I obtained grade A+.

In Form 5, the English subject became even more difficult. Unlike Form 4, we had to study a novel for the literature section instead of just short stories. The novel was very long and there were a lot of things that I need to study about it, so I found it quite tedious. Somewhere during Form 5, my school changed the English teacher for my class. My previous teacher was not good at teaching, but she was very nice. I preferred to continue to be taught by her, but my school insisted on the change. In the beginning, my new teacher seemed to teach quite well.

The new teacher told us that for Section B and C in Paper 2, our answers had to be very precise and we were not allowed to write more than what was required by the question. This was something I did not know previously because my previous teacher did not tell us about it. I always had the habit of writing very long answers, so this was a new challenge for me. Worst of all, as time went on, it became clear that the new teacher was actually even worse at teaching than the previous teacher. She taught us absolutely nothing about the novel and as a result I had no idea how to answer the literature section.

I started considering English to be one of the most difficult subject in SPM. This was in sharp contrast to what I felt about English when I first started Form 4. My family advised me to attend tuition classes for English, but I refused because that would cause me to have less time to do revision for other subjects. I was aiming for straight A+ in the SPM examination so I was very stressed with my studies during Form 5. In the 1st school examination, I obtained A+ for English but my score was not very good. In the 2nd examination, the essay I wrote went out of topic because I rushed too much in Paper 1, and English ended up being the only subject I did not get A+.

Later, I heard of a rumour from my friend that for the one-word topic in the Continuous Writing section of Paper 1, we were allowed to make that word as a person's name and then write a story about the person. Therefore, it would be possible for us to prepare a well-written story about a person before hand, memorise it and then use it in any examination. I asked my teacher about that and she confirmed that it was true. I was very happy and decided to go ahead with that because it would instantly solve the problem of not having enough time for Paper 1 and also guarantee that I would score well in Paper 1.

I spent some time to come up with a good story about a person and I used it for the first time during the SPM Trial examination in August 2012. However, it turned out that the story I wrote had some grammatical errors so I did not get a good score for that. Besides, I scored poorly in the literature section because I did not add in my personal response. I did not know that a personal response was required since my teacher never taught about that. I also lost a few marks in Section B of Paper 2 for writing too long answers. I ended up getting only 88 marks for English, but I managed to convince my teacher to give me 2 bonus marks so that I could get grade A+.

After that, I showed my grandfather the story. He corrected the grammatical errors in it and also modified some parts of the story to make it more realistic. However, shortly before my SPM examination, my teacher told us the latest update that we were no longer allowed to use the one-word topic as a person's name, which put to an end the practice of memorising a story before hand. As a result, I could no longer use the story I prepared for the SPM and once again I had to actually write the essay during the examination. I was quite disappointed and worried about that.

During the SPM English examination in November 2012, I wrote the first half of the Continuous Writing very well. However, I again ran into the problem of not having enough time. I had to rush the second half so I could not write it very well. I also had problems with the literature section. I knew that I had to add in my personal response, but I was not sure how I should write it. I was still quite confident of getting A+ for English in SPM, although I was not 100% sure. Instead, I was more worried of other subjects such as Biology, ICT and Malay.

When my SPM results was released, it turned out that my results was 9A+ 1A and the only subject I did not score A+ was English. I was really surprised by that and I just couldn't understand why this happened. However, I was very happy that I obtained 9A+ in SPM. Along with my SPM results, I also received GCE O Level grade 2A for English which was awarded by Cambridge International Examinations (CIE). I requested a recheck for SPM English subject. Later, the results for the recheck was released and there was no change in my grade.

In January 2013, I started studying A Level at Taylor's College Subang Jaya. All A Level subjects were taught fully in English. My teachers also explained everything and spoke to us fully in English, unlike during secondary school. English was widely spoken in Taylor's College. All my friends could speak English well, due to the fact that they were mostly from Subang Jaya. In the beginning, I only spoke in English with my friends. Later, as I became closer to them, we started speaking a mixture of English and Chinese. I definitely spoke English much more compared to during secondary school.

I also started reading English news and articles on the internet quite often. My first few months of A Level were quite relaxing and I had a lot of free time, so I wrote several posts on this blog, all in English. I was used to having to write long essays with correct grammar during Form 4 and 5. Because of that influence, the blog posts I wrote at that time were much longer compared to my previous posts on this blog and I also made sure that my grammar was correct when writing the posts, which sometimes required me to search on Google. 

Due to the fact that I spoke and had exposure to a lot of English during A Level and that I wrote a lot on this blog, my English skills improved significantly during 2013 compared to previously. In November 2013, I took the Bio Medical Admissions Test (BMAT) as part of my application to UK universities. There was a writing task in Section 3 of the BMAT and I was able to write the essay reasonably well. My results for Section 3 was 4/5 for content and grade B for language. My results was sufficiently good to meet the requirements of the universities that I applied to.

In December 2013, I took the International English Language Testing System (IELTS). The IELTS had 4 components, Speaking, Listening, Reading and Writing. I felt that Reading and Listening were very easy, while Speaking and Writing were quite difficult. Eventually, I obtained a band score of 6.5 for Speaking, 8.5 for Listening, 9.0 for Reading and 7.0 for Writing, while my overall band score was 8.0. This was a great improvement over my results for SPM English one year ago. Although my overall IELTS results was very good, getting 6.5 in Speaking put me at a disadvantage because some universities require a band score of 7.0 in every single component.

When I applied to Newcastle University Medicine Malaysia, I had to write a personal statement. I had previously written a personal statement for my UCAS application and I thought of just reusing it. I asked one of my friend who had a lot of experience in writing personal statements for advice. However, she said that my previous personal statement was written very poorly so I should rewrite it completely, and she gave me some tips for that. Later, I put in my effort to rewrite a new personal statement. My friend said that it was a great improvement over the previous one, but there were still some weaknesses. Under her guidance, I modified the personal statement and it was satisfactorily good for the university application.

From March to August 2014, I attended several interviews for my application to medical schools which include University of Hong Kong, Perdana University, International Medical University, Newcastle University Medicine Malaysia and SEGi University. The interviews were all held fully in English. It was important for me to be able to speak good English during the interviews. I made preparation for each interview by searching on the internet for tips and practising with my friends. My experience in those interviews helped improve my English skills.

In September 2014, I started studying Medicine at Newcastle University Medicine (NUMed) Malaysia. On the first day, there was an English language proficiency test. The lecturer explained that the purpose of the test was to assess our ability to write in academic writing style which is different from IELTS style and that students who fail the test had to attend English classes throughout the 1st semester. During the test, I had to write an essay and I felt that I did not write it well so I thought I would fail it. Out of my expectation, I passed the test successfully and only 18 out of 120 students in my batch passed it.

Since NUMed is a UK university, English is definitely widely spoken in NUMed. The Medicine course at NUMed is taught entirely in English, so is all the assessments. The lecturers also speak to us fully in English. All students in NUMed can speak English well, since they were assessed on their English skills before they were accepted into the course. I speak to most of my friends in English. I seldom speak in Chinese or Malay because I find it awkward to change to another language after getting used to speaking to them in English.

There are several assignments that I had to do in Medicine course as part of the assessment. Quality of English language is one of the skills assessed in every assignment. In the beginning, I was quite poor at assignments because I had no experience in doing them since I never had any assignments in A Level previously. However, I was still able to get a good score for quality of English which partly helped me in passing the assignment. Later, as I gain more experience, I improved greatly in the assignments.

Friday, 26 August 2016

My 2015 summer break

In 2015, I had 4 months of summer break between 27 May 2015 which was the last day of my 1st year of MBBS course at NUMed and 29 September 2015 which was the start of my 2nd year of MBBS. Several interesting events happened during that 4 months. Here, I am going to write about those events.


27 May 2015 (Wednesday):
- Had lunch with my house mates
- Sat for Paper 2 of Progress 3 examination
- Had dinner at Nandos in AEON Bukit Indah

30 May 2015 (Saturday):
- Went back to Subang Jaya

1 June 2015 (Sunday):
- Had dinner at Burger Factory in SS15 with my parents and grandparents

3 June 2015 (Wednesday):
- My Clash of Clans Town Hall upgraded to level 9

4 June 2015 (Thursday):
- Passed 1st year of MBBS course at NUMed Malaysia

6 June 2015 (Saturday):
- Went back to Kulim

7 June 2015 (Sunday):
- Collected my SPM 2013 certificate at Kedah State Education Department in Alor Star
- My cousins came to Kulim

8 June 2015 (Monday):
- Had a food trip to Penang with my family
- Visited Snake Temple in Penang
- Watched Fast and Furious 7 at home with my cousins

9 June 2015 (Tuesday):
- Watched The Avengers: Age of Ultron at home with my cousins

28 June 2015 (Sunday):
- Returned to Subang Jaya

29 June 2015 (Monday):
- Had dinner at Thai Thai Restaurant in Sunway Pyramid with my friends

4 July 2015 (Saturday):
- Watched Terminator Genisys at GSC Cinema in IOI Mall with my friends
- Had dinner at Sakae Sushi with my friends

5 July 2015 (Sunday):
- Had dinner at Souled Out in Sri Hartamas with my parents

8 July 2015 (Wednesday):
- Spent time at Taylor’s College

9 July 2015 (Thursday):
- Attended my relative’s wedding

11 July 2015 (Saturday):
- Had a weird dream which seemed to remind me about the importance of my family

12 July 2015 (Sunday):
- Had lunch at Yut Kee Kopitiam with my parents
- My all Dragons strategy in Clash of Clans no longer effective
- Had dinner at Fatty Crab Restaurant with my parents

16 July 2015 (Thursday):
- Had lunch at Sri Ganapathy Mess with my friends
- Had desserts at Weng Kee with my friends

17 July 2015 (Friday):
- Had dinner at KLCC with my family

18 July 2015 (Saturday):
- Had lunch at KLCC with my family
- Watched Ant-Man at GSC Cinema in IOI Mall with my friends
- Learnt new strategies in Clash of Clans: GoWiPe and GoWiWi

19 July 2015 (Sunday):
- Completed Escape Room challenge at Berjaya Times Square with my cousins
- Had lunch at Pavilion Mall with my family
- Had dinner in Sri Petaling with my family

24 July 2015 (Friday):
- Tested Windows 10 in virtual machine

25 July 2015 (Saturday):
- Upgraded my Acer laptop to Windows 10

26 July 2015 (Sunday):
- Went to Ipoh with my parents
- Had dinner at The Ship with my parents

30 July 2015 (Thursday):
- Spent time at Taylor’s College
- Met one of my friend at college

31 July 2015 (Friday):
- Obtained my Competent Driving License

6 August 2015 (Thursday):
- Spent time at Taylor’s College

9 August 2015 (Sunday):
- Went to Penang with my parents
- Went back to Kulim

12 August 2015 (Wednesday):
- My uncle came to Kulim

13 August 2015 (Thursday):
- Went to Sungai Petani with my grandparents and uncle

15 August 2015 (Saturday):
- My parents came to Kulim
- Attended my grandfather’s birthday dinner in Penang

23 August 2015 (Sunday):
- Returned to Subang Jaya

29 August 2015 (Saturday):
- Had lunch at Shukaku Shabu-Shabu with my friends
- Had desserts at Fruity Bakery with my friends
- Attended the 1st birthday celebration of my mother’s friend’s granddaughter

4 September 2015 (Friday):
- Had dinner at Tony Roma’s in Citta Mall with my parents

10 September 2015 (Thursday):
- Watched Apple Hey Siri event online

11 September 2015 (Friday):
- Joined my friend’s birthday celebration at Fa-Ying by Rama V in Paradigm Mall

13 September 2015 (Sunday):
- Bought 16GB SD card for my HTC One E8 phone
- Had dinner at Fatty Crab Restaurant with my parents

17 September 2015 (Thursday):
- Upgraded my iPad Air to iOS 9

19 September 2015 (Saturday):
- Had dinner at Souled Out in Sri Hartamas with my parents

20 September 2015 (Sunday):
- Had lunch at Face to Face Noodle House in SS15 with my friends
- Played board games at Meeples with my friends

24 September 2015 (Thursday):
- Attended my father’s friend’s Hari Raya Haji open house

25 September 2015 (Friday):
- Had dinner at Bubba Gump in Sunway Pyramid with my parents

26 September 2015 (Saturday):
- Moved into Horizon Residences

27 September 2015 (Sunday):
- Had dinner with my house mates

29 September 2015 (Tuesday):
- Began 2nd year of MBBS course at NUMed Malaysia


If you find this interesting, you may want to read this too:
https://www.daniellimjj.com/2016/09/the-3-eventful-months-after-my-2nd-year.html

Wednesday, 27 July 2016

How I Feel About Assignments?

Assignment is a common form of assessment used in academics, just like examinations. In some cases, both assignment and examination are used together, while in other cases, only either one of examination or assignment is used. If you have the choice, do you prefer to be assessed through assignments or examinations? Personally, I prefer assignments, but my thoughts about assignments changed from time to time in the past.

When I was in primary school, I never had any assignments. Examinations were the only form of assessment. Then, in lower secondary school, there were assignments for the History and Geography subjects. In Form 1, since that was my first time doing assignments, it was very daunting for me. I did not have any idea how to do the History assignment, so I had to ask my mother to do most of it for me. The Geography assignment was a bit easier because my teacher gave us samples of it, but I still had to do it under my mother's guidance. At that time, I hated assignments a lot. In Form 2, since I had the experience of doing the assignments in the previous year, I did not find them so difficult and I was able to do them without help from my mother. I also worked with my friends on some parts of the assignments. I no longer hated assignments, although I still did not enjoy doing them. In Form 3, I no longer felt that the assignments were difficult, due to the experience I had from the past 2 years. In fact, I began to enjoy doing the assignments. The reason was because at that time, my grandparents limited my usage of the Internet because they were concerned about my studies, but I could use the assignments as an excuse to go onto the Internet, since the assignments were done using computer.

In upper secondary school, there was no more assignment for History. Instead, there were assignments for ICT, Additional Mathematics and Moral Education. The ICT assignment was quite easy and I enjoyed doing it. However, it turned out that my teacher himself offered to do some parts of the assignment for every student. I preferred my own work, but unfortunately my teacher did not like my work and he insisted that I use the one provided by him. The Additional Mathematics assignment was also quite easy and I enjoyed doing it too. I eventually scored 8/10 in that assignment. The Moral Education assignment was not difficult, but I did not enjoy doing it because it involved writing essays which I disliked. Worst of all, unlike other assignments, the Moral Education assignment must be handwritten and cannot be done using computer.

After finishing my SPM examination, my parents took me to attend the Taylor's College open day in December 2012. There, the counsellor introduced Cambridge A Level and South Australian Matriculation (SAM) which were the pre-university programmes offered at Taylor's College. He explained to us that A Level is fully accessed by examinations while SAM is assessed by 30% examinations and 70% assignments. Thinking back at secondary school, even though I did enjoy doing some of the assignments, I was more accustomed to examinations compared to assignments as most of the subjects in secondary school were fully assessed by examination. So, I decided that A Level which is fully examination based is more suitable for me.

In January 2013, I started studying A Level at Taylor's College. There was no assignment at all for the A Level subjects. However, I had to study the MPW Moral Education and Malaysian Studies subjects which were made compulsory by the Ministry of Education. Both assignments and examinations were used in the assessment of the MPW subjects. Therefore, I still had assignments to do. The Moral Education assignment was a group assignment. At that time, I was quite antisocial in college and I was not close to any one in my assignment group. As a result, I refused to participate in that assignment and I thought I could pass by just scoring well in the examination. It turned out that I failed the MPW Moral Education because I had no mark for the assignment. After discussing with the lecturer, he gave me an alternative 20 page assignment with the title 'The Dumping of Babies in Malaysia'. I definitely did not enjoy that assignment, but I was able to do it reasonably well, so I managed to pass the Moral Education in the end. As for the MPW Malaysian Studies, there was also a group assignment. Unlike the Moral Education, the lecturer allowed us to choose our group members. I chose to be in the same group with my few close friends and I participated in the assignment. In this assignment, we had to do a drama about pickpockets and I acted as the victim. It was quite easy and interesting.

In September 2014, I started studying MBBS at NUMed. For Stage 1 and 2 of MBBS, there are 3 forms of assessment which are Single Best Answer (SBA) examinations, OSCE and assignments. In order pass a year, students need to pass all 3 forms of assessments; a good performance in one cannot compensate for a poor performance in another. In the beginning, I thought that examinations would be much easier than assignments because examinations consist of just multiple choice questions, while assignments require writing long essays. In addition, I previously studied A Level which is fully examination based. I also knew that university assignments would be very different from and much more difficult than assignments in secondary school. Therefore, I wished that there would be only examinations but not assignments.

There were 3 assignments in Stage 1 of MBBS. The 1st assignment was distributed just 2 weeks after the start of the course. In this assignment, I had to write a newspaper report about folic acid supplementation and spina bifida, and a reflection about my first 4 weeks at NUMed. I found this assignment very difficult, as I had never written a newspaper report or a reflection before. Worst of all, its submission deadline was just 3 days after the Progress 1 examination. I had to do half of the assignment during my revision period before the examination, and I left the other half for the 3 days after the exam. I was able to finish and submit the assignment on time, but I had no idea whether or not I did the assignment correctly. I eventually got a borderline pass for this assignment.

The 2nd assignment was critical appraisal and literature review. This assignment was even more difficult than the 1st so I decided to get a sample of the assignment from one of my seniors and use it as a guide. With the guide, I had the idea how it should be done. However, this assignment was extremely tedious, because I had to read several long journal articles in detail, and that made me feel very stressed. Worst of all, for my batch, a new instruction was introduced for the first time, where the journal articles should be reviewed in an integrated manner rather than 'one after another'. Reviewing them 'one after another' is definitely easier and that was also what my senior did because it was allowed during his batch. Amid the stress, I took the risk and did the review 'one after another', ignoring the instruction. I also did not make any citations which was required because I found it troublesome to do so. In the end, I once again got a borderline pass for the 2nd assignment, but my score improved slightly compared to the 1st assignment. I was not deducted any marks for reviewing the articles 'one after another', but I lost several marks for not making citations. The difficulty of the 1st and 2nd assignments made me hate assignments even more.

Then, the 3rd assignment was the Family Study. I was required to write a detailed report after visiting a pregnant mother 4 times with my study partner. This assignment was the longest and it contributed the most marks compared to the others, so it was given particular attention by the lecturers. However, unlike the 1st and 2nd assignments, I felt this assignment was easier and more interesting. I was able to complete it without much stress and difficulties, and I didn't even get a sample from my seniors. I also learnt how to use EndNote at that time which made citations much easier. I was very confident that I would pass it. At last, I scored 85% for the 3rd assignment. It was an excellent score and a very huge improvement compared to my 2nd assignment, and I was very proud of it. Because of that, I no longer hated assignments.

After completing the 3rd assignment, I was relieved that there would be no more assignments in Stage 1. Since I found the assignments most difficult, I thought that the remaining of Stage 1 should be easy. However, I soon realised that I was too naive to think that way. It turned out that my revision for the Progress 3 examination was very stressful as there were a lot to revise and I started the revision too late. At that time, I no longer felt that examinations are easier than assignments.

In Stage 2 of MBBS, there were only 2 assignments, unlike Stage 1. The 1st assignment was the Patient Study. In this assignment, I had to visit a patient with a chronic illness 4 times with my study partners and then produce a report about the patient. It was quite similar to the Family Study in Stage 1. Before I started doing this assignment, I had expected that it would not be too difficult since I did not find the Family Study difficult previously. This assignment turned out to be a little more difficult than the Family Study because it required more knowledge. Still, I did not feel stressed doing it. In fact, I completed and submitted it one week before the deadline. I eventually scored 75% in this assignment. Even though not as good as the Family Study, it is still a very good score.

The 2nd assignment was the Student Selected Component (SSC). This assignment had 2 parts, literature review and oral presentation. For the 1st part, I had to choose a topic that I was interested in and do a literature review about the topic. It was similar to the 2nd assignment in Stage 1. I chose the topic "Is mirror therapy an effective treatment option for phantom limb?". I first heard about phantom limb during one of the lectures in NUMed and I was interested to explore further about it. Before I started doing this assignment, I expected it would be quite difficult since the 2nd assignment in Stage 1 was very difficult. However, it turned out that this assignment was not that difficult after all. Even though I had to read several journal articles, I did not feel too stressed this time, probably because I had gained experience from Stage 1 and the topic which I selected myself was more interesting. For the 2nd part, I had to present to an audience about a topic of my choice. I chose the topic "Treatment of phantom limb". I considered this to be the easiest among all assessments in the MBBS course. Back in Stage 1, when I first knew about the existence of this oral presentation, I thought that it would be quite difficult for me, but my thoughts on that had since changed. I felt that I performed quite well during the oral presentation. I scored 75% for the SSC in the end, which is the same score as the Patient Study.

After completing the 2nd assignment, I started revising for the Progress 2 examination. Just like what I had expected earlier, the revision was extremely stressful because there were a lot to revise and the topics were quite difficult. Since then, I feel that examinations are actually much more difficult than assignments. Writing essays for the assignments may not be easy, but it is definitely not as difficult as having to understand and remember a lot of information when revising for the examinations. This is definitely in contrast to what I thought in the beginning of Stage 1.

In Stage 3 of MBBS, there was no assignment. Instead, Stage 3 was assessed by SBA examinations, OSCE and MOSLER's. I faced great difficulties with the MOSLER's, and I nearly failed Stage 3 because of that. I really wished that there would be assignments rather than the MOSLER's. In the 1st semester of Stage 4, there was no assignment as well. The only assessment in this semester was SBA examinations.

The 2nd semester of Stage 4 of MBBS consisted of three Student Selected Components (SSC) and the first two SSC were assessed by assignments. For SSC1, there was an oral presentation of an interesting topic. It was similar to the SSC oral presentation in Stage 2. During SSC1, I carried out a research project about the perception of medical students on the SBA examinations in NUMed. I then presented to the audience the findings of my research project during the oral presentation. I did not find the oral presentation difficult, but there were several areas which I felt I did not perform very well. This made me feel a bit worried about my results.

For SSC2, there was an abstract and poster presentation of an audit or research project. During SSC2, I carried out an audit on clinical monitoring and care of Type 2 Diabetes Mellitus patients at Klinik Kesihatan Mahmoodiah. After that, I produced an abstract and a poster summarising my audit. I tried to do my best in order to compensate for what I did not perform well in the SSC1 oral presentation. I found this assignment quite easy and I was rather relaxed, just as I had expected. In fact, I felt that this assignment was much easier than the assignments in Stage 1 and 2, since the abstract and poster were only one page each. Eventually, I scored 70% for the SSC1 oral presentation and 85% for the SSC2 abstract and poster. I was very happy of my SSC2 results, while I was still satisfied with my SSC1 results.

My next assignment will be the Elective assignment in Stage 5 of MBBS.

Thursday, 9 June 2016

My Lost Glory in Academics

In the past before I entered university, I used to get excellent results in examinations. I obtained 9A+ 1A in SPM and 4A* in A Level. I also achieved straight A's in every single school and college examinations from October 2009 until August 2014, a 5 year record. In September 2014, I started studying MBBS at NUMed Malaysia. At that time, I was hoping that I could continue my academic excellence in university.

On 22 September 2014 which was my first day at NUMed, there was an English language proficiency test. During the test, we had to write an essay on "The advantages and disadvantages of shopping on the Internet". I felt that I did not write the essay well and therefore I thought I would not pass the test. When the results of the English language proficiency test was released, I was so surprised to find out that I passed it. Only 18 out 120 students in my cohort passed the test and any student who failed had to attend English language classes throughout the first semester. This was obviously a good start for me in the MBBS course.

For Stage 1 and 2 of the MBBS course, there are 3 forms of assessment which are Progress examinations, OSCE and in-course assignments. In order pass a Stage, we need to pass all forms of assessments. A good performance in one form of assessment cannot compensate for a poor performance in another. I was aiming for a score of 80% or above in every assessment because it felt like getting grade A, even though in NUMed there is actually no special grade for that.

It all went well at first. Many of the topics in the beginning of Stage 1 were quite similar to those I learnt in A Level. Thanks to my previous knowledge, I was able to understand those topics quite easily. On 3 November 2014, it was the Stage 1 Progress 1 examination which was the first assessment in the course. I felt that this examination was more difficult compared to A Level as many of the questions required a lot of thinking. There were also a few questions on anatomy which I found very difficult. Despite that, I successfully scored 84.5% in the examination and I was ranked the 9th in the whole cohort. It was really an excellent result and I was very happy about that. It also greatly boosted my confidence in studying MBBS. Many students began to know me as an excellent student. I definitely hoped to maintain the same results in the next examination.

However, things started going downhill from that point onwards. Immediately after the Progress 1 examination, I had to do the Assignment 1 and the submission deadline was just 3 days later. Due to the fact that I previously studied A Level which was fully examination based, I had no experience in doing assignments. As a result, I faced great difficulty in doing the assignment and I felt really stressed. Although I was able to complete the assignment in time, I had no idea whether or not I did it correctly. I was just hoping that I could pass the Assignment 1. After submitting the assignment, I decided to fully relax myself for a few weeks. During the few weeks, we started learning more topics on anatomy and there were several anatomy practical sessions. We were required to do some preparation before attending those sessions, but I never did so because I did not see a need for that. As a result, during the anatomy practical sessions I was often quite confused and could not contribute my ideas to the discussions. In fact, most of the time I could not understand anything. This also affected my personal image as an excellent student.

In early December 2014, the results of the Assignment 1 was released and my score was a borderline pass. This was the first time where I did not score well in an assessment. I was still quite satisfied with my results, considering that I didn't even know how to do the assignment correctly. I told myself that my strong point was the Progress examinations and I should just focus on getting excellent results for that. Around that time, I started my revision for the Stage 1 Progress 2 examination. While revising, I did not put in any effort to improve my knowledge on anatomy which I had identified as my weak point, because I had the impression that anatomy was not important since only a few questions on it appeared in the previous examination. Instead, I simply skipped a few of the more difficult anatomy topics. Later, there was 4 weeks of winter break. During the break, I did not do my revision wholeheartedly because I was in holiday mood.

Unlike the Progress 1, the Progress 2 examination had 2 papers. On 12 January 2015, I sat for Paper 1 and I felt that it was about as difficult as the Progress 1 examination. Once again, there were a few anatomy questions and I could not answer most of them. After Paper 1 ended, I went back to the university accommodation together with a few friends. During the journey, I discussed with them about the examination questions. They said that they did not find the anatomy questions difficult. Besides, there were a few questions which I was already very confident that I answered correctly, but my friends had different answers and they were also very sure that they were correct. That affected my confidence in Paper 1, and I felt I did not answer it as well as I did in the Progress 1. I was hoping that I could do better in Paper 2 to compensate for that. The really annoying thing was that one of my housemate kept saying that the anatomy questions were easy and that his "love on anatomy is beginning to grow".

However, it turned out that Paper 2 on the next day was much more difficult than Paper 1. Paper 2 had many questions on anatomy, most of which I could not answer. After answering Paper 2, I knew I could no longer score 80% or above in the Progress 2 examination. Worst of all, when my housemate (who said the anatomy questions were easy) knew about that, he mocked me by saying "How are you going to be a doctor when you don't know anatomy?" I was quite angry with him over that. Coincidentally, on that day I accidentally dropped my iPad on the floor which permanently damaged its SIM card reader, so 13 January 2015 was really an unlucky day for me. Eventually, I scored 72.9% in the Progress 2 examination. I was quite disappointed that my score had dropped a lot compared to the Progress 1 examination. This was also the first time where I did not get excellent results in Progress examinations which I always thought was my strong point.

I had to start doing the Assignment 2 immediately after the examination because 2 weeks later it would be the deadline for the submissionJust like the previous assignment, I found the Assignment 2 very difficult. In fact, this assignment was really tedious which caused me to be extremely stressed. I felt that even the Progress 2 examination was definitely easier than the assignment. Luckily, I was able to get a sample of the assignment from one of my seniors. With that as a guide, I could at least know how to complete the assignment. Once again, I scored a borderline pass for this assignment, but there was a slight improvement in my score compared to the previous assignment. Soon after completing the Assignment 2, I had to begin on the Assignment 3. Out of my expectation, this assignment was easier compared to the previous assignments. At that point, I also had quite some experience in doing assignments. Therefore, I was able to complete the Assignment 3 without much difficulty. This was the last assignment in Stage 1. After completing all the assignments, I decided to relax for one whole month.

In mid April 2015, I started revising for the Stage 1 Progress 3 examination. Initially, I aimed to regain a score of 80% or above in this examination. However, I soon realised that I had started my revision too late. There were a lot to revise for the examination since it would test on everything learnt in both semesters of Stage 1, and time was limited. The 2nd semester had quite many topics on anatomy but I did not have time to try to improve my anatomy knowledge. I felt very stressed and as a result, I had to give up on my target of getting 80%. The Progress 3 examination was on 26 and 27 May 2015. Paper 1 had many anatomy questions and I could not answer many of them. Paper 2 also had many questions on anatomy, but I was able to answer some of them. On 4 June 2015, the final results for Stage 1 was released. I scored 68.3% for the Progress 3 examination and 85.5% for the Assignment 3. I passed Stage 1 overall. Although I was a bit disappointed about my Progress 3 results, I was really happy with my excellent score in the Assignment 3, especially that it was a huge improvement compared to the Assignment 2. Since I had passed Stage 1, I decided not to think about my results anymore. Instead, I enjoyed myself throughout the summer break at that time.

On 29 September 2015, I began Stage 2 of MBBS. At that time, I felt that the 4 month summer break seemed to pass so quickly. I was still in holiday mood and I could not immediately get myself back to study. One day in October 2015, I looked back at Stage 1. I realised that in the beginning of Stage 1, I was an excellent student just like before I entered NUMed, but later on, my examination results had declined by a lot and thus I had lost my excellence in academics. The Stage 1 Progress 1 examination was the last time ever where I obtained excellent results. Although I scored very well in the Stage 1 Assignment 3, this wasn't the case for the Progress examinations which was supposed to be my strong point. Thinking about that made me feel sad. Then, I told myself that I must make a comeback by regaining my academic excellence. I set myself the target of scoring 80% or above in my next examination which would be the Stage 2 Progress 1 examination. That got me out of my holiday mood and back to study. I started my revision quite early, in late October 2015 which was more than 2 months before the Progress 1 examination.

It turned out that achieving the target was easier said than done, as vast majority of the topics in the 1st semester of Stage 2 were about anatomy which was my weak point. To address my weak point, I tried putting in my efforts to revise anatomy in more detail. I also made sure to do preparation before attending every anatomy practical session, not wanting to repeat the same mistake I made in Stage 1. However, the problem was that I found anatomy very boring. Anatomy largely had to be studied by memorising rather than understanding, but I really hated memorising things. I could not study anatomy for long hours, because I would get so bored that I had to stop and do something else. I kept trying to remind myself of my target in the examination, but this did not help. As a result, I was not consistent in my studies. Despite the early start in my revision, I was not well prepared for the Progress 1 examination, but I was still hoping that somehow I would be able to score 80%.

The Stage 2 Progress 1 examination was on 11 and 12 January 2016. To make matters worse, this examination was very difficult as it tested on a lot of fine details, much of which I did not cover during my revision. As such, I definitely could not answer well in this examination. On 18 January 2016, the results of the examination was released and my score was 71.9%. I did not reach my target of 80% and this meant I failed to regain my academic excellence. I felt quite sad and disappointed about my failed efforts. However, later on the same day, I heard of the news that the JPA scholarship had been suspended for Bursary students who would be entering university from January 2016 onwards. Although it did not affect me and other students who were already offered the scholarship, I felt sad for those students affected. Then, thinking of my own situation, I tried to make myself feel better by telling myself that my disappointment of not getting 80% in the examination was nothing if compared to the disappointment of those students who might be unable to further their studies due to the suspension of the JPA scholarship. I decided to be grateful of the fact that I still passed the Progress 1 examination and thus could continue the MBBS course under the JPA scholarship.

After the examination, I started doing the Assignment 1 for Stage 2. This assignment was not difficult as it was quite similar to the Assignment 3 in Stage 1. Thanks to my previous experience, I did not have much problems completing this assignment. However, compared to the previous assignment, the examiners expected us to demonstrate more knowledge and skills in this assignment. Therefore in this assignment, I did not score as well as I did in the Stage 1 Assignment 3, getting only 75%. Then, I began doing the Stage 2 Assignment 2. It was quite similar to the Assignment 2 in Stage 1, but I did not find this assignment too difficult due to the fact that I had quite a lot of experience in doing assignments. Eventually, I scored 75% in this assignment which was the same score as the previous assignment. This was the last assignment in Stage 2. Although I did not score 80% or above, I was still quite satisfied with my results considering that assignments used to be my weak point previously.

I initially planned to start revising for the Stage 2 Progress 2 examination early because I did not want to repeat the same mistake I previously made for the Stage 1 Progress 3 examination. However, I just could not get myself to revise for the examination while doing the assignments at the same time. It was only after I completed the Assignment 2 in late April 2016 that I could start my revision for the Progress 2 examination. At that point, there was only 5 weeks remaining until the examination. Worse still, this examination was considered by many to be the second most difficult examination in the entire MBBS course. Compared to the 1st semester, I felt that the topics in the 2nd semester of Stage 2 were easier because there was no anatomy. However, the problem was that the Progress 2 examination would test on topics from both semesters of Stage 2. In such a short time frame of 5 weeks, I had to revise so many topics including those tedious anatomy topics of the 1st semester.

Consequently, I felt extremely stressed throughout my revision and I was worried that I could not finish the revision in time. Amid the stress, I was definitely just hoping to pass Stage 2 and nothing more than that. I dared not even think about scoring 80% as I knew that would be impossible. The Stage 2 OSCE was on 24 May 2016. Due to stress, my performance in the OSCE was adversely affected. I was really worried that I might fail the OSCE. On 31 May and 1 June 2016, it was the Stage 2 Progress 2 examination. Luckily, after all the hard work I was able to answer reasonably well in the examination. The final results for Stage 2 was released on 8 June 2016. I scored 64.7% in the Progress 2 examination and got a borderline pass for the OSCE. I passed Stage 2 overall and I was so relieved to know that. Even though my Progress 2 results was worse compared to the previous examinations, I did not feel disappointed this time and I chose to be grateful of the fact that I passed.

I lost my excellence in academics during Stage 1 and my attempt to regain it during Stage 2 was a failure. However, I have since come to the realisation that whether I scored a borderline pass or 100% or anywhere in between, I will still be graduating with the same MBBS degree as my examination results will not be stated on the degree certificate, so academic excellence serves no real purpose. In addition, it is the clinical years from Stage 3 onwards. Unlike Stage 1 and 2, in the clinical years most of the learning is done at clinical sites and there is greater emphasis on critical thinking and self-directed learning, so the clinical years are more difficult. If I continue to aim for 80% or above in the examinations, that would just add to my stress unnecessarily and I definitely won't be enjoying the course very much if I feel too stressed. Enjoying the course is definitely much more important than academic excellence. Therefore, I will just aim for a pass in every assessment since then. I most probably will never regain my academic excellence, but that doesn't matter to me anymore now.


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