|Feedback||More Detail Please||+/-||Discussion -->|
|Way too much embryo - for only having 2 lectures on it.||Should've had more pharm because clinical importance (+1)|
|WAY too much embryo but overall good, however...||Could have tested more complex clinical reasoning (e.g. applying diagnostic criteria, acute vs long term management) rather than the "hard" questions being tiny details that were barely mentioned (+2)|
|too much embryo, hardly any pharm|
|Way too much embryo, no pharm, no immuno|
|Not much in terms of patient management which was a massive focus in the clinical lectures. Not enough I&I||Also ridiculous to have only 50 questions when you've had about 70 lectures and a heap of pracs. Even with "integrated" questions you end up with less than one question per lecture. Doesn't feel like it assesses the breadth of knowledge|
|I ask that all questions I got wrong be struck from the exam so I may have 100%||Ooft|
|Too much embryo, not enough I & I|
|Did someone mention embryo?|
agreed with feedback above about too much embryo, while having maybe one question about adaptive and innate immunity. Agree also with above about hardly any pharm or drug questions compared to the amount of lectures we had about antihypertensives, antiarrhythmics, pharm treatments for angina, antiplatelet/anticoagulants, antimicrobials, etc. Also not a single questions about primary/secondary hemostasis, coagulation which was covered in both lecture and in pathology practical. Also agree with above about questions focused on tiny details rather than questions about complex clinical reasoning.
|Totally agree (+2)|
|so much histo wow (less in lectures?)||There were formuative quizzes which were really good for hsto prep :)|
I disagree - the formative quizzes were completely unrelated to the questions asked.
Lol some of em were directly on the formative quizzes
|I think tHE exam needs to be longer to justify the specific fact recalling questions, it doesn’t make sense to have random e.g. embryo fact recall questions when it means you don’t have a single question on the management of chest pain, or how like any drugs work.|
|Don't bother giving out a distribution of questions if the actual exam doesn't actually represent it. 50 questions in a 1 hour exam does not nearly justify the amount of content we're being tested on. A 100 question exam for 2 hours is not only forgiving for minor gaps of knowledge in super specific areas (which would help differentiate a 7 from a 6, or a 6 from a 5) but also recognises students who are able to effectively retain and recall information from a wider breadth of the content.||Agree with this 100% (+9 on this )|
|I feel like the purpose of this exam wasn't meant to examine our knowledge of the overall content of the past 8 weeks, but specifically just to identify the type of people that are able to cover knowledge not only in breadth but in depth as well. What's the point of that?||To ensure a future medical professional has an in depth |
knowledge and not just a surface level of knowledge??
< Because rote memorisation of an obscure fact on some random specialist's 64 slide presentation is the best way to show depth of knowledge in a 50 question MCE. Obviously.
|Very misleading exam area distribution, way more embrology and histology than suggested. Longer exam would be more appropriate to test more widely for something worth 25%|
|The question about the 5 week old baby was a bit unfair ... it didnt mention if cyanosis was or wasnt present so both VSD and ToF are vallid answers yet I think theyre going to say VSD is correct||From memory it said most likely? VSD is more common. Tetralogy of Fallot has a cresendo-decrescendo murmur due to pulmonic stenosis which sounds similar to aortic stenosis, so it's not the same as VSD|
I feel cyanosis is typically a pretty obvious sign. If it's not mentioned to be there, then we should be able to reasonably assume that they are not cyanosised. Just as we reasonably assume other signs and symptoms are not present. Ergo, ToF should be incorrect.
|The acute bronchitis question is also unfair because we didnt learn about mucolytics ... for all we know, mucolytics could make an infection worse by making it easier for the infection to get in. If that was the correct answer I think it is unfair + strict bed rest was still also approriate for the viral illness||This was actually covered in the clinician lecture in I&I (approach to infection)... he said the only evidence based treatment for acute bronchitis was antitussives|
This is true; but unlike other medications, we have not been taught mechanisms of action or contra-indications for mucolytics or anti-tussives.
|That exam distribution did far more harm than good. I felt like my study reflected the question distribution but not the actual exam.|
|the exams weren't properly testing our knowledge of our CVS content? the exam did not accurately reflect the contents that were being taught and I dont' even konw what we are supposed to even learn anymore. I understand we should learn small details too but this exam appears to be specifically designed to pick out students who have had the time to cover every lecture content in depth as well as every extra readings and recall the information as well. It's not an exam designed to test the general chort's effective learning, it was a test designed to isolate those who are able to recall obscure details.||whoever's writing the exams please at least attempt to watch the lectures we are given please...||its an exam to test a future medical professionals |
|Did not feel that the practise exams and formative quizzes were helpful in giving us a sense of what kind of questions to expect for the exams.||10 questions per week for formative quiz is too little to cover whatever has been lectured for the week. Could we have more practice questions for the formative quizzes? Plus, can we have more variety of questions for the practice exams instead of just mainly recycled questions over the weeks? (+1)|
|The sheer amount of content and lectures dedicated to topics like RHD, infective endocarditis, the entire blood factor cascade and the pharm associated with it for the exam to completely ignore these topics not to mention the double digit lectures entirely dedicated to pharmacology so that we can have 2 questions on it.|
Don’t worry though, that extremely broad overview lecture on embryo you had on the first day of term, that’s high yield.
|Imagine examining us based on things that have been stressed by lecturers by the amount of content and clinical importance and allowing us to demonstrate our understanding of the system :))) Instead of trying to wrote learn small details from singular lectures that don't tie into broader concepts :))))))))))))))) (+2)|
|It is crazy that we have so many online lectures. If you can't find a time to schedule it in, you shouldn't expect the students to find a time. Especially when in the first week uni/life balance was so heavily emphasised.|
|felt that there were many exam questions that were extremely specific facts and missed larger concepts that we were told to focus on by KLI's and readings/just what was stressed in our lectures. It was already difficult to revise 8 weeks of material without a revision period, so it is unfair to purposefully test on extremely minute details, and give so many embryology questions when the students would obviously focus on more clinical, big picture topics. There were only 2 lectures on embryology out of all 8 weeks, so it kind of felt like the faculty either was oblivious to what was important to test future doctors, or was just trying to make students miss out on points on purpose. It is extremely frustrating to be told to focus on one thing, and then be blindsided with another. There is a reason why UQ Med has the lowest student satisfaction out of all medical schools in AUS.|
|Lecturers pls stop using own jargon? "kegs" "bugger" etc.|
|Lecturers when u make a mistake there is no shame in correcting yourself?!|
|I wish we didnt have classes after the exam. I was brain FRIED.||lol i had hsr doesnt really require much brain power|
|Can the FoM also please organise the lectures in a better order?||I'm sure they would love to read your suggestions|
|The question where they had the ECG images mixed up should be cancelled from the exam. It's unfair for people to spend a few minutes trying to refind the question then interpret what the change was. This is difficult considering we only had 60 minutes. (+2)|
|regarding the question about the patient with apparent anaphylaxis, I feel like it was pretty unfair to have B-agonist and adrenaline as potential treatment options especially seeing that adrenaline is in fact a B-agonist. How are we supposed to know that adrenaline is basically the only drug used in that scenario? Thats not a test of understanding, that is a test of experience that we don’t currently have… I don’t think its fair to mark B-agonist as wrong especially in this stage of our learning… (+1)||That's basic first aid. It's a life and death thing, and pretty low hanging fruit. If we don't know that adrenaline is THE drug to use, I wouldn't let us onto the wards next year. (+1)||Yeah who cares about alpha receptors, really....|
|in regards to the lectures in general, some specific lectures - particularly those with 70+ lecture slides couldve been taught in a MUCH better way and focussing not so much on minor details ex specific surgeries since apparently we're all of a sudden a group of surgeons with years of experience under our belt....(+1)||Agreed!!|
|The midsemester exam was not representative of what was focused on in the |
lectures. I find it very difficult to know where to focus my studying. I also feel as
though I don't have much direction on where to focus as the KLIs are very broad
topics while the exam tested obscure and specific details. In regards to the lectures
in general, I find them to be rather disorganized and have found myself repeatedly
having to teach myself using outside resources.
|I thought it was a fair exam, albeit testing a little too much embryology and not|
|I found revising the lecture content + |
redoing the readings and the provided practice exams to
be more than enough.
|-obviously if you remember |
every detail that was said in
lecture you're okay 100%...
the problem is that for most
people that is not possible so
we structure our learning in
accordance to what was
|The additional online lectures need to stop! FoM be like "can't find a spot to put this in the schedule but med students will cope." If you can't find a spot for it then neither can we!|
|Last week every student had the asthma lecture after the asthma CBL case. Scheduling could be improved dramatically.|
|Lectures should have a standard format. Standardise those colour schemes people!|
|Don't make us sit through a lecture on exam format/question distribution if you're going to go against it completely.|
|It would be better to split the big mid sem test into two exam and each worth 10%|
|KLIs need to be more specific, they're really not helping at that point.... (+!)||1|
|it would be nice to have physiology tutors with some shred of androgogical training before we get asked a question that was incompetently explained to us in a practical.||(+1) this!!|
|the second practice exam was a compile of the previous weekly quizzes, and the exam was way harder than the weekly quizzes|