So You Want to Be a Doctor? the Ultimate Guide to Getting Into Medical School

Total Page:16

File Type:pdf, Size:1020Kb

So You Want to Be a Doctor? the Ultimate Guide to Getting Into Medical School So you want to be a doctor? The ultimate guide to getting into medical school So you want to be a doctor? The ultimate guide to getting into medical school Second edition Harveer Dev David Metcalfe Stephan Sanders 1 1 Great Clarendon Street, Oxford, OX2 6DP, United Kingdom Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries © Oxford University Press 2014 The moral rights of the authors have been asserted First Edition published in 2011 Second Edition published in 2014 Impression: 1 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above You must not circulate this work in any other form and you must impose this same condition on any acquirer Published in the United States of America by Oxford University Press 198 Madison Avenue, New York, NY 10016, United States of America British Library Cataloguing in Publication Data Data available Library of Congress Control Number: 2013943040 ISBN 978–0–19–968686–5 Printed in Great Britain by Ashford Colour Press Ltd, Gosport, Hampshire Oxford University Press makes no representation, express or implied, that the drug dosages in this book are correct. Readers must therefore always check the product information and clinical procedures with the most up-to-date published product information and data sheets provided by the manufacturers and the most recent codes of conduct and safety regulations. The authors and the publishers do not accept responsibility or legal liability for any errors in the text or for the misuse or misapplication of material in this work. Except where otherwise stated, drug dosages and recommendations are for the non-pregnant adult who is not breastfeeding Links to third party websites are provided by Oxford in good faith and for information only. Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work. Dedication To Sarinder, for her unwavering support and encouragement (HD) To Mina, my beautiful wife (DM) To Imogen and Xanthe, for making life marvellous (SS) Foreword There has never been a more exciting time to be a doctor. Advances in medical science are allowing doctors to understand human biology, diagnose disease and ultimately treat patients in ways that would have been unimaginable a few years ago. There are many reasons why medicine continues to attract the most talented university applicants. The profession of ers the respect and trust of the public, a team-based work envi- ronment, intellectually challenging cases and great job security. However, the best reward remains using your abilities to alleviate the suf ering of those in the greatest need and witnessing the results. Winning a place at medical school is the fi rst step to joining this fascinating profession. The selection process is long, complicated and intensely competitive, so that only the most capa- ble become doctors and care for patients. Earning your place at medical school requires a lot more than just passing exams; at each stage you need to prove that you have the qualities and aptitude required to be a good doc- tor. This book will take you through the application process and show you how to reach your full potential every step of the way. It will show you how to choose the medical schools that suit your personality and send them a clear message that you are the right applicant for their course. If you work hard and use this book as a guide, you could be strolling the wards wearing your new stethoscope before you know it! Best of luck! Professor the Lord Darzi of Denham KBE Hon FREng, FMedSci, FRCS vi Foreword Preface Who has the potential to be an excellent doctor? Medical schools across the UK wrestle with this question as they confront the thousands of applicants every year. A student’s life, skills and personality are reduced to a handful of grades and a single page of writing that will determine their fate. When sorting through these applications, medical schools use fi xed criteria to discern ‘strong’ from ‘weak’ applications. While this ensures the process is ‘fair’, these criteria can miss excellent applicants who simply don’t know how the system works. In writing this book, we hope to level the playing fi eld. Regardless of your background or familiarity with the medical profession, this book will help you put together the best possible application. This book represents the distilled wisdom of over 100 medical students, admissions special- ists and faculty members covering every medical school in the UK. It will guide you through every stage of the application process from getting work experience to writing your UCAS form and coping with the fi rst term at medical school. It will also help you choose the medical schools that best suit your personality, meaning you have the best possible chance of being accepted. Getting into medical school is dif cult; we hope this guide helps you show that you have the potential to be an excellent doctor. Good luck! Harveer Dev (Cambridge Medical School) David Metcalfe (Warwick Medical School) Stephan Sanders (Nottingham Medical School) Preface vii Acknowledgements It would not have been possible to produce this book without the help of many kind individu- als and institutions who gave their time and energy for our benefi t. In particular: All the contributors (listed on page ix by medical school) for their informative and insightful descriptions of life at each medical school. The members of medical school faculty and admissions teams (named on each medical school profi le, p. 107 ) that submitted the text for the Insider’s Views. The members of admissions teams that have collected the data on admissions statistics that we have quoted on each of the medical school profi les. The superb information provided by the GMC, UKCAT, and BMAT, which made researching this book substantially easier. Professor Ara Darzi for contributing the foreword. Kaplan Test Prep and Admissions (www.kaptest.co.uk ) for the material they contributed for the exams chapter ( p. 69 ) and sample questions (p. 304 ). All the contributors of the fi rst edition of So you want to be a doctor? Imogen Hart, Mina Aletrari, and Sarinder Dev for their constant support, exceptional proof-reading skills, and wonderful company. Our excellent editorial team at Oxford University Press, in particular Geraldine Je f ers, Fiona Richardson, Hannah Lloyd, Abigail Stanley, and Claire Steele. Thank you for your continued support throughout. viii Acknowledgements Contributors England London—GKT Birmingham Vishal Kumar Thomas Pepper Joseph Higginbotham-Jones Brighton and Sussex London—Imperial College A l e x a n d r a Ho Tamara Mulenga Matthew Murden Bristol London—St George’s Rebecca Dwyer Bernard Ho Kayleigh Else John Boardman Cambridge London—UCL Stephanie Smith Alex Nesbitt Elizabeth Wheater Dundee Manchester Rohan Shotton Craig Maclean Durham Newcastle Matthew Gibson Joe Selwyn-Gotha Josh Patch East Anglia Nottingham Caroline Anderson Saad Fyyaz E x e t e r Rebecca Bennett The authors Oxford Hull York Elizabeth Mumford Chloe Gelder Jonathan Dickerson Keele Plymouth Daisy Clark Emily Adams Lancaster Shef eld Hannah Barlow Will Sapwell Leeds Southampton Jonathan Batty Rachel Colville Leicester Roxana Lachowicz S t e f a n George Warwick Liverpool Matthew Bowden YinYee Susan Ho Michelle Cheung Northern Ireland London—Barts Queen’s, Belfast Alan David McCrorie Bhavna Gilani Sanjay Shrof Contributors ix Scotland Wales Aberdeen Cardif Mark McInerney Maimoona Ali Dundee Swansea Craig Maclean Leifa Jennings Edinburgh Overseas John Ferns Charles, Prague Glasgow Nabeel Siddiqui Rebekah Wilson St Andrews Joanna Aithie x Contributors Contents Becoming a doctor xvi 1 Making the decision 3 Do you want to be a doctor? 4 Deciding to be a doctor 6 Training to be a doctor 8 Being a doctor 10 Types of doctor 13 The cost of medical school 15 2 Succeeding at A-level 19 Choosing subjects 20 Succeeding throughout the year 22 Preparing for exams 24 Private tuition 26 E x a m s 28 3 Taking a gap year 31 Should you take a gap year? 32 Where to go 34 What to do 36 How to fi nd out more 38 4 Getting a life 41 Why do extracurricular activities? 42 What can you do? 44 A f e w e x a m p l e s 46 5 Work experience 49 Work experience 50 Arranging work experience 52 Preparing for work experience 54 Making the most of shadowing 58 Volunteering 60 Employment 62 Research experience 64 If all else fails . 66 Contents xi 6 Preparing for admission tests 69 The use of admission tests 70 Preparing and taking the tests 72 Admission test strategy 74 The UKCAT 78 The BMAT 82 7 Choosing a medical school 85 The medical school 86 Types of course 88 Types of university 89 Summary of medical schools 90 Competitiveness of medical schools 91 The applicant 92 A guide to decide 94 League tables 98 Performance after medical school 103 How to fi nd out more 104 8 Undergraduate medical schools 107 Understanding the profi les 108 England Birmingham
Recommended publications
  • 2016-17 Department: UCL Medical School Faculty: Medical Sciences CONNECTED CURRICULUM
    UCL QUALITY REVIEW FRAMEWORK - ANNEX 6.1.3: ASER DEVELOPMENT & ENHANCEMENT PLAN Academic Session: 2016-17 Department: UCL Medical School Faculty: Medical Sciences CONNECTED CURRICULUM Last session, Departments were invited to discuss how they intended to begin their preliminary assessment of their taught provision by benchmarking each programme against the grid in the Connected Curriculum Enhancement Guide. Programmes were asked to evaluate and clearly state where the programme or cluster of similar programmes was benchmarked in relation to each dimension of the Connected Curriculum. In this section, Departments are asked to indicate the extent to which their programme(s) reflect each of the six dimensions, to highlight notable examples of good practice, and (in the Development and Enhancement plan below) to list up to six actions that the department/programme team will now take to enhance the programme(s) over the next two to three years. Departments will then be asked to review progress in relation to these actions in the Autumn 2019 ASER. The broad evaluation of the programme(s) as ‘Beginning’, ‘Developing’, ‘Developed’ or ‘Outstanding’ for each dimension will enable the Department/Programme Leader to track progress in relation to all six dimensions over time. It is intended to be a broadly agreed description of current practice in the programme(s) as a whole. General guidance on interpreting these terms is found on p6-7 of the Connected Curriculum online guide: https://www.ucl.ac.uk/teaching-learning/sites/teaching-learning/files/connected_curriculum_brochure_21_june_2017.pdf Departments may also find the ‘Twenty Questions’ on p10 helpful. If you have a large number of UG programmes in your department, a suggested approach is to use this form to provide a departmental summary of your programmes and then to identify those particular programmes which are excelling or which need more development by completing a form with a summary for each programme (or cluster of very similar programmes).
    [Show full text]
  • Applied AI and Machine Learning in Translational Medicine
    This is a repository copy of Looking beyond the hype : applied AI and machine learning in translational medicine. White Rose Research Online URL for this paper: http://eprints.whiterose.ac.uk/151087/ Version: Published Version Article: Toh, T.S., Dondelinger, F. and Wang, D. (2019) Looking beyond the hype : applied AI and machine learning in translational medicine. EBioMedicine. ISSN 2352-3964 https://doi.org/10.1016/j.ebiom.2019.08.027 Reuse This article is distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs (CC BY-NC-ND) licence. This licence only allows you to download this work and share it with others as long as you credit the authors, but you can’t change the article in any way or use it commercially. More information and the full terms of the licence here: https://creativecommons.org/licenses/ Takedown If you consider content in White Rose Research Online to be in breach of UK law, please notify us by emailing [email protected] including the URL of the record and the reason for the withdrawal request. [email protected] https://eprints.whiterose.ac.uk/ EBIOM-02366; No of Pages 9 EBioMedicine xxx (2019) xxx Contents lists available at ScienceDirect EBioMedicine journal homepage: www.ebiomedicine.com Review Looking beyond the hype: Applied AI and machine learning in translational medicine Tzen S. Toh a, Frank Dondelinger b, Dennis Wang c,d,⁎ a The Medical School, University of Sheffield, Sheffield, UK b Lancaster Medical School, Furness College, Lancaster University, Bailrigg, Lancaster, UK c NIHR Sheffield Biomedical Research Centre, University of Sheffield, Sheffield, UK d Department of Computer Science, University of Sheffield, Sheffield, UK article info abstract Article history: Big data problems are becoming more prevalent for laboratory scientists who look to make clinical impact.
    [Show full text]
  • Projects Nominated in 2020 UCL Provosts Public Engagement
    Projects Nominated in 2020 UCL Provost's Public Engagement Awards Lead UCL Lead external Project Name UCL Department External Organisation Contact Contact A strengths-based approach to autism and employment: Insights, experiences, and Psychology and Human Development, UCL Anna Melissa best practice strategies from the Deutsche Bank UK autistic graduate internship Institute of Education – Centre for Research in Alex Wilson Deutsche Bank Romualdez programme Autism and Education Addressing Infrastructural Vulnerabilities: a participatory spatial intervention in the Andrea Rigon Development Planning Unit Joana Dabaj CatalyticAction refugee-hosting town of Bar Elias, Lebanon Evangelos Beatboxing After Laryngectomy UCL Institute of Education, Department of CCM Thomas Moors Shout at Cancer Himonides Education, Practice and Society, Institute of Building the evidence base for effective policy: the role of education in international Moses Oketch Education, Centre for Education and International Jess Atkinson Department for International Development (DFID) development Development (CEID) Ameenat Lola Childhood rare eyes disease: patient and public involvement and engagement UCL GOS Institute of Child Health Deirdre Leyden GOSH Patient and Public Involvement in Research Lead Solebo Civic Design CPD and Knowledge Exchange: Co-designing Neighbourhoods with Pablo Sendra The Bartlett School of Planning Leslie Barson Granville Community Kitchen Communities Collaborative City Planning Strategies Masters Module BPLN0033 Elena Besussi Bartlett School of
    [Show full text]
  • Review of UCL Medical School
    London regional review 2012–13 Review of UCL Medical School This visit is part of a regional review and uses a risk-based approach. For more information on this approach see http://www.gmc- uk.org/education/13707.asp. Review at a glance About the School Programme MBBS University UCL Medical School Years of course 6 Programme structure Year 1 – Fundamentals of clinical science 1 Year 2 – Fundamentals of clinical science 2 Year 3 – Scientific method in depth (iBSc) Year 4 – Integrated clinical care Year 5 – Life cycle Year 6 – Preparation for practice Number of students 1,969 (2011 MSAR) Number of LEPs UCL reported 196 clinical placements across 28 trusts or other providers, excluding GP placements. Local deanery London Deanery Last GMC visit 2004-5 QABME Outstanding actions None from last visit 1 About the visit Visit dates 22-23 November 2012 Sites visited UCL Medical School Areas of exploration MBBS Were any patient No safety concerns identified during the visit? Were any significant No educational concerns identified? Has further regulatory No action been requested via the responses to concerns element of the QIF? Summary 1 London has been chosen as the region for review in 2012-13 and all five London medical schools have been visited as part of this review. The north central regional visit team visited UCL Medical School (the School), a Division in the Faculty of Medical Sciences, University College London, in November 2012. 2 UCL is the third largest medical school in London with 1,969 students. The School has three main clinical campuses: Bloomsbury, the Royal Free and the Whittington.
    [Show full text]
  • Review 2011 1 Research
    LONDON’S GLOBAL UNIVERSITY ReviewHighlights 2011 2011 Walking on Mars © Angeliki Kapoglou Over summer 2011, UCL Communications held a The winning entry was by Angeliki Kapoglou (UCL Space photography competition, open to all students, calling for & Climate Physics), who was selected to serve as a member images that demonstrated how UCL students contribute of an international crew on the Mars Desert Research Station, to society as global citizens. The term ‘education for global which simulates the Mars environment in the Utah desert. citizenship’ encapsulates all that UCL does to enable Researchers at the station work to develop key knowledge students to respond to the intellectual, social and personal needed to prepare for the human exploration of Mars. challenges that they will encounter throughout their future careers and lives. The runners-up and other images of UCL life can be seen at: www.flickr.com/uclnews Contents Research 2 Follow UCL news www.ucl.ac.uk Health 5 Insights: a fortnightly email summary Global 8 of news, comment and events: www.ucl.ac.uk/news/insights Teaching & Learning 11 Events calendar: Enterprise 14 www.events.ucl.ac.uk Highlights 2011 17 Twitter: @uclnews UCL Council White Paper 2011–2021 YouTube: UCLTV Community 21 In images: www.flickr.com/uclnews Finance & Investment 25 SoundCloud: Awards & Appointments 30 www.soundcloud.com/uclsound iTunes U: People 36 http://itunes.ucl.ac.uk Leadership 37 UCL – London’s Global University Our vision Our values • An outstanding institution, recognised as one of the world’s
    [Show full text]
  • Abstracts from the Research Symposium for Medical Students and Foundation Doctors 20 November 2019
    Abstracts from the Research Symposium for Medical Students and Foundation Doctors 20 November 2019 November 2019 This abstract book has been produced using author-supplied copy and no editing has been undertaken. No responsibility is assumed for any claims, instructions, methods or drug dosages included in the abstracts: it is recommended that these are verified independently. Undergraduate Prizes Best undergraduate oral presentation Socioeconomic differences in cardiovascular disease risk factor prevalence in people with type 2 diabetes in Scotland: a cross-sectional study Edward Whittaker (Supervisor: Prof. Sarah Wild) University of Edinburgh INTRODUCTION: Health inequalities exist in outcomes of diabetes in different socioeconomic groups and these are particularly marked for cardiovascular disease and its risk factors1. The aim of this study was to describe the association between socioeconomic status and prevalence of cardiovascular risk factors (smoking, body mass index, HbA1C, blood pressure and cholesterol) in people with type 2 diabetes in contemporary Scottish data. PATIENTS AND METHODS: A cross-sectional study was performed of 264,011 people with type 2 diabetes in Scotland who were alive on 30/06/16, identified from the population-based diabetes register. Socioeconomic status was defined using quintiles of the area-based SIMD with Q1 and Q5 used to identify the most and least deprived fifths of the population respectively. Logistic regression models adjusted for age, sex, health board, history of cardiovascular disease and duration of diabetes were used to estimate odds ratios (OR) (and 95% confidence intervals) for Q1 compared to Q5 for each risk factor. RESULTS: The mean (SD) age of the study population was 66.7 (12.8) years, 56.1% were men, 23.6% were in Q1 and 15.1% in Q5.
    [Show full text]
  • Applicant Evening Presentation (Scotland)
    Virtual Applicant Information Evening Scottish Applicants Welcome! • This evening’s event is for undergraduate applicants to the University of Aberdeen • Finance information will focus on the Scottish student finance process – staff from SAAS (funding body) are in attendance to answer your questions • Tonight is about helping you make the right decision for you about your next steps • Some of you may have just submitted your application, others may have received an offer – all are welcome! September 2021 entry UCAS application deadline: 29th January 2021 Last date for decisions from universities (for applications received on time): 20th May 2021 If you receive all your decisions by 20th May, reply by 10th June (Current deadlines – please check for any changes from UCAS) Once you make Aberdeen your firm choice (conditional or unconditional) you can begin your application for accommodation Why Aberdeen… Our heritage • Founded in 1495; over 525 years of excellence • 5th oldest University in the UK and 3rd oldest in Scotland • 14,500 students and 130 nationalities on our campus • Scottish University of the Year 2019*, Top 20 UK University** and 11th for Student Satisfaction*** • “Open to all, and dedicated to the pursuit of truth in the service of others” * The Times/Sunday Times Good University Guide ** Guardian University Guide 2021 *** National Student Survey 2019 Why Aberdeen… Our facilities Modern state of the art facilities located on our beautiful historic campus Multi-million pound investment in recent years • Sir Duncan Rice Library
    [Show full text]
  • Embedding Physical Activity in the Undergraduate Curriculum
    July 2018 Embedding physical activity in the undergraduate curriculum Commissioned by Public Health England (PHE) and Sport England to embed physical activity in the undergraduate curricula in a sample of medical schools and schools of health in England during 2017 and 2018. This is part of the PHE & Sport England’s Moving Healthcare Professionals Programme Authors on behalf of Exercise Works Ltd Ann B. Gates MRPharmS BPharm (Hons) Ian K. Ritchie FRCSEd Executive Summary July 2018 movement for movement Forewords A final year medical student’s view on the lack of exercise medicine in undergraduate curricula As a medical student about to graduate, I have been left disappointed by the lack of exercise medicine I have been exposed to during my time at medical school. Despite it being a well-established way to prevent, treat and manage illness, exercise medicine does not feature significantly in medical curricula throughout the United Kingdom. As a result, there is lack of knowledge and awareness in the medical community. This issue is not limited to doctors: all allied health care professionals are in a position to influence positive lifestyle changes and all should be exposed to exercise medicine in their undergraduate curricula. We are currently missing out on a fantastic opportunity to empower the health care professionals of the future to be confident in advising patients about utilising exercise to improve their health and quality of life. This commission report demonstrates that physical activity can be successfully integrated into medical school curricula, and that students can encourage and support this being implemented. Katie Marino Final year medical student, University of Sheffield.
    [Show full text]
  • Campus Map CAMPUS
    Forrest Hills SOUTH EAST Lancaster University Campus Map CAMPUS NORTH CAMPUS FURNESS AVE B TOWER AVE E C PHYSICS AVE ISO JOHN CREED AVE COUNTY AVE Bailrigg Service Station LANCASTER SQUARE AVE CTP Maintenance GEORGE FOX AVE UNDERPASS Workshops COM PHS WWB County College FYLDE AVE SOUTH CHE CAMPUS D ISS COS The PSC Orchard FAR Bonington Square Step Lancaster TRH Square FAS SBH GFX INF Physics Garden Cycle Route to NORTH DRIVE Fylde College Ellel & Galgate Great Edward SOUTH DRIVE Hall BLN BLM Roberts Court GHC Court Bowland Bowland FUR Wetland North Quad Fylde Grizedale College Quad WEL Furness College Quad Furness Alexandra College Court FYL SAT LIC Square Pendle College Welcome LEC Great Hall Centre CHC Square Reception Engineering F Square Cycle Route to PENDLE AVE ASH Bowland College City Centre BLA Students’ Union ROSSENDALE AVE LIB ENG LSE BLH A Arrival UNH Point University GRIZEDALE AVE House MAN Reception BOWLAND AVE G Graduate College HRB UNDERPASS CPC BOWLAND AVE FARRER AVE GILLOW AVE F Graduate BRH LIBRARY AVE SEC Square A GRADUATE AVE LCC CARTMEL AVE Netball Courts South West I Campus ALEXANDRA PARK DRIVE Barker NORTH WEST RUS House BHF Entrance Lancaster Court House Hotel CAMPUS H Cartmel College Rugby League Pitch PARK BOULEVARD Lacrosse Pitch ECO BARKER HOUSE AVE MED J PRE Lonsdale SOUTH WEST CAMPUS Quad LONSDALE AVE HAZELRIGG LANE Lonsdale College BFB Lake Carter Grass Playing Pitch Astro Turf Pitch L Grass Playing Pitch L Grass Playing Pitch Grass Playing Pitch Grass Playing Pitch 3rd Generation Artificial Pitch Astro Turf
    [Show full text]
  • Ucl Medical School Internal Quality Review
    UCL MEDICAL SCHOOL INTERNAL QUALITY REVIEW Contents INTRODUCTION .....................................................................................................................................................4 Regulatory Framework.........................................................................................................................................4 Overview of Educational Organisational Structures ............................................................................................4 Overview of Educational Programmes.................................................................................................................5 SECTION 1. KEY DEVELOPMENTS......................................................................................................................7 1.1 Findings from previous review .......................................................................................................................7 1.2 Progress on implementation of the recommendations ................................................................................10 1.2.1 MBBS ....................................................................................................................................................10 1.2.2 Postgraduate Education ........................................................................................................................13 SECTION 2. STUDENTS, STAFF AND LEARNING RESOURCES.....................................................................15 2.1 Student Profile..............................................................................................................................................15
    [Show full text]
  • Short-Term Forecasts to Inform the Response to the Covid-19 Epidemic in the UK
    medRxiv preprint doi: https://doi.org/10.1101/2020.11.11.20220962; this version posted December 4, 2020. The copyright holder for this preprint (which was not certified by peer review) is the author/funder, who has granted medRxiv a license to display the preprint in perpetuity. It is made available under a CC-BY 4.0 International license . Short-term forecasts to inform the response to the Covid-19 epidemic in the UK 1* 1 2 3 4,5 6,7 6 1 8 Funk S ,​ Abbott S ,​ Atkins BD ,​ Baguelin M ,​ Baillie JK ,​ Birrell P ,​ Blake J ,​ Bosse NI ,​ Burton J ,​ ​ 7 ​ 1 ​ 6,7 ​ 2 ​ ​ 1 ​ 1 ​ 3 ​ Carruthers J ,​ Davies NG ,​ De Angelis D ,​ Dyson L ,​ Edmunds WJ ,​ Eggo RM ,​ Ferguson NM ,​ ​ 3 2​ ​ 2 ​ 1 ​ 2 ​ 2 9 ​ 10 Gaythorpe K ,​ Gorsich E ,​ Guyver-Fletcher G ,​ Hellewell J ,​ Hill EM ,​ Holmes A ,​ House TA ,​ Jewell C ,​ 1 ​ 1 ​ 11 2 ​ 12 ​ 3 ​ 1 ​ ​13 ​ Jit M ,​ Jombart T ,​ Joshi I ,​ Keeling MJ ,​ Kendall E ,​ Knock ES ,​ Kucharski AJ ,​ Lythgoe KA ,​ Meakin 1 ​ 1 ​ ​ 14 ​ 9 ​ 9 ​ 11 ​ ​ 3 9,15 SR ,​ Munday JD ,​ Openshaw PJM ,​ Overton CE ,​ Pagani F ,​ Pearson J ,​ Perez-Guzman PN ,​ Pellis L ​, ​ 16 ​ 17,18 ​ 1 ​ 12 ​ 2 ​ 7 ​ 3,7 ​ Scarabel F ,​ Semple MG ,​ Sherratt K ,​ Tang M ,​ Tildesley MJ ,​ Van Leeuwen E ,​ Whittles LK ,​ ​ ​ ​ ​ ​ ​ ​ CMMID COVID-19 Working Group, Imperial College COVID-19 Response Team, ISARIC4C Investigators 1 Centre​ for Mathematical Modelling of Infectious Diseases, London School of Hygiene & Tropical Medicine, Keppel St, London, WC1E 7HT, UK 2 The​ Zeeman Institute for Systems Biology & Infectious Disease
    [Show full text]
  • Michaelmas 2013 · No
    CORPUS CHRISTI COLLEGE · CAMBRIDGE The Letter Michaelmas 2013 · No. 92 The endpapers show a detail of the weathered bronze on the Henry Moore figure at Leckhampton. The Letter (formerly Letter of the Corpus Association) Michaelmas 2013 No. 92 Corpus Christi College Cambridge Corpus Christi College The Letter michaelmas 2013 Editors The Master Oliver Rackham Peter Carolin assisted by John Sargant Contact The Editors The Letter Corpus Christi College Cambridge cb2 1rh [email protected] Production Designed by Dale Tomlinson ([email protected]) Typeset in Arno Pro and Cronos Pro Printed by Berforts Information Press (Berforts.co.uk) on 90gsm Claro Silk (Forest Stewardship Council certified) The Letter on the web www.corpus.cam.ac.uk/alumni News and Contributions Members of the College are asked to send to the Editors any news of themselves, or of each other, to be included in The Letter, and to send prompt notification of any change in their permanent address. Cover illustration: New Court. Photographed on the first day of the 2013–14 academic year. 2 michaelmas 2013 The Letter Corpus Christi College Contents The Society Page 5 Domus 9 Addresses and reflections The College on the eve of war 13 Richard Rigby, 1722–88, Fellow Commoner 21 Discovering the ozone hole 27 Holy dying in the twenty-first century 32 The Wrest case 39 The beasts in I 10 41 Then and now 44 The Fellowship News of Fellows 46 Visiting and Teacher Fellowships 47 A Visiting Fellow’s ‘collegial, exciting and fulfilling’ stay 48 A Teacher Fellow ‘among the books of the wise’ 49 Fellows’ publications 51 The College Year Senior Tutor’s report 57 Leckhampton life 58 The Libraries 59 The Chapel 61 College Music and Choir 64 Bursary matters 65 Development and Communications Office 66 College staff 68 Post-graduates Venereal conundrums in late Victorian and Edwardian England 69 A Frenchman in Cambridge 72 Approved for Ph.Ds.
    [Show full text]