GEMS Student Portal
The GEMS Student Portal houses the main web resources, documentation, and Clinical and Anatomical Skills resources required by current students. It also directs students to University resources that may be of use to them.
"The 24th September 2012 saw yet another milestone in the development of the University of Limerick’s Graduate Entry Medical School. After five years in existence, the staff and students of the GEMS moved from the university’s Main Building, to the new 4,000sqm building on the North Campus."READ MORE
This course is unique as it offers both typical lecture based learning and hands-on skill based learning - both of which are essential for a career as a paramedic. The PBL style learning is great as it forces independent learning and an actual understanding of the topic. The facilities in the Paramedic Studies building are excellent and we also spend lots of time in GEMS where we make use of all the resources. Although the first few months of this course are very intense I am thoroughly enjoying it and can't imagine doing any other course!
I decided to change my career, retrain and do something a bit different. I was very excited to start at UL and found the return to the classroom was a bit of a shock of the system! It was a bit daunting at the start, but the welcome from the UL family soon meant that I felt like I should be there and that I had made one of the best decisions of my life. We had great teaching and support from tutors in Year 1, including lectures from visiting experts in their field. The PBL process suited me well: encouraging me not to blindly learn facts, figures and algorithms, but to research, explore the subject and understand the evidence base for my future practice. The equipment and resources available to help develop my clinical skills are second to none. I felt well prepared for my clinical internship in Liverpool and am enjoying putting everything into practice.
As a graduate entry medical student with an engineering degree, I knew that the case-based PBL-style course would offer a more practical, hands-on medical education over the traditional didactic lecture-based model of teaching. UL GEMS offers a challenging program for the highly motivated, and what one learns through the self-directed learning process and early clinical skills training is invaluable when presented with ambiguous, complex problems during clinical placements and electives. I was fortunate to work with some excellent consultant physicians and mentors during my rotations, who gave me guidance not only into medicine, but the work-life balance that is essential for a successful career. While Ireland was far from my home in Canada, studying abroad offered me not only opportunities to travel the world, but the experience of living all over mid-western Ireland for placements. These experiences, as well as simply living in another country, allowed me to be wholly immersed in a different culture and awarded me unique understanding, approaches and perspectives that I otherwise would not have – all of which I know will serve me well in my future medical career.
I had decided I wanted to do medicine from school age. I didn’t find success during the Leaving Cert however I started afresh at GEMS in 2013 after finishing my undergraduate degree in Biomedical Sciences. I was excited to learn more about a Problem Based Learning (PBL) program as my education to date had been very didactic. Four years on I am very glad to have chosen GEMS and UL. I’ve had to opportunity to learn in an exciting and modern medical school, be placed in different parts of the country and engage with patients from an early stage. UL is unique in the variety of medical schools in Ireland. No matter your background, I would urge anyone interested in being a doctor to contact the school to find out more!
My time in UL GEMS has been a pleasure. Interacting with so many different people from all walks of life in the setting of small-group learning is an ideal simulation of the real medical workplace. The amalgamation of differing opinions, experiences and personalities adds an element to education which is engaging, interactive and often fun. Rather than slave away behind enormous textbooks, we are encouraged to learn as teams both in and out of scheduled hours.There is a great sense of community both among the students and among the numerous administrative and teaching staff. Though the course is self-directed in nature, there is a never a feeling that students are left to fend for themselves. The course exudes a positive attitude to mental health and self-care and there is never a doubt that a helping hand will be there should it be needed.