Get interview ready for

Université de Sherbrooke

Made for Université de Sherbrooke Medicine 💙🍁
Interview Format
MMI
Virtual or not?
Undecided
Historic Interview Date
Apr

What we know about

Sherbrooke

's

interview process

  • MMI-style (called MEM, in French)
  • Decision not made yet with regards to virtual or in-person interview.

Here are some similar questions to what they ask

17
Your friend tells you that he wants to take an "Introduction to Spanish" course to boost his GPA even though he is a native Spanish speaker. Native speakers are not allowed to take the course. What do you tell your friend?
3
The Cannabis Act 2018 came into action across Canada. What are your thoughts on how this Act has affected Canadians?
15
What health issue within our province are you most passionate about? Why?
25
What is your greatest strength and greatest weakness? Which one is more important to you?
16
Systemic issues exist in the provincial health care system. Discuss one of them and how you would address it.
19
Medical students are involved with many extracurricular activities. Choose one and talk about it.

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Study up on these resources to improve on your answers and stand out from the crowd

Self-reflection
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Canadian Guide to Med School (Made by volunteer medical students)

The Canadian Guide to Med School is an incredible resource. Written by 70+ medical students studying at all 17 Canadian medical schools, it provides advice and resources for every stage of interview preparation. There are several full-length MMI circuits, loads of MMI questions with follow-ups, and other helpful documents.

The Canadian Guide to Med School, created by over 70 volunteer medical students from all 17 Canadian medical schools, is an invaluable resource for premed students preparing for their future careers as physicians. It offers comprehensive advice and resources for every stage of interview preparation, including full-length MMI circuits, numerous MMI questions with follow-ups, and other helpful documents.

Interviews are a critical aspect of the medical school application process, providing an opportunity for applicants to showcase their personalities and interpersonal skills. The guide covers different types of interviews, such as traditional/panel interviews, MMIs (Multiple Mini Interviews), modified personal interviews (MPIs), and group interviews, offering insights into the structure and objectives of each format.

For MMI preparation, the guide provides tips, practice questions, and resources that help students develop their soft skills, such as communication, teamwork, and leadership. MMIs consist of a series of stations where applicants are prompted to answer questions, collaborate on tasks, or role-play with actors. By understanding the expectations and objectives of these stations, students can approach the MMI with confidence and demonstrate their competencies to interviewers.

Group interviews are also addressed, emphasizing the importance of teamwork, communication, and collaboration in a medical setting. Premed students can benefit from understanding how to effectively participate in group interviews, showcasing their ability to work well with others and contribute to problem-solving in a team setting.

Overall, the Canadian Guide to Med School is an essential resource for premed students, helping them navigate the interview process, develop crucial skills, and ultimately prepare for their future roles as compassionate and competent physicians.

15 minutes
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Bioethics
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CPSO reporting guidelines

The College of Physicians and Surgeons of Ontario (CPSO) reporting guidelines outline mandatory and permissive reporting policies for physicians practicing in Ontario. These guidelines are essential for maintaining professional conduct and protecting the public interest. Premed students can benefit from understanding these guidelines as they prepare for their future careers as physicians.

Mandatory reports are legally required and often involve specific information or professional medical opinions. Permissive reports, on the other hand, are based on professional responsibility and ethics, allowing physicians to use their discretion in deciding whether to make a report.

Some mandatory reporting obligations include child abuse or neglect, impaired driving ability, sexual abuse of a patient, and communicable diseases. Permissive reports might involve instances where disclosing patient information is necessary to protect others from harm.

Premed students should familiarize themselves with these reporting guidelines to better understand the legal, professional, and ethical reporting obligations they will face as physicians. By doing so, they can prepare for situations that may require them to balance patient confidentiality with public interest and safety.

In addition, premed students can develop effective communication skills by learning how to inform patients about their reporting duties when appropriate. This transparency can help build trust and strengthen the physician-patient relationship.

Understanding CPSO reporting guidelines will enable premed students to navigate complex reporting obligations and make informed decisions in their future practice. It is crucial for students to consult resources such as the Canadian Medical Protective Association (CMPA), the Office of the Information and Privacy Commissioner of Ontario (IPC), and the College's Physician Advisory Service (PAS) for further guidance on reporting obligations.

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Current events
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Report on the issues people with addiction face during the pandemic

The COVID-19 pandemic has intensified challenges for those battling addiction, as they face increased isolation, fear, and anxiety. Social connections and support services have been disrupted, making it harder for individuals to cope. Despite these setbacks, the pandemic has also inspired resilience and creativity in response to the crisis.

People with lived experience of substance use and professionals in the field have come together to share insights and develop innovative solutions. In the face of adversity, they have adapted by transitioning to online meetings, increasing access to resources like naloxone, and providing better outreach to those in need. Moreover, their collective efforts have highlighted gaps in healthcare and social services, prompting critical discussions around improving support for marginalized communities.

As an admissions consultant for premed students, you can inspire and motivate your clients by emphasizing the importance of empathy, resourcefulness, and determination in addressing the challenges faced by people with addiction. Encourage them to learn from these real-life experiences and be prepared to contribute positively to the field of healthcare and addiction treatment in the future. Together, we can build a more compassionate and effective support system for those affected by addiction.

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You're not alone, get answers from the community

Get support from others who've been through this or going through it just like you!

As time goes by, I'm starting to realize that I'm not too certain or passionate about a career in medicine. How can I be certain or what can I do to rule out whether medicine is a good career for me or not?
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26
I have somewhat of a non-traditional background in applying to medical school. I'm starting to see that term and that adjective thrown around quite a bit to be non-traditional. What are your opinions on non-traditional applicants and do you have any words of wisdom for someone like me?
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19

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