ScissorPaperStone\" post_id=\"1979824\" time=\"1591458716\" user_id=\"185514:

Neo Family\" post_id=\"1979799\" time=\"1591445681\" user_id=\"185396:[quote=\"Neo Family\" post_id=1979799 time=1591445681 user_id=185396]UK Medicine QS 2019 Ranking (Pedagogy):
1. Oxford (Traditional)
2. Cambridge (Traditional)
3. UCL (Integrated)
4. Imperial College (Integrated)
5. KCL (Integrated)
6. Edinburgh (Integrated)
7. Manchester (PBL)
8. Glasgow (Integrated)
9. QML (PBL)
10. Birmingham (Integrated)
11. Bristol (Integrated)
12. Southampton (Integrated)
13. Sheffield (Integrated)

TBL is quite similar to PBL.
If TBL is really good, most of the medical schools will adopt it. Even Imperial College don’t use TBL fully.

Personally still prefer traditional lectures and tutorials pedagogy which our JC students are familiar with.

TBL is NOT the same as PBL.

TBL is an alternative to PBL that adopts a blended learning approach. TBL allows medical educators to provide students with resource effective, authentic experience of working in teams to solve real life clinical problems.

Increasingly, the practice of medicine is both team-orientated, and inter-professional, requiring co-ordinated efforts from a number of disciplines to provide the best outcomes for patients. Changes in both curricula and pedagogy are needed to prepare students for demands of the increasingly complex healthcare systems

TBL requires a whole different setup that is not possible with old medical school setups that you mentioned above.
UK medical schools are now poor, old technology, old infrastructure. No budget for change of setup.

Oxbridge have always been negatively commented for their traditional style of teachings. Imperial college has a cohort of 360. Impossible to do TBL although they have adopted elements of it in their revamped curriculum that was launched in the 2019 cohort.

You should ask YLL students how many % of their students skip lectures and why they skip the lectures

Btw, YLL has tried to copy LKC TBL elements of teaching style. But because their cohort is huge at 280 and their setup is different, they could only adopt some elements. YLL has definitely adopted LKC ipad online learning. [/quote]

Neo Family\" post_id=\"1979799\" time=\"1591445681\" user_id=\"185396:[quote=\"Neo Family\" post_id=1979799 time=1591445681 user_id=185396]
UK Medicine QS 2019 Ranking (Pedagogy):
1. Oxford (Traditional)
2. Cambridge (Traditional)
3. UCL (Integrated)
4. Imperial College (Integrated)
5. KCL (Integrated)
6. Edinburgh (Integrated)
7. Manchester (PBL)
8. Glasgow (Integrated)
9. QML (PBL)
10. Birmingham (Integrated)
11. Bristol (Integrated)
12. Southampton (Integrated)
13. Sheffield (Integrated)

TBL is quite similar to PBL.
If TBL is really good, most of the medical schools will adopt it. Even Imperial College don’t use TBL fully.

Personally still prefer traditional lectures and tutorials pedagogy which our JC students are familiar with.[/quote]

TBL is not similar to PBL.
You should ask YLL students how many % of their students skip lectures and why they skip the lectures

Neo Family\" post_id=\"1979799\" time=\"1591445681\" user_id=\"185396:[quote=\"Neo Family\" post_id=1979799 time=1591445681 user_id=185396]
UK Medicine QS 2019 Ranking (Pedagogy):
1. Oxford (Traditional)
2. Cambridge (Traditional)
3. UCL (Integrated)
4. Imperial College (Integrated)
5. KCL (Integrated)
6. Edinburgh (Integrated)
7. Manchester (PBL)
8. Glasgow (Integrated)
9. QML (PBL)
10. Birmingham (Integrated)
11. Bristol (Integrated)
12. Southampton (Integrated)
13. Sheffield (Integrated)

TBL is quite similar to PBL.
If TBL is really good, most of the medical schools will adopt it. Even Imperial College don’t use TBL fully.

Personally still prefer traditional lectures and tutorials pedagogy which our JC students are familiar with.[/quote]

TBL is not similar to PBL.
You should ask YLL students how many % of their students skip lectures and why they skip the lectures

PaPaK\" post_id=\"1979733\" time=\"1591421298\" user_id=\"180862:

You can go ahead and take such a risk. Duke-NUS is a completely different model.

There is no risk. This year students will graduate in 2025. NTU Imperial College affiliation stays. So take advantage of a world class medical school curriculum with outstanding imperial teaching staff if you have the chance. Students in LKC are happy with the school. They are treated well.

You get the best of both worlds... World class medical education, fused with local knowledge, diseases and local systems at a fraction of what you will get if you goto Imperial College London.

UK medical education trains them to be a person. Local medical school trains them to be doctors. LKC is an excellent fusion.

My son turned down PSC scholarship, YLL to accept LKC.

peterfamily\" post_id=\"1979660\" time=\"1591362456\" user_id=\"184656:

LkC and NUS MBBS no difference in degree context.

The syllabus is important to take note
because NUS learns everything normal in the body in year 1, everything abnormal in the body in year 2 and then year 3-5 is clinical postings.
NTU is by systems, so u will have clinical postings from year 1 onwards, but u won't learn everything in the body till u finish your 5 years.

The biggest benefit of NUS medicine is cadavers, because the anatomy of the body in textbooks is super different from what you would see in real humans.
It will help a lot in anatomy and trying to figure stuff out in the future during surgical postings .
For NTU medicine the good thing is team based learning , so if you prefer that learning style then NTU.

NTU is ipad cadaver.Digital one.


NTU if you go its a lot of home based learning because the lectures all online,
So discipline is important.
It also emphasise a lot on team based learning, so a lot of discussion.

Peterfamily: Again you have gotten your facts wrong.

Syllabus
LKC pre-clinical years teaching by systems is completed by year 2. Year 3 students are ready for clinical attachments. LKC syllabus is jointly developed by imperial college (Top 10 medical school in the world) and NTU.

NTU and Imperial have created an innovative and modern curriculum that incorporates the flipped classroom and team-based learning with simulation and apprenticeships, delivered in state-of-the-art facilities in Novena. It is a new DNA into medical education that even Imperial is envious of. Outstanding professors and staff from Imperial are seconded to LKC to teach and inspire our next generation of doctors and local staff.

There is no need to goto London for world class medical education. London has come to Singapore.
A Big name degree from LKC Imperial College opens you to post graduate opportunities in the world.

Early Clinical Exposure
When you study medicine during Basic Sciences, you think like a student. Early clinical training will make you think like a physician. As you apply what you learned from your lectures, you’ll have a better understanding of what to expect in rotations. Early clinical exposure will increase students interest and enhance their learning in clinical subjects.

Early clinical experiences is often associated with better academic performance, career interest in relevant specialties, improvement in the “shock of practice” as students transition into clinical settings, and greater comfort entering direct contact with real patients.

Plastinated Models vs Live Cadavar

When inexperienced student dissectors worked on cadavar, enormous amount of time were spent \"picking fat\" and otherwise cleaning anatomical structures, there are lots of loss of delicate structures due to aggressive dissection by inexperienced students, loss of superficial structures and their relationships when dissecting deeper structures.

Plastinated human specimens on the other hand, can be used to demonstrate difficult structures and dissection areas in 'high-definition', such as the blood vessels in the brain or the nerves in the spine. Such intricate details, essential in learning anatomy, will start degrading in traditionally preserved cadavers after repeated use.

In LKC, anatomy classes are also supplemented by the use of the Anatomage Table, which displays life-sized 3D images of full body anatomy using computed tomography (CT) and magnetic resonance imaging (MRI) scans, allowing students to view the body's internal structures. LKC is the first medical school in Singapore to adopt the Anatomage Table. The combination of the plastinated human specimens, Anatomage Table and histology slides will enable students to learn about the entire human body from the outside to inside, and down to the cellular level much to the envy of other world class medical schools including Imperial themselves.

Such cutting-edge teaching tools are one of the benefits a new medical school has, with world-class facilities and a clinically-relevant curriculum.

If you are mesmeried by the need to dissect cadavier in order to understand anatomy, I suggest you or your son can try speaking to some surgeons about how important this part of medical school education is.

In surgical residency, there will be lots and lots of opportunities for them to practice their dissection skills. By then, they probably will be in a better position to understand what they are seeing and dissecting.

Team Based Learning and Tutorial in LKC

A Team-Based Learning (TBL) session begins by preparing for the class by studying learning materials. These include voice-over Power-Points, specially made iBooks, pre-recorded lectures and interviews with scientists and clinicians. Once in class, students use your iPad to take an individual quiz which is based on the assigned learning material to check their learning. Immediately after this, discuss and answer the same quiz with their assigned team members. The students receives immediate feedback on how well they understood the material.

These individual and team quizzes form the Readiness Assurance Process (RAP). A TBL facilitator and one or more content experts are present to address any questions and concerns from the class. The discussion ensures students have full understanding of the complex principles in the material. This process prepares students for the final stage in TBL, the Application Exercises (AEs). These AEs reinforce key concepts and give students insight into the authentic problems and situations that doctors may encounter. Teams discuss each AE and come to a decision on the best answers for each of the questions. Students defend and debate the reasons for your team’s answers. In this final stage, expert faculty discuss and evaluate answers and conclude by addressing the learning outcomes achieved for the TBL session. Team members support each other in their learning.

It is not Home Based learning as u claim.

Btw, Dr Ng Eng Hen, our ex Education Minister, previously a renowned breast surgeon and his wife, Prof Ivy Ng, Singhealth CEO has endorsed LKCmedicine by placing their eldest daughter at the pioneer batch. I also personally know many other renowned doctors whose children are in LKC. Their names, unfortunately, I could not name here. If the programme at LKC are inadequate as you claimed, I am very sure they would have moved their children to study elsewhere.

So far, the feedbacks I received from the medical fraternity are that the LKC graduates are knowledgeable and impressive.

Hope this helps to give you a better picture of education at LKC.

WearMask\" post_id=\"1979359\" time=\"1591244870\" user_id=\"185947:

peterfamily\" post_id=\"1979283\" time=\"1591197983\" user_id=\"184656:

Over 80% those offered both medicine schools still choose YLL.These are all straight As students.YLL accepts only Singaporean students , but LKC accepts besides Singaporean , also take in PR and international students

Peterfamily: I have confirmed with LKC and YLL. Both accepted PR and international students although Singapore has priority.

Updated: Peterfamily: I have checked. In the last 2 years, LKC has 2 international students. YLL has more than 2. You hv got your facts wrong.

WearMask\" post_id=\"1979359\" time=\"1591244870\" user_id=\"185947:

peterfamily\" post_id=\"1979283\" time=\"1591197983\" user_id=\"184656:

Over 80% those offered both medicine schools still choose YLL.These are all straight As students.YLL accepts only Singaporean students , but LKC accepts besides Singaporean , also take in PR and international students

Peterfamily: I have confirmed with LKC and YLL. Both accepted PR and international students although Singapore has priority.

Updated: Peterfamily: I have checked. In the last 2 years, LKC has 2 international students. YLL has more than 2. You hv got your facts wrong.

ScissorPaperStone\" post_id=\"1979362\" time=\"1591245088\" user_id=\"185514:

WearMask\" post_id=\"1979359\" time=\"1591244870\" user_id=\"185947:

[quote=peterfamily post_id=1979283 time=1591197983 user_id=184656]Over 80% those offered both medicine schools still choose YLL.These are all straight As students.YLL accepts only Singaporean students , but LKC accepts besides Singaporean , also take in PR and international students

Peterfamily: . Both YLL and LKC accept PR and international students although Singaporeans have priority. Very few in our medical schools.

Where do you get the statistic that 80% of those who are offered both medicine schools still choose YLL? Facilities in YLL is old since my time and many faciliites have not been upgraded since.

[/quote]

ScissorPaperStone\" post_id=\"1979366\" time=\"1591245323\" user_id=\"185514:

Every year, more than 2,000 aspiring medical applicants contend for a spot to study in the YLL. Last year, it was reported that the school now has students with more diverse academic backgrounds to better deal with healthcare challenges.

While this is indeed laudable, it also calls for a change in the way applicants are evaluated. With applicants achieving different academic qualifications, such as the International Baccalaureate, GCE-A levels, NUS High school diploma as well as ITE and polytechnic diplomas, all of which have varying degrees of rigour, it becomes imperative for NUS to implement a standardised aptitude test for all applicants.

Medical schools in the United Kingdom, United States, Australia and New Zealand adopt specific biomedical aptitude tests to objectively assess the academic ability of their applicants, who hail from different parts of the world with different academic qualifications. The BMAT is utilised by internationally renowned medical schools such as Oxford, Cambridge, Imperial College London and University College London. Such tests provide a more legitimate assessment of academic rigour and ethnical judgements. Substantial amounts of research have also indicated that candidates who do better in these tests are more likely to excel in the intellectually challenging medical courses and become doctors who practice good ethnics.

Notably, LKC also uses the BMAT, on top of each candidate’s academic qualifications, to perform the initial shortlist for interviews. Since students from LKC eventually join students from YLL to meet the healthcare needs of Singapore, why should the selection in both schools be any different?

In light of COVID this year, many aspects of NUS medicine’s selection process have been eliminated or heavily undermined this year. Interview stations testing key qualities such as empathy, teamwork and the situational judgment test have been removed from the online interviews. Without such a standardised assessment, how can one reliably judge the attributes of a candidate based on a brief 20 minute online interview? It must be a very vague and subjective test, guesswork at best.

Every year, more than 2,000 aspiring medical applicants contend for a spot to study in the YLL and LKC. Last year, it was reported that the school now has students with more diverse academic backgrounds to better deal with healthcare challenges.


While this is indeed laudable, it also calls for a change in the way applicants are evaluated. With applicants achieving different academic qualifications, such as the International Baccalaureate, GCE-A levels, NUS High school diploma as well as ITE and polytechnic diplomas, all of which have varying degrees of rigour, it becomes imperative for NUS to implement a standardised aptitude test for all applicants.

Medical schools in the United Kingdom, United States, Australia and New Zealand adopt specific biomedical aptitude tests to objectively assess the academic ability of their applicants, who hail from different parts of the world with different academic qualifications. The BMAT is utilised by internationally renowned medical schools such as Oxford, Cambridge, Imperial College London and University College London. Such tests provide a more legitimate assessment of academic rigour and ethnical judgements. Substantial amounts of research have also indicated that candidates who do better in these tests are more likely to excel in the intellectually challenging medical courses and become doctors who practice good ethnics.

Notably, LKC also uses the BMAT, on top of each candidate’s academic qualifications, to perform the initial shortlist for interviews. Since students from LKC eventually join students from YLL to meet the healthcare needs of Singapore, why should the selection in both schools be any different?

In light of COVID this year, many aspects of NUS medicine’s selection process have been eliminated or heavily undermined this year. Interview stations testing key qualities such as empathy, teamwork and the situational judgment test have been removed from the online interviews. Without such a standardised assessment, how can one reliably judge the attributes of a candidate based on a brief 20 minute online interview? It must be a very vague and subjective test, guesswork at best.