Questions Galore!

I've received a few email messages lately (maybe a lot) regarding the application process and I wanted to post my reply because I've noticed some common questions coming up each year. I hope that you find this helpful! I also have a caveat... I don't represent the school, I've never been on an admissions committee, so I don't know what the magic combination is that will get you an offer of admission. The following represents my opinion, based on my experience and that of others I've spoken to. Each applicant is different. Each school is different. And each year the selection committee, their priorities, and the pool of candidates may be different. I'm no expert, and I also don't believe that there is a single answer to the question of who/what makes a good candidate. I suspect that students are considered on a highly individual basis (mostly - see below).

1. GRADES

I get a lot of questions about grades and what constitutes a competitive GPA. Sadly, I don't know how to answer that question. Both the OT and PT programs are highly competitive, as are most graduate programs. This is also the one area where students are not considered as individuals, since research has shown (I'm told... I don't have a reference) that past academic performance is the greatest predictor of future academic success, including your ability to successfully complete the MSc OT program.

Common responses I get to that statement are "But I've had a lot of life experience since then and my grades don't reflect what I'm capable of!" and "My grades are just above the cut-off, should I even bother to apply?" I'm going to address each of these separately.

If you feel your grades don't reflect your ability... good! It probably means that you've been out of school a while, you've got some life experience under your belt, and your choice to pursue a career in OT is probably both considered and informed. The bad news is that your grades, if below the cut-off, will put you out of the running for consideration or, if just above the cut-off, will significantly impede your odds. The good news is that if this is a passion of yours you can always go back and take a few courses to pull up your GPA! After all, if you're capable of doing better then demonstrating this fact will make you look good on paper. Plus, it's an indication of commitment on your part. This was the exact position I was in when I decided to make a career change. Yes, it took me more time... but it's been incredibly rewarding and I've not resented a single second of the extra time. I was so motivated by the fact that I was working toward a goal that was really important to me and I ended up with a highly competitive GPA that got me both admissions offers and a scholarship. Not to mention the boost to my sense of self-efficacy!

If your grades are above the cut-off but not in the "competitive" range that's a tougher position to be in. Essentially you have two options... spend the money to apply, put together the best application you can, and hope for the best OR defer your application for a year, take a few more classes to bring up your GPA, and then apply the following year. The only reason I could see for not applying is if money is so tight that you can't afford it. If you can put together the money then apply! Some people in my class had less competitive GPAs but still got in. You may get wait-listed... then get in. You may get denied an interview at Mac based on grades, but then get a call 3 days before the interview weekend asking if you're still interested and available for an interview. And you might not get in anywhere... but that's also true of people with high GPAs. No matter what, it will be a valuable learning experience for putting together a better application the following year when you've had a chance to take some courses to improve your grades. Having said that, money is a legitimate concern for many people so taking the extra year before applying is not a bad strategy, especially if you have a plan on how to use that year to meet your goals.

2. PERSONAL STATEMENTS

More than anything... be yourself! This is the one area where you don't want to be a clone of all the other candidates and where the schools don't expect cookie-cutter answers. What you DO want to make sure you achieve in your statement is a coherent narrative about who you are and why OT is the inevitable choice for you. Think about your life and your interests... what have been the milestones on your journey to OT? What do you love about the profession? What personal characteristics do you have that will make you a good match? What achievements do you think show your suitability for this profession? What experiences have you had, personal or professional, that make this an informed choice and/or a passion for you?

Once you've answered those questions for yourself in point form then draft a story... where you are the protagonist and becoming an OT will be the climax. I've seen friends write these in a chronological way (first I did this, then I developed that, and now here I am!) and I've also seen them written in a thematic way (these are the characteristics I have that match the profession, here are my educational experiences that are germane to OT, and here's my roster of related professional achievements). Plus, I'm sure that there are many other ways to write these statements. The key, as I said above, is for it to be a coherent narrative rather than just a collection of facts about you. It's your statement about who you are, how you developed and what you value. It's kind of like your brand.

Finally, get a friend... preferably one who is also applying or who has applied before to a medical, OT, or PT program... to read your draft and give you feedback. Lots of feedback. On more than one draft. I did this and my friend definitely picked up on some awkward phrasing that I missed, and I hope I did the same for her.

3. INTERVIEWS

I can't really say any more than what I've already posted while I was going through the process myself. I highly recommend going back in my archive and looking at all those posts. I got really good feedback from my classmates, and from peers who have joined the class following mine, about how well the steps and pointers I outline prepare a person for the MMI. So, check those out!

4. WEIGHTING OF APPLICATION COMPONENTS

With regard to how your grades, experience, statement, references, interview, resume etc. etc. are weighted... I have no idea. I believe that McMaster uses grades only as a cut off for offering interviews and that the interview scores are given even weighting with grades in the final decision to offer admission or not. But I'm not privy to the actual decision making of the admissions committee, so I can't be sure. And I don't know about the other schools. However, given that each of the programs in Ontario considers different components in their decision making, I think that it's reasonable to assume that they give weight to the things they ask for. For example, UWO asks for references and McMaster does not. So, if you have strong references you may have a better chance at UWO. If you don't have great references, you might have better luck at Mac. But I'm just guessing.

I wish all future applicants the very best of luck! And on that note I'm also going to say that I'm a tapped out resource as far as these applications go. Everything I know about how to get into OT school has been said somewhere in this blog already. I don't have any specialized knowledge that will help me to assess an individual's odds for getting in. I don't know much about the other OT programs, since I chose McMaster. And as each year passes I get further from the experience myself, making my recall of the process more clouded and my advice less timely.

So... I still welcome your email! But if you have questions related to the application process then I'm just going to refer you back to the blog. And now a favour request! If you find any information in my blog helpful and you get an offer of admission, please let me know! I love hearing the success stories... they always make my day :)

SweetPea

Interview Prep, Part II

Now that I've come down off of my scholarship high, it's on to Interview Prep Part II: Stuff you should know about Mac. I'm going to say right up front that most of this information is available right on the McMaster rehab webpages... and that's exactly where I've pilfered it from! But some stuff is also word of mouth, reputation type stuff. So read on...

First things first... McMaster's program is based around a pedagogical approach known as Problem Based Learning. The Mac webpage on this topic sites 4 articles that you can go and read if you're really curious. And if you have no idea what PBL is and aren't sure about how/why it differs from other pedagogical approaches then you probably want to read up on it. If you've taken some education/learning/memory classes then you're probably familiar enough to judge whether it's right for you.
I'll come right out an say it!! Just because it's right for McMaster doesn't mean it's right for YOU. Not everyone will excel under this approach, so know yourself well enough to decide if it is best for you. In the end you want to get into a program that will help you to succeed. If you do better with the more linear knowledge-then-application model, using lectures and seminars/assignments, then consider other programs as your first choice instead of Mac.
Now on to the details...

McMaster uses Problem Based Learning because evidence has shown that it is a better way to learn for most people. This approach is based on research that indicates:
- Knowledge is best remembered in the context in which it is learned.
- The acquisition and integration of new knowledge requires activation of prior knowledge (for all you Psyc majors, remember back to your cognition and memory classes!)

What does this mean? In a nutshell, if you learn something while trying to do it you draw on your current knowledge/skills, figure out what's missing, get info to fill in the blanks, and get the job done. Then when you go to do that same task again, you'll be better able to recall how you did it, what skills/knowledge you used, what worked/didn't work. Plus there's this whole idea in psychology about "priming"... where just being in the same situation automatically activates the parts of your memory that have had to deal with that situation before. This is a really, REALLY, simpled-down version of why PBL works... but I hope it helps for those who just want to get the gist of it.

What makes PBL different from other teaching styles isn't so much why they use it as how it's done. Walton and Matthew (1989) describe the 7-Steps of the PBL Tutorial Process (and my layperson version of each step is in brackets):
1. Identify the problem. (Hey group - here's your case study/scenario for the lesson)
2. Explore pre-existing knowledge. (Group info sharing about what we each know regarding aspects of this situation)
3. Generate hypotheses. (Brain-storm about possible causes of problem/solutions to problem/what the heck is going on in this case study).
4. Identify learning issues. (What knowledge is the group lacking to fully understand/deal with the scenario?)
5. Research and self-study. (Go get info - divide and conquer)
6. Sharing and discussion of new knowledge and insights. (Bring back info to group and examine situation with addition of new knowledge)
7. Assessment and reflection on learning. (How did we do? Did we figure it out? Did we work well as a team? What were our team/individual strengths and opportunities change?)

You'll notice that there's no lecture or expert "giving" us answers. There's also very little independent work. You succeed or fail as a team. But there's also lots of room to be creative and to synergistically (is that a word?) build off of one another! I like team work, so GO TEAM!

What else can be said about PBL?
Features of PBL:
- Integrated curriculum, not separate courses.
- Organized around problems, not disciplines.
- Emphasizes development of cognitive skills (learn how to learn) as well as the acquisition of knowledge (learn stuff you need to know).
- Can meet personal needs based on prior knowledge and experience.
- Allows independent study that you can tailor to your learning style.
- Allows integration of information from many sources (no drawing lines in the sand around "my" discipline and "your" discipline. it's all fair game!)
- Gives you the skills to deal with future problems.

So, other than PBL, what should you know about McMaster?!?!
- They are known for having a really diverse range of placement opportunities.
- They offer the Northern Studies Stream that up to 50% of each class can participate in over the course of the program. (and for anyone who's never been to Northern Ontario... you should definitely try to go!! It's the most amazing place in the world. Not that it's a single place... but you catch my drift ;)
- Although we're all applying to a professional Masters program, McMaster has an excellent reputation for research in the field of Health Sciences. You may not want to be a researcher, but you do want to be an evidence-based practitioner... what better place to learn than where they're doing the research?! Who knows, you may even catch the research bug :)
- Because they publish a lot of research, you may want to check some of it out! Key search terms are the McMaster Lens and C.O.P.M (Canadian Occupational Performance Measure) for starters. Then there's lots more depending on your personal interests.

And I think that's all I know!!
I hope this helps you get prepared... but remember that I don't know everything! I may be leading you astray... I've never done this before either, lol. But I do promise my intention is to help. Everything I put on my blog is the stuff I'm doing to prepare myself.
And tomorrow will be Part III: Self-Reflection. Easily the hardest part (is that an oxymoron?)! I don't know about anyone else, but I'm having a heck of a time articulating myself in a way that doesn't make me sound like a walking cliche. *sigh*
SweetPea

Interview Prep, Part I

Okay people!! Less than a week to go!!
Have you figured out why you want to be an occupational therapist yet?
Have you decided what you're going to wear to your interview?!
Have you taken a passport sized photo of yourself (in your interview outfit) for your file?!?!
If not, DON'T PANIC! Just grab a towel ;) <-- (Nerdy reference for the day, likely to be appreciated only by those who read/watched Hitchhiker's Guide to the Galaxy, lol.)

There's still ample time to get ready, so don't sweat it too much. Odds are that you have already put a lot of thought into this career choice before you put out the up to $500 in application fees. And you've done a lot of research in order to write your statements for the application package to other universities! So at this point, it's all about getting focused on what's important, refreshing your memory about what you know, and nurturing a sense of calm confidence.

So, in Part I I'm going to refresh your memory about some key points to do with the profession of Occupational Therapy.
Then, in Part II, I'll review some of the McMaster specific issues to remember.
And then I might tack on a Part III: Questions to encourage self-reflection. We'll see how it goes. :)

Part I: Key Points about OT
(all content appropriated from other sources, primarily from the CAOT website)

The Profile of Occupational Therapy in Canada (2007) identifies seven main roles for an occupational therapist:
1. Expert in enabling occupation.
2. Communicator
3. Collaborator
4. Practice manager
5. Change agent
6. Scholarly practitioner
7. Professional

What the heck do they mean by each of those terms?? Good news... you can download a copy of the Profile where they define each. For a quick overview, scroll down to page 28 of this document.
Some questions you may want to ask yourself are:
- What personal characteristics do I have that will help me be good at each of these roles?
- Describe an occasion where I have exhibited each of these characteristics.

From Enabling Occupation II: Advancing a Vision of Health, Well-Being and Justice Through Occupation (Townsend & Polatajko, 2007), there are five essential elements of occupational therapy practice (this goes with #1 from the list above).
1. The presence of an occupational challenge
2. The possibility of solutions that enable occupation
3. Client-specific goals/challenges/solutions and client-centred enablement
4. Multi-disciplinary knowledge base
5. A reasoning process that can deal with complexity.

Some things to note are:
- Demonstrate knowledge of these concepts in your answers about the OT profession.
- Emulate these characteristics in other responses... for example, in ethics questions demonstrate that your reasoning process appreciates the complexity of the given scenario.

Last, but not least, TRENDS! Those that affect OT and those within OT.

Current Trends Affecting OT:
- An aging population
- Increased awareness of the needs of persons with disabilities
- Higher survival rates from accidents and injuries
- Increased emphasis on health promotion and prevention to keep healthcare costs down
- Higher incidence of mental health and family problems
- Changes in working conditions, such as job stress and early retirement
- A more informed public, regarding health and health concerns.

Not sure how each of these applies to occupational therapy? Check out the CAOT position statements :)

Emerging Practice Areas in OT:
- Private Practice
- Home Modifications
- Assistive Technology
- Ergonomics
- Research
- Retail Business
- School Systems
- Long-term care settings
- Higher Education Programs

What do these trends have to do with your interview? Well, you need to be familiar with the profession and that means knowing what the hot-topics are! Again, I highly recommend reading the position papers to get a sense of the issues that current professionals are dealing with. Volunteer experiences are also invaluable... but try to connect your experiences to the larger issues they represent.

Okay... enough writing for now! I have to go and answer some of these question myself, lol.
But in the days to come, Parts II and III will follow.
Good luck in your preparation!!
And seriously... don't forget to take your picture :D
SweetPea

The Inside Scoop!!

Isn't it funny how sometimes life gives you just what you need, right when you need it?
I, like most people, have a lot of facebook "friends" who are people I know casually through activities or organizations that were once important to me, but who I don't actually hang out with or talk to on a regular basis. Fortunately for me, many of these people are awesome and I'm lucky to know them!

One such person, who shall remain nameless, participated in MMI interviews last year, got into the program s/he applied to, helped her/his school with the organizing of MMIs this year, AND was willing to take some time this evening to chat with me about what to expect!

Of course, the details are all very confidential... I couldn't ask about scenarios or questions or anything like that. But all the same s/he had some great suggestions from an insider's point of view and I will be eternally grateful for his/her kindness!!

Here are some of the things s/he had to say:

• You can't really prepare for the MMI. It's intended to put you off balance and force you to think on your feet. They don't want your canned answers, they want to see how you do under pressure.
• Having said that bit about you can't really prepare... it is really important to know yourself! Spend some time reflecting. What are your strengths/weaknesses? Why do you want to be an OT? Why do you want to get into this program in particular?
• Then just try to relax and go with the flow. Be yourself! Let the assessor see who you really are, in all your awesomeness :) You can't fake being something you're not, so trust that who you are is exactly what they are looking for and let that shine through.
• If you leave a station feeling like you messed up... shake it off and move on!! The next person won't know that you just stuck your foot in your mouth at the last station unless you walk in all flustered like you just stuck your foot in your mouth at the last station, lol. Remember: you will be evaluated on your overall performance, not on one assessment alone.
• Try not to be too rigid in your thinking. Yes, they want you to take a side on an issue and defend it sometimes... but do so in a way that shows you can consider other points of view.
• Don't wear black or blue. Everyone thinks of these two colors when they are getting dressed in their serious interview clothes. But at the end of the day when the assessors say to each other "Hey, what'd you think of that person in the black suit?" They'll be like... "Dude! There were 100 people in black suits!" Instead, go with a nice brown or grey. Accent with a little color. On the flip side of that... don't be TOO memorable. You don't want to stick out like a sore thumb.

And that was about it, as far as tips went!

Now, for what to expect:

• You don't have to stand there and talk for the whole 8 minutes *phew*! You'll walk in, introduce yourself (unless it's a scenario where you're acting out a scene), then sit down and talk. Give your full answer, but don't ramble just to fill time. They have questions to prompt you if you finish early and there's no penalty for being prompted... it's the quality of your answer, not the duration that counts.
• Most people don't sleep the night before their interview. Don't worry about it. Everyone else will look like a zombie too ;)
• The best thing you can do for yourself is to relax and not over-think it. The MMI is designed to reveal who you really are, what your attitude is like, whether you're a good fit for the program. So, let them see the best, optimal you! Try not to be the dry-mouthed, anxiety ridden, trying to figure out the "right" answer you. Be fabulous-you!

I hope that this helps you to be the best You you can be on interview day!!

(Hopefully) Your Future Classmate, SweetPea

Wait... just a little bit longer...

Well, I hoped that the invitation to an admissions interview for the McMaster occupational therapy program would be waiting in my mailbox for me when I awoke this morning. It wasn't. And it didn't show up any of the times when I refreshed the mailbox at 5 minute intervals throughout my day, lol. I'm pretty sure I'll get one, because my GPA is well above the cut-off score that's been used in recent years, but I was still hoping for that little bit of validation that says "We think you might be good enough."

And I really need that validation right now. I've been working non-stop on my thesis for the last two weeks. And when I say non-stop, I mean 12-14 hour days of sitting and analyzing and typing and editing SO much that my back is aching and my hamstrings want to murder me.
Anyone who thinks that qualitative research is easier than quantitative should really have their head checked.

I have loved my undergraduate thesis all along... I have wonderful advisors and a really great topic. I enjoyed the lit review, and I loved conducting the interviews. But I am SO SICK of trying to write up these results that it's really tempting to just run up the white flag and say "I'm done!"
And just to give it some perspective, so that people know I'm not just being a whiner, the typical undergrad thesis is approximately 60 pages. They get into the 80-100 page range when it's qualitative, just because quotes take more space than stats do. But my thesis is going to be in the 270+ page range -_-
Because it's the "best use of my skills" or some crap that's supposed to make me feel better about writing a thesis so big it will need to be published in a two volume set.
*CRY*!!!!!!!!!!!!!!!!!!!! I'll be really glad when this is all over.

On a positive note, I've been given more information about the McMaster interviews (thanks AW!!) and I'll be posting about that once I receive my invitation.

Also, did anyone else notice the slick new updates to the Mac School of Rehab Sciences webpage that went up today? It's really nice and FAR easier to navigate.
Check it out! Fancy, Re-designed, Mac Page

See you on the flip-side of my thesis!!
SweetPea

High School... just like I remember it.

So, I went to a local high-school to give a presentation to a grade 11 Psychology/Sociology/Anthropology class about majoring in Psychology. I actually covered two classes in back to back periods.
The first group was pretty good. A lot of them were quiet, but a handful of people asked lots of questions and all of them were clearly interested and engaged. Actually a lot of their questions had nothing to do with psychology at all and were more about what's university like, how do I decide between college and university, etc... I was happy to talk about whatever they wanted to. It was for their benefit, so I thought it was probably best to just roll with whatever they wanted to talk about.
But the second class... talk about a tough crowd!!!
One guy, who was sitting right up front (!), fell asleep and wasn't even pretending to be listening. Everyone else seemed to be half listening, but mostly not. And no one asked a single question. Lucky for them I'm chatty enough to fill the gaps, and I just basically was like "This is what the other class asked me, and here's what I told them..."
Anyway, it was two painless hours and if it helped one of them by easing their fears of the unknown then it was well worth it. Plus, the two teachers were thrilled. They gave me a really nice Thank You card, along with a coffee mug that has the school's crest and a gift certificate for Tim Horton's!! I wasn't expecting anything so I was absolutely thrilled.

And, since this IS my occupational therapy student blog I feel that I should at least mention something OT related... here it goes:

In about one week (give or take a few days... they're kind of fuzzy about it) I'll find out if I got an interview at McMaster!!! Incidentally, my thesis is also due in one week :s *freaks out*

Wish me luck on all counts! I'm going to need it. :)

SweetPea

Still waiting...

Only two weeks until I hear back about Mac Interviews!!!!! *fingers crossed*

I'm also still looking for advice from anyone who has been to an admissions interview for OT before... whether it was at McMaster or elsewhere. If you've been to one... or conducted one!!... please comment.

Other than that life is just really busy right now. I'm beginning the data analysis on my thesis this week, and have a meeting with my advisors on Wednesday to discuss it. The thesis itself is due in two weeks!! I can't believe the year has gone by so fast. And I also can't believe how much work I have to do in the next two weeks! Yikes!

I've also been invited to go to a local grade 11 Psychology/Sociology/Anthropology high school class to talk about what it's like to be a Psyc major. I think that will be pretty fun, and I had fun putting together the presentation itself.

Then the weekend of April 4th I've volunteered to be a student rep at the Psyc Dept's table for my University's Open House weekend. I did it in the fall too and it was really fun. I enjoyed answering all the students' questions and helping to put their minds at ease. Plus, we get free lunch! :)

And I'm just putting the finishing touches on my Statistics Exam-Aid session for the second year students. I host a session before each exam and all the money raised goes to charity. I usually have about 20 students come out and the feedback I've had on the session in the past has been really positive. It makes it a really rewarding, feel-good thing to do... so although it sounds weird to most people to call anything to do with statistics "fun"... I really do enjoy it.

So, the moral of the story is I have lots to keep me busy in the here and now. But my mind is elsewhere, focused on my goal... occupational therapy.

Wish me luck!! :)

SweetPea

MMI - Scenario Ten

Station 10: Standard Interview 2

What experiences have you had (and what insights have you gained from these experiences) that lead you to believe you would be a good occupational therapist?

Discuss this question with the interviewer.

MMI - Scenario Nine

Station 9: Preferential Admission (Knowledge of the Health Care System)

Due to the shortage of occupational therapists in rural communities, such as those in Northern Ontario, it has been suggested that programmes preferentially admit students who are willing to commit to a 2- or 3-year tenure in an under-serviced area upon graduation.

Consider the broad implications of this policy for health and health care costs. For example, do you think the approach will be effective? At what expense? Discuss this issue with the interviewer.

SweetPea ~ Note that I changed the wording from "shortage of physicians" to be for OTs. However, this may change how you read/interpret the health care costs bit. Still, it's good practice.

MMI - Scenario Eight

Station 8: Parking Garage (Communication Skills)

The parking garage at your place of work has assigned parking spots. On leaving your spot, you are observed by the garage attendant as you back into a neighbouring car, a BMW, knocking out its left front headlight and denting the left front fender. The garage attendant gives you the name and office number of the owner of the neighbouring car, telling you that he is calling ahead to the car owner, Tim. The garage attendant tells you that Tim is expecting your visit.

Enter Tim’s office.

SweetPea ~ Who wants to bet that Tim is hopping mad? I'm suddenly thankful for all the customer service jobs I had dealing with irate customers! :)

MMI - Scenario Seven

Station 7: Class Size (Critical Thinking)

Universities are commonly faced with the complicated task of balancing the educational needs of their students and the cost required to provide learning resources to a large number of individuals. As a result of this tension, there has been much debate regarding the optimal size of classes. One side argues that smaller classes provide a more educationally effective setting for students, while others argue that it makes no difference, so larger classes should be used to minimise the number of instructors required.

Discuss your opinion on this issue with the examiner.

MMI - Scenario Six

Station 6: Circumcision (Ethical Decision Making)

The Canadian Pediatric Association has recommended that circumcisions not be routinely performed. They base this recommendation on their determination that the benefits have not been shown to clearly outweigh the risks and costs. Doctors have no obligation to refer for, or provide, a circumcision, but many do, even when they are clearly not medically necessary. Ontario Health Insurance Plan (OHIP) no longer pays for unnecessary circumcisions.

Consider the ethical problems that exist in this case. Discuss these issues with the interviewer.

MMI - Scenario Five

Station 5: Standard Interview 1

Why do you want to be a occupational therapist?

Discuss this question with the interviewer.

MMI - Scenario Four

Station 4: Deterrent Fees (Knowledge of the Health Care System)

Recently, the Prime Minister of Canada raised the issue of deterrent fees (a small charge, say $10, which everyone who initiates a visit to a health professional would have to pay at the first contact) as a way tocontrol health care costs. The assumption is that this will deter people from visiting their doctor for unnecessary reasons. Consider the broad implications of this policy for health and health care costs. For example, do you think the approach will save health care costs? At what expense? Discuss this issue with the interviewer.

MMI - Scenario Three

Station 3: Air Travel (Communication Skills)

Your company needs both you and a co-worker (Sara, a colleague from another branch of the company) to attend a critical business meeting in San Diego. You have just arrived to drive Sara to the airport. Sara is in the room.

SweetPea ~ This one is observed by the "interviewer" who just watches the interaction between you and an actor. What is not said here is that when you get into the room Sara is going to be really upset. She will reveal that she is scared to fly, and though she has travelled a lot in the past she has not been on a plane since the tragedy of 9/11. I only know this additional information because this scenario was used as an example in the training manual I linked earlier. I think it's safe to say that in any of these interactive scenarios we can expect that the situation we walk into will not be entirely what is on the description we're given in advance.

MMI - Scenario Two

Station 2: Aspartame (Critical Thinking)

A message that recently appeared on the Web warned readers of the dangers of aspartame(artificial sweetener – Nutrasweet, Equal) as a cause of an epidemic of multiple sclerosis (a progressive chronic disease of the nervous system) and systemic lupus (a multi-system auto-immune disease). The biological explanation provided was that, at body temperature, aspartame releases wood alcohol (methanol), which turns into formic acid, which is in the same class of drugs as cyanide and arsenic. Formic acid, they argued, causes metabolic acidosis. Clinically, aspartame poisoning was argued to be a cause of joint pain, numbness, cramps, vertigo, headaches, depression, anxiety, slurred speech and blurred vision. The authors claimed that aspartame remains on the market because the food and drug industries have powerful lobbies in Congress. They quoted Dr Russell Blaylock, who said, “The ingredients stimulate the neurons of the brain to death, causing brain damage of varying degrees.”

Critique this message, in terms of the strength of the arguments presented and their logical consistency. Your critique might include an indication of the issues that you would like to delve into further before assessing the validity of these claims.

MMI - Scenario One

Station 1: Placebo (Ethical Decision Making)

Dr Cheung recommends homeopathic medicines to his patients. There is no scientific evidence or widely accepted theory to suggest that homeopathic medicines work, and Dr Cheung doesn’t believe them to. He recommends homeopathic medicine to people with mild and non-specific symptoms such as fatigue, headaches and muscle aches, because he believes that it will do no harm, but will give them reassurance. Consider the ethical problems that Dr Cheung’s behaviour might pose. Discuss these issues with the interviewer.

Admissions Interview for McMaster Occupational Therapy - The Multiple Mini-Interview (MMI)

In my asking around about the admissions interview for McMaster I got a second hand account of the process. The sister of a classmate attended the interview two years ago and summed it up simply as "It was weird!" O_o This made me even more curious to find information.

Although I'd been unsuccessful in finding specific information online about the admissions interview for the Masters in Occupational Therapy program (actually, an MSc (OT) program), I was not deterred. When I dug a little further I found that the McMaster University medical school pioneered a new approach to admissions interviews that has since been adopted by many other schools, in a variety of health sciences disciplines. This approach is called the Multiple Mini-Interview or MMI. If you look it up there's a ton of available research on it. And if you were expecting a traditional interview but got this instead, you would definitely walk out thinking "That was weird"... so I think it's a safe assumption that this is the kind of interview us OT applicants can expect as well. And, while I don't like assumptions generally, I think this one's a safe bet. The rehab programs fall under the umbrella of the Faculty of Health Sciences, so it makes sense that they would use the same interview format that is favored by other degree programs in the department. And barring any revelations between now and my interview date, educated guesses about what to expect are all I have!

I won't go into great detail about the MMI, because there is readily available information about it online. I even found a "Training Manual" for interviewers that you can check out!

In a nutshell, the MMI is a series of 8 minute interviews that you will have at different "stations" with different interviewers. Before each interview you'll be given a topic to discuss or a scenario related to the interview for that station and have 2 minutes to prepare. Here's the quote about them from the McMaster website:
"During the MMI, applicants will move between interview "stations" in a 12-station circuit. Each station lasts ten minutes (two minutes to read the scenario and eight minutes of interaction). At each station, applicants will interact with, or be observed by, a single rater. The stations deal with a variety of issues, which may include but are not limited to, communication, collaboration, ethics, health policy, critical thinking, awareness of society health issues in Canada and personal qualities. Applicants are not assessed on their scientific knowledge."

Also, they don't note it here but they do in the training manual for interviewers... there are no right or wrong answers. What they want you to do is demonstrate communications skills, the ability to express an opinion and articulate your reasons for support. As well, the ability to see an issue from more than one point of view and empathize with others is taken into consideration.

For some people, this style of interview might cause nightmares. But for others (me included!) I'm excited by the diversity and the opportunity to interact with many evaluators, rather than being dependant on the impressions of a few people in a single interaction. I think the idea with this style is that each candidate is bound to flub a few and shine in a few but that, on average, the school will get a fair assessment of the applicant. Furthermore, you can't just give canned responses that are prepared in advance. You need to think on your feet, be a little flexible, and while you're doing that your true colours will show through. Fakers will be found out!

In my next few posts I'll put up a number of practice scenarios I've found. Feel free to discuss what you think they're looking for in the comments section!

I hope others found this as useful as I have. And, naturally, I'll post back after my own interview to confirm whether or not this is the style used for the OT Masters program.

SweetPea