How To Ace Your Viva

or at least feel marginally less stupid than you usually feel.

You might be wondering, what are vivas? Well, vivas are basically an oral examination where there's just you and your teacher/professor and they ask you a series of questions, testing your knowledge and your method of conveying what you know. Introverted people like me find vivas extremely daunting, mostly because you can, in real time, gauge how your performance is going by judging from the examiner's expressions.

Of course, not all examiners are the same. Some will smile encouragingly when you answer correctly, to help boost your confidence. Some will smile encouragingly when you're wrong, just to see what other blunders you're going to be making today. It depends really. Of course, if your examiners are your own teachers, you pretty much judge them according to how they are in class. But sometimes, teachers change and go into exam mode, where some will be lenient and doing their best to make sure you pass, while others will be grilling you harshly to see if you were actually paying attention and still making you pass, and yet others will be harsh and end up failing you at the same time.

Here's a couple of things I do during my viva;

1. Don't start talking immediately. Just help them note down your roll number/name and then stay quiet. Let the examiner start the examination, don't jump in with everything you know. 

2. When they ask a question, take a few seconds to think over what they're asking. Don't start blurting out the answer! Take your time. 

3. If you don't understand the question, don't be afraid to ask them to repeat the question. It's better to sound like you didn't hear, rather than talking on and on about something the examiner didn't even want to hear in the first place! 

4. If you feel like you don't know how to answer the question, break it down. Start simple. Let the examiner know that you're thinking, by starting from the first step. As you talk, the next step will get clearer and clearer until you finally blurt out what the examiner has been wanting to hear! You can start out by telling the examiner the obvious things first "I understood this this and this" and then state your inferences, "This means this, this means that" and then the conclusion "So this must be the answer".  

5. Don't judge how you're doing from the examiner's expression. If possible, ignore them completely and assume they're trying to drag you down the wrong path (unless they're a really nice teacher and you know they're trying to help you). Stick with what you're saying, don't let them sway your statements and appear indecisive!

So those were a couple of tips that I can give to someone who's appearing in their viva and is kind of nervous about it. I'm not saying that these tips are perfect or that I am experienced in giving vivas, but it's just that this is what I do and I feel like I don't perform as bad as I think I do, considering how nervous and tongue tied I get!

Do you find oral examinations difficult? How do you deal with them? Have a nice day!

How Bad is it to Fail?

It's pretty ironic how I wrote an entire post on how to study anatomy just a few days ago. I'd written the post after my exam on the gastro-intestinal system, partly because I had finally figured out how I should be studying these things and partly because my exam hadn't gone very well and I decided to write everything I should have done down was a good way to ensure I didn't screw up an exam again.

Unfortunately, I wasn't prepared for how badly I had screwed up.

You heard that right. Kanra Khan, second year med student, failed an important exam for the very first time in med school. Was I shocked? A little bet, yes. I'd realized my exam didn't go so well, so I had been expecting a borderline pass, like maybe 50.01% or just 50%. Results get emailed though so when I finally went home and opened the document, I didn't get past the bare minimum to pass. I had gotten a 48%.

So I was shocked, yeah? I study quite a bit, writing notes and drawing drawings, but it just didn't seem to be enough. I realized that when I saw the paper, and I realized it again when I saw my result. For real, guys, med school is tough. You put in so much effort and time and it all literally drains you and then you find out you weren't even up to the mark.

Does it hurt?

Yes.

But no pain, no gain, am I right?

Here are five reasons why failure isn't as bad as it sounds and feels.

1. It's a chance to evaluate yourself.
Where did you go wrong? Did you think this class, this subject was going to be easy peasy? Or maybe you decided to party out with your friends all weekend? Or maybe you did study, you really did, but you focused on the wrong things? Either way, you need to sit down and think about what you've done. We're so caught up with staying ahead in class, we never really stop to think about what we've been doing in the past. Here's your chance.

2. It's a wake up call
Whatever you've been doing, it's not working!! Just reading the text won't get you to pass this class- the way it may have helped you pass all the other classes. Do you need to change your study strategy? Switch from detailed reading to smart strategic learning? An F on your exam is the clearest sign you can possibly get that tells you "Hey, whatever you were doing, it's not going to work. For real, change your strategy".

3. It's your chance to ask for help
I'm a student so I know how there's a sort of facade us students hold up. Whenever it's that time of the school year where grades come in, people ask around "What did you get?" and if you got good, you'd announce your result. And if you didn't do good, you'd just try to play it casual, like "Mmh, yeah, I passed at least".
Well yeah, you didn't do good but in your attempt to look cool in front of everybody, you really missed out a chance to ask for advice. When you fail, there's no way you can continue this facade. You should just take a deep breath and admit that your failed. You'd be surprised at how nice people will be about it, giving advice and tips about studying and test-taking.

4. It proves you're a human
It's okay to fail every now and then. If you always passed with flying colors, wouldn't you stop working so hard? Wouldn't it give your efforts less meaning? That and, a lot of people would be pretty mad at you for being a know-it-all super genius. Failing means you're flawed and human. It's a perfectly normal thing to happen.

5. It tests you as a person
How are you going to react to this? Are you going to sit back and cry about it? Or get up and do something about it instead? What you're going to do after failing is what will decide if you are a winner or a loser.
So pick yourself up, get a plan running and get back into the game! I believe in you and you should believe in you too!

Have a nice day!

10 Tips on Studying Anatomy

I don't profess to be a good student, let alone a great student. I do try my best and while sometimes the best may be good enough, other times it's not. The important thing is to keep trying. There's no perfect way to do things, what works for one subject might not work for another subject. And what may work for me, might not work for you. So before I start this post, I just want to let you know a couple of essential things

It's okay to not know how to study. The important thing is to not give up heart and to keep trying out new styles.
Don't be harsh on yourself while you're adjusting. Yes, being harsh could get you to work harder, but save that study technique for when you can actually work hard and efficiently.
The study methods I've outlined here will not be the perfect or only way to study anatomy, and it also may or may not work out for you!

Glad we cleared this out! Now here's the big question: how can you study anatomy?

Anatomy is a subject that involves a lot of description. There are descriptions of the locations of organs, their insides, their outsides, their neighbors, their blood supply, their nerve supply, their lymphatics drainage, their supports and maybe even their development as well as their microstructure.

What I noticed about anatomy is that it needs constant revision. There's so much material to remember, it may seem trivial and confusing, but it's all really important. Here are 10 things you should focus on when you're studying anatomy.

1. Skim through the chapter first. Don't start studying from the first sentence, just go through the text and familiarize yourself with what's written. How much of this have you already studied? How much of this makes absolutely no sense? Skimming through the chapter will give you an overview of everything and it'll help keep you focused. If you start studying from the very sentence, you'll just end up tiring yourself out!

2. Always keep an atlas open. It's good to have a picture to help guide you through the long pages of text, whether it's the muscles of the limbs, the organs in the abdomen or the arteries around the heart.

3. When studying about a specific organ, always focus on it's relations. What's behind it? What's in front of it? What's beside it? Check it out on the atlas!

4. Similarly, it's important to know about a structure's blood supply, nerve supply, veinous drainage and lymphatic drainage. 

5. When studying about arterial supply, it can be really helpful to draw out an arterial map, starting from the aorta, all the way to the structures that your are reading about! The same can be done for veins.

6. Always go through the clinical conditions thoroughly. It would be a good idea to write them down in your atlas so you can go through it quickly to remind yourself.

7. In fact, write a bunch of quick facts (after you're done studying everything!) in your atlas next to what you've finished studying. I try to compact as much information as I can on my atlas so that when the time for the test comes, all I need is the pictures and the information scribbled next to it to remember all the important things!

8. Study developmental anatomy with gross anatomy. Sometimes, studying about development can help make things easier, like nerve supply and blood supply!

9. The same can be said for histology! Studying histology will help your understand the organ on a microscopic level and this can also really help you out when it comes to studying physiology too!

10. Go through the chapter over and over, whenever you get time! It's easy to forget what you've studied, but by going through it again and again, you can consolidate it in your memory :)

So here were ten little tips to help you study anatomy :) It's a great subject to study and it's satisfying to know everything, especially if you can see it on yourself, like the muscles in your limbs or the bones in your hands and feet. Have a nice day!

5 Essentials You Need For Efficient Studying

When this current module (maxillo-facial system) started, I was so sure I had gotten a grip on how to study anatomy. I thought I had learned my lessons from LMS (locomotor system) and that this second pure anatomy module would be a piece of cake. It has only been three days and I have realized how wrong I was.

Students like myself often forget about the essentials of studying. Sometimes we thing we have everything under control only to realize that we had lost touch with the basics of studying. What are the basics of studying? Well, I'm here to tell you that!

Efficient studying requires time. It's quite an obvious statement, but it is not to be taken lightly. Study time should not coincide with or involve social media, drowsiness or environmental distractions. Shut off your phone or put it away. If you're drowsy, just go to sleep to be honest. Find a quiet place to study if you have rowdy siblings.

Gather all of your study materials. Put everything in front of you, whether as a list or as a pile. This was another thing I often forget to do. When it comes to studying anatomy, the book is often not enough. You also have to consult the atlas as well as go through a couple of YouTube videos. If your course is also one where you are advised to consult different books, just do it. It really helps.

Give yourself small goals so you stay focused. Instead of scattered studying, make a list of things you have to complete. Five pages of chapter three? That's one goal for you to complete and having this concrete goal will remind you to stay on track so you get things done faster. I often end up studying in a scattered manner, flipping pages back and forth. While it helps me relate together concepts, I often end up with an incomplete chapter.

Use highlighters and colored pens. Write notes in the margins, or use stick notes. Make your book look pleasing, make it colorful enough to have it stick in your mind. I have started using colored highlighters on text heavy pages while annotating with colored pens in the margins and diagrams. It keeps me amused and helps me remember the pages and information more clearly than a simple reading would have done.

Go through the information again and again. Revise what you've learned at the end of the day, at the end of the week, whenever you get time! Don't let things pile up for the exams! Fortunately, I end up having tests every week or so, so I'm obliged to go through the material learned a few times. However, I'd still like to go through everything frequently enough that I have everything memorized and that's definitely one goal I need to set for myself.

These are five things that I realized I definitely needed to get my studying game back on track. Which of these do you practice? Do you find it hard to get in the right studying mood? What advice would you give? Have a nice day!

The Alphabet of Neurosciences

It's April, which is basically the month for the A to Z blogging challenge where you were supposed to blog about each letter of the alphabet every day! Now I'm not exactly a punctual blogger so I was not able to even properly formulate a plan about this event, let alone even attempt is, but here's my little contribution to the blogging community. Mixing it up with the latest module I've been studying, I've decided to share with you the ABC's of neurosciences in the hopes that you might learn something new today! And just to help you feel accomplished, I've even added a short quiz at the end. Are you ready? Here we go!

Disclaimer: This is by no means well- written explanations. I have purposely left out a lot of major detail to make things easier for the average reader. If any of this interests you and you want to learn more, let me know in the comments below and I can direct you to helpful reading sources or videos or perhaps write something extra for you.

A is for Aphasia. If you look at the word carefully and try to figure out what it means, you can break it down into two parts, 'a' meaning without and 'phasia' meaning phases. So Aphasia meaning "out of phase". This term is used for incoordinated movements, when you want to perform a task but you can't because your muscles aren't working together in phase. Aphasia is a general term.

B is for Broca's Area. This is a very special area in the brain. It functions to gather your thoughts in response to a question and plan out how you're going to say it. The Broca's Area sends the "speech" plan over to the cortex of your brain that controls the muscles and that's how you're able to flawlessly speak, using all the teeny tiny muscles in your voice box as well as the muscles in your tongue. If there's something wrong with your Broca's Area, you won't be able to form a proper reply, your speech muscles will be out of phase and whatever you say won't make a lot of sense with several pauses and difficulty saying words. This is called speech aphasia.

C is for Cerebrospinal Fluid, also abbreviated to CSF. This is the fluid that surrounds your brain and makes it float inside your skull. Your brain is made up of so many folds that if it couldn't float in CSF, it would collapse on itself and become very deformed. CSF also helps cushion your brain when you hit your head, protecting your brain from hitting hard bone and injuring itself! Too much CSF can be a bad thing though, you could end up compressing your brain as it fills with CSF. This condition is called hydrocephalus, where hydro means water and cephalus comes from cephaly, or head.

D is for Dopamine! Dopamine is a very important neurotransmitter. Neurotransmitters are small substances that are passed from one neuron (nerve cell) to another neuron and essentially carries across messages. Dopamine functions in emotions by giving us the drive and motivation to do things. Dopamine also triggers the reward centers in our brains and can thus lead to drug seeking behavior. Have you heard of Parkinson's Disease? It's a disease where the neurons that talk using dopamine are destroyed, as a result, it's hard for people with Parkinson's to move since the motivation is gone.

E is for Epinephrine! Also known as adrenaline, epinephrine is another important neurotransmitter that functions mostly in the sympathetic nervous system. The sympathetic nervous system is the part of our nervous system that instantly prepares us for fight or flight. That means that epinephrine will increase blood flow to our muscles so we can run, dilate our pupils (make the little black windows in our eyes bigger) so we can see better and releases more energy so we can use it to keep moving! Epinephrine is also released by the adrenal medulla.

F is for Frontal Lobe. This is the part of the brain that is at the very front- right behind our forehead! This is a very important part of our brain since this is where our thinking takes place- problem solving, planning as well working memory. The frontal lobe decides what to focus on. When you're reading this, you are focusing on the words in this line, not the words above or the words below. Similarly, if you're in class and your teacher is talking about something but your friend is making faces at you, it's your frontal lobe that decides to focus on your friend's antics and totally tune out whatever the teacher is saying! Of course, your frontal lobe is you, so blaming it for focusing on the wrong things is really blaming yourself xD

G is for Gangrene. Gangrene is, in simple terms, the rotting of a part of your body, most commonly the ends of your arms and/or legs. It usually happens when the blood supply to these areas is not enough. The cells and tissues there starve and then die. If left untreated, gangrene can result in amputation of the limb since the rotting flesh can spread over to the healthy parts, not to mention how perfect such dying tissue would be for bacteria.

H is for Hemorrhage, pronounced hemor-rage. No, it doesn't have anything to with rage. Hemorrhage refers to blood leaking out of the circulatory system. While a finger cut could be referred to as a hemorrhage, it's a term usually saved for more serious types of bleeding. It's especially dangerous for hemorrhage to happen in the brain because brain cells are not equipped to work without oxygen. Blood pooling in the brain can also squish parts of it and this can in turn affect our control on our body.

I is for Ipsilateral. This is an anatomical term that basically means "same side". The anatomical term for opposite side is "contralateral". For example, the right side of our brain controls the left side of our body. Anatomically, we can say that the right side of the brain controls the contralateral side of the body.

J and K stand for Just Kidding.

L is for Limbic System. This is a system inside our brain that controls our emotions. This is what tells you to be mad at the right moment and also gives emotional context to experiences. Remembering a memory that makes you smile involves the limbic system. It also plays a role in memory and learning through a structure called the hippocampus.

M is for Myocardial infarction. Often abbreviated to MI, myocardial infarction is when the blood supply to your heart is disrupted and the heart muscles just start dying. Dying cells release a lot of substances that can cause pain, so myocardial infarction is a painful condition. After all, how else can your heart get your attention except by causing you pain?

N is for Neuron. A neuron is basically a nerve cell. Neurons have their special shapes that kind of look like those cute girly pens that have feather pompoms on their ends. There's a rounded side that receives information from extensions called dendrites, then the message is carried all the way down the long end, called an axon. Axons can be really long, going from your spinal cord to the muscles at the end of your foot.

O is for Optic Chiasma. Optic refers to the eye and chiasma refers to crossing over. The optic chiasma is the X shaped part of the optic nerves. Before the optic nerves can go to the eye, they cross over each other. It looks kind of like this

P is for Pulmonary Embolism. This is a little like gangrene and myocardial infarction- a small piece of debris makes it's way into the lungs and gets stuck there, disrupting blood supply. Since blood can't move forward (there's a traffic jam!) it gets difficult for blood to become oxygenated. As a result, there is low oxyen levels in the blood, rapid breathing rate and rapid heart rate. Oh and pulmonary refers to the lungs while embolism refers to a piece of debris, usually a blood clot, that was formed somewhere else, got picked up by the blood and stuck somewhere else.

Q is for Queen I guess. Can't think of anything relevant.

R is for Reticular Formation. This is a part of your brain stem that functions to activate your brain, or wake it up. If anything happened to your reticular formation, you wouldn't be able to wake your brain up! The reticular formation is also located in a strategic position- right between the brain and spinal cord, so it is always updated with what kind of information is being sent up to the brain and what's being sent back down. When you're asleep, for example, there are a lot of things that your body can feel but doesn't get registered, but if someone was to give you a painful slap, the pain information goes straight to the reticular formation which immediately wakes the brain up!

S is for Stroke. A stroke is basically any derangement of brain activity that results from disturbance in blood supply. This can be either having a traffic jam in the blood supply and some tissues not getting any oxygen or blood leaking out of the vessels and pooling in the brain, called a hemorrhage (did you remember that? Good job!). Strokes can have a wide variety of effects since there are specific areas of the brain for specific tasks. A stroke in the Broca's Area would cause difficulty in speech, or speech aphasia. A stroke in the reticular formation would result in a coma, where the brain would never be able to wake up.

T is for Thrombus. A thrombus is related to an embolism. While an embolism was a travelling piece of debris, a thrombus is where it all began. It's basically a local clotting of blood that may or may not accidentally end up blocking the blood vessel. It could be that while trying to block a vessel, a piece breaks off and that piece is called an embolism.

U is for Upper Motor Neuron. This is a neuron that is an upper class neuron designed to control muscles (hence, motor). How is it upper class? Well, it comes out from the brain directly! Any neuron that carries motor control and starts from the brain is an upper motor neuron. This neuron goes all the way down to the spinal cord before ending and passes it's message on to the Lower Motor Neuron. The lower motor neuron's job is to carry the message to the muscle itself. Simple enough?

V is for Ventricle. These are little spaces in the brain filled with CSF, or cerebrospinal fluid. We have a grand total of four ventricles in our brain, two lateral ventricles, a 3rd ventricle and a 4th ventricle.

W is for Wernicke's Area. This area is where we understand language, whether it's spoken or read. When you read these words, it is the Wernicke's Area that is turning these miniscule curves and lines into something you can understand. When you listen to someone talking, it is your Wernicke's that turns the sounds and tones into something you can understand. If your Wernicke's Area didn't work, it would probably be very much like suddenly being in China where you can hear and see the Chinese language everywhere but you have no idea what anyone is saying. As a result, if anyone asked you anything, you would reply fluently along the lines of "I have no idea what you're saying, nothing makes sense" and this tells us that your Broca's Area is doing just fine, you can make a language response, even though it has no context to the question you were asked.

X is for X-ray. Need I say anymore?

There's no relevant word I can think up of for Y or Z!

Alright! You got through the ABCs of Neuroscience! Here's a small test to see how much you learned!

Q1. When you are exercising, which one of these is busy making your heart pump faster?

a. Dopamine
b. Epinephrine
c. Acetylcholine
d. Serotonin

Q2. Which one of the following is responsible for consciousness, or waking the brain up?

a. Frontal Lobe
b. Optic Chiasma
c. Reticular Formation
d. Pain

Q3. The anatomical description for "same side" is

a. Medial
b. Lateral
c. Ipsilateral
d. Contralateral

Q4. Which part of your brain is responsible for problem solving and planning?

a. Frontal Lobe
b. Parietal Lobe
c. Occipital Lobe
d. Temporal Lobe

Q5. If you had a stroke in your Wernicke's Area, you would

a. Be unable to read
b. Be unable to hear
c. Be unable to taste
d. Be unable to smell

Write your answers in the comments below and I'll let you know how well you've done on this test! Did you think you learned something new and interesting today? Would you like seeing posts like these again some time? I certainly had a lot of fun writing this! Have a nice day!

Med School Interviews

It's that time of the year again! People are applying to med schools and giving more exams and interviews! I've had a couple of people ask me about the test and interview for my own college, which is why I am re-posting what I wrote on my previous blog (the emo wolverine writes).

I hope this helps out people who will end up as my junior Class of 2020! If you think I should write a post on a different topic, feel free to leave suggestions in the comments!

The interview is basically called MMI (Multiple Mini Interviews) and the introduction given by the college is as follows:-
The college will conduct MMI as a part of its admission process. These will consist of 8-10 interactive stations of 7-8 minutes duration with a single interviewer at each station. The stations will focus on the following domains.
-      Critical Thinking
-      Ethical Decision Making
-      Communication Skills
-      Knowledge of Health care system
Final eligibility for admissions will be decided by the admission committee according to the applicant’s performance in all area of assessment.

Here are the questions I was asked in my interview (roughly).

"You are holding interviews for a job position and one of the applicants says that due to his father's ill health, he was unable to complete the application in time. He is now asking for an interview. What would you do?"

Me: Well, I'd ask him to bring some sort of proof of what he's saying, like a medical certificate of his father and see whether it was really serious or not.
Her: So you think you'd be able to judge whether the condition was serious enough for the candidate to personally attend to?
Me: No, I'd show the certificate to a physician and ask for his advice.
Her: Good, but what if the condition was fifty-fifty?
Me: Then I'd ask at least three physicians and take the majority opinion.
Her: Good, okay. Well, we finished your interview early.
Me: Oh okay. So, uh. What do you think about the Shifa and PMDC issue?
Her: That's not a problem, it'll be resolved in no time.

 "You had an argument with one of your classmates. Your teacher has divided the class into groups and both of you are in the same group. You want the groups to be changed. Request your teacher for this"

Me: Uh. Hello, I'm a student in your class and I have something I wanted to discuss with you.
Her: *nods*
Me: Uh. You recently divided our class into groups for a study project and I want to ask you to change groups.
Her: Why?
Me: Because there's someone in my group who I cannot get along with.
Her: Why?
Me: *flustered* Well, we had an argument and I think our feelings will disturb the rest of the group.
Her: Who started the argument?
Me: *thinking along the lines of 'what the hell'* Uh. Well I'm not sure I could answer that question properly since I'd be biased in my own favor.
Her: Did you think about apologizing?
Me: I think we should give it time to cool off before apologizing.
Her: Okay but why should I change the groups? It's been this way for weeks and it would disturb the class dynamics.
Me: *I think we're roleplaying in two different time sets* I'll find someone willing to change groups.
Her: No one will change groups-
Me: *turns slightly frustrated and mad* No, I will find someone. Let me take care of this and then you can change the groups.
Her: Okay, tell me what the fight was about.
Me: *still mad* I didn't like her so we fought.
Her: Why didn't you like her?
Me: *realizes this was a bad course of action to take* Uh.. she uh... She does her work really late.
Her:...
Me:... *realizes this was a stupid reason to fight imaginary friend with and go complain to teacher for*
Her: ...
Me: *stares at shoes*

"What qualities should a good doctor have? Relate an incident which shows that you possess this quality"

Me: Relate an incident? That's going to be difficult.
Her: No it wont, just tell me something that you did at home or at school that would prove any positive quality needed for being a good doctor.
Me: *clearly confused and has no idea what to say*
Her: Why don't you tell me about an internship you did.
Me: Oh, yeah, I've done a few internships, Most of them were about teaching children in katchi abadis, not like, educating them, but trying to get them interested in reading books and stories and stuff.
Her: So what did you learn about yourself?
Me: I learned that I'm pretty patient. It's really hard to control a group of 8 year olds and keep them entertained *gets an approving nod from interviewer*
Her: And what was the drawback?
Me: Well, the only drawback I felt was the language barrier.
Her: *leans forward* Language barrier?
Me: My Urdu isn't topnotch and for katchi abadi children who are fluent in Punjabi and Urdu, it was a little hard for me to communicate properly with them.
Her: Your Urdu?
Me: Yeah, I came from the States about seven years ago. My Urdu is good for conversation, but it's mostly filled with English words, which I'm sure you know, those children would not have understood so easily.
Her: That's true. So what did you think about Pakistan's education system?
Me: Uh- *bells rungs to end interview*

"You run a tertiary government hospital which is supposed to provide free medication. However, you have a shortage and patients have to end up paying themselves. What would you do?

Me: I'd file a report to the government.
Her: ...
Me: And maybe start a trust or an NGO to get funds for these people.
Her: ...
Me: ...
Her: ...
Me: ....
Her: ...
Me: *sniffs*
Her: You have a cold?
Me: Yeah, it's just mild. It started on the weekend.
Her: Are you taking medicine?
Me: No, just hot milk in the morning.
Her: ...
Me: ....
*bell rings*

"You were exiting a car parking when you hit the car next to you and break something. The security guard sees and informs you that it is Doctor Y's car and he has been told of this incident. Call Doctor Y and tell him what happened"

Me: Hi, my name is Kanra and I accidentally hit your car in the parking lot.
Him: Yeah, the security guard told me, I asked him to get a hold of you. Did you come by yourself or did he send you?
Me: .... I came myself.
Him: Good, so you came by yourself?
Me: Yeah, I felt it would  be better to deal with this problem face to face.
Him: Okay, so do you have a license?
Me: No...
Him: Then why were you driving?
Me: Wait, are we talking about real life or the scenario?
Him: ... the scenario.
Me: Oh! Then I'd have a license!
Him: ... Okay so if you have a license, you must be a careless driver to have hit my car.
Me: It was an accident and besides, my ability to park and unpark a car doesn't really affect how I drive on the streets.
Him: Fair enough. So who's going to pay for the damage?
Me: I'll pay it.
Him: Are you going to pay it or get your parents to pay it?
Me: It was my mistake so I should pay for it.
Him: Okay, that'll be all.

 "You are a drug addict and you really want to get admission into a college. The college is conducting screening tests. What would you do?"

Me: I'd sign up for a rehabilitation program.
Her: But you don't have enough time to get the drug out of your system. What would you do then?
Me: I'd tell the college about my problem and ask them to make concessions for me. I'll tell them I'll join a rehabilitation program and kick off this habit.
Her: Would you think about switching your urine sample with someone else's?
Me: No way! That wouldn't be fair. I would go straight up to the administration.
Her: Okay. Do you think drug addicts should be doctors?
Me: Well, if they kick off the habit, then I think they should definitely become doctors so they can help other people kick it off.
Her: Oh you're taking it in a positive light. Good good.
Me: *psychology classes paid off! whoop whoop!!*
Her: Okay so what do you think about someone taking drugs in your class?
Me: I'd be okay with that person being in my class and I probably wouldn't have anything against them personally, but I'd like to stay away from that person.
Her: Why?
Me: I don't want them turning me into an addict.
Her: How do you think most people turn into addicts?
Me: I imagine someone randomly hands it to them and says "Hey check this!" and they taste it and get addicted.
Her: So is it their fault their addicted?
Me: No, it's not their fault if their addicted but they have the power to kick it off. If they stay addicted, it's definitely their fault.
Her: What would you do if one of your friends starts taking drugs?
Me: I'd talk to her and then call her parents and say "Do you know that your daughter takes drugs?"
Her: What about smokers?
Me: I don't have a problem with smokers as long as they're not smoking in front of me. They can go outside and so it or whatever, but not infront of me. They should respect my feelings about smoking the way I respected theirs.
Her: So why are you lenient towards smoking than towards drugs?
Me: Well, I think drugs are more dangerous, you'd literally watch a human being degrade into an animal. I think that's scary and as a friend, I should stop that from happening.
*bell rings*

 "Here is a table of a survey conducted by an ice cream company who wants to launch a new flavor. Look at the data and explain which flavor they should launch"

This one would be really hard to explain because there was a table of data and I kept referring back to it but the main point I focused on was restricted samples and how you CANNOT survey ice cream flavors from adults when it's actually the children who consume it and to put flavors that people like up front, not random flavors the ice cream company likes.

"Why do you want to be a doctor?"

I can't remember this one really well, but just this snippet.
Him: 70% of females sit at home after getting a degree.
Me: I will be that 30%

And that is how my interview ended xD My percentage was 68%/87.5% and my final percentage is 79%. That means that out of 12.5, I scored an 11 in my interview. Not bad, don't you think? ;)