| 00:00 - 00:03 | We regret to inform you that the Medical Schools Council |
| 00:03 - 00:07 | has brought it to the attention of the UK Foundation Programme Office |
| 00:08 - 00:12 | that there is a potential error in the scanning process of the Situational Judgement Test answer sheets |
| 00:12 - 00:15 | that may have affected the scores for some applicants. |
| 00:17 - 00:19 | Just forget about it and |
| 00:19 - 00:21 | certainly don't tell anyone. |
| 00:24 - 00:26 | Sir... |
| 00:27 - 00:28 | We already... |
| 00:31 - 00:36 | We already emailed all of the students saying all of their papers will be re-marked. |
| 00:53 - 00:58 | Everyone who is in UKFPO and MCS stay behind. |
| 01:13 - 01:15 | The SJT is a joke. |
| 01:15 - 01:17 | The fucking scores are a joke. |
| 01:18 - 01:23 | How can we possibly remark the papers? There is no mark scheme. There are no answers. |
| 01:25 - 01:28 | The situations are ridiculous. |
| 01:29 - 01:31 | They make no sense. |
| 01:31 - 01:34 | Its just bullshit I made up pissed. |
| 01:34 - 01:37 | We don't want to allocate the students based on their academic ability. |
| 01:37 - 01:40 | We want to allocate them randomly. |
| 01:40 - 01:42 | But sir, the SJT measures the extent to which the student meets the person specif... |
| 01:42 - 01:46 | What the fuck? How could a fucking stupid multiple choice exam do that? |
| 01:46 - 01:48 | Sir, the SJT was designed and extensively trialled by expert psychologists. |
| 01:48 - 01:52 | Yes but they were working for a bunch of morons: |
| 01:53 - 01:54 | Medical educationalists! |
| 01:56 - 01:57 | But now the students will want their papers re-marked |
| 01:57 - 02:00 | and for their SJT scores to make sense. |
| 02:00 - 02:03 | They might realise its a huge pile of garbage. |
| 02:04 - 02:08 | They are all the same. They are just a homogenous mass. |
| 02:08 - 02:13 | In a few months we will start to refer to them simply by GMC numbers. |
| 02:14 - 02:16 | They don't have internal lives of their own. |
| 02:17 - 02:21 | Who fucking cares where they are allocated? |
| 02:27 - 02:29 | What do you think reflective practice is for? |
| 02:30 - 02:34 | Whats the point of personal and professional development? |
| 02:34 - 02:36 | Its to empty them out. |
| 02:41 - 02:47 | Make them tick-boxing, protocol-following morons! |
| 02:48 - 02:53 | Why did you have to go meddling in this? |
| 02:54 - 02:56 | We made up some random numbers. |
| 02:56 - 02:59 | We even fitted them to a fucking bell curve. |
| 03:00 - 03:02 | They would never have fucking known. |
| 03:04 - 03:07 | It's okay Anna, they're not truly human now. |
| 03:14 - 03:16 | We'll have to make it look like were re-marking. |
| 03:19 - 03:23 | Drip feed them information. It will drive them half mad. |
| 03:25 - 03:26 | What else? |
| 03:31 - 03:33 | Involve the Med Schools. |
| 03:40 - 03:46 | Ask for feedback then feedback on the feedback. |
| 03:46 - 03:49 | They will feel like we are doing something. |
| 03:53 - 03:56 | Hopefully they buy it. |
