GAMSAT Section 1
How to Prepare for the GAMSAT Section 1 Plus Practice Questions
Contents:
Introduction
The Graduate Medical School Admissions Test (GAMSAT) is a challenging exam that serves as an entry requirement for medical schools in Australia, the UK, and Ireland. With three distinct sections, the GAMSAT Section 1 focuses on testing your critical reasoning and comprehension skills in the humanities and social sciences. In this comprehensive guide, we'll provide you with top strategies, expert advice, and valuable resources to help you excel in Section 1 and boost your overall score.
GAMSAT Section 1 - The Key Facts
GAMSAT Section 1 Source Materials
Prose passages
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Poetry
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Cartoons
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Graphs and tables
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Advertisements
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Editorials and opinion pieces
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Letters to the editor
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Philosophical texts
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Academic articles
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Visual art
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By practicing with a variety of source materials and employing these tips, you will develop the skills needed to effectively approach GAMSAT Section 1 questions.
Top Tips for GAMSAT Section 1 Preparation
Familiarize Yourself with the Test Format
Expand Your Vocabulary
How To Develop Critical Reading Skills Step By Step
GAMSAT Section 1 requires you to analyze and evaluate complex passages quickly. To sharpen your critical reading skills, practice reading various types of texts and ask yourself questions about the author's purpose, perspective, and main arguments. This will help you develop the habit of actively engaging with the material, which is crucial for GAMSAT Section 1 success.
Improving your critical reading skills involves developing the ability to analyze, evaluate, and synthesize the information you read. Here is a step-by-step method to help you enhance your critical reading skills:
1. Preview the text
Before you start reading, take a moment to glance over the entire text. Note the headings, subheadings, illustrations, and any highlighted or bolded words or phrases. This will give you an overview of the text's structure and content.
2. Set a purpose for reading
Identify your goal for reading the text. Are you looking for specific information, trying to understand a concept, or analyzing an argument? Setting a purpose will help you stay focused and engaged while reading.
3. Read actively
Instead of passively consuming the text, engage with it by asking questions, making predictions, and relating the content to your own experiences or prior knowledge. This will help you better understand and remember the information.
4. Take notes
Jot down important points, ideas, or questions as you read. This will help you better retain the information, identify patterns, and make connections between different sections of the text.
5. Analyze the text
Break down the text into its key components, such as the main idea, supporting arguments, evidence, and conclusions. Evaluate the author's logic, reasoning, and use of evidence. Consider alternative perspectives or counterarguments.
6. Evaluate the text
Assess the quality, credibility, and relevance of the text. Consider the author's expertise, potential biases, and the reliability of the evidence provided. Ask yourself if the author's argument is convincing, and if there are any logical fallacies or unsupported claims.
7. Synthesize the information
Connect the ideas and information from the text to your existing knowledge and experiences. Reflect on how the text contributes to your understanding of the topic and how it fits within the broader context of the subject matter.
8. Apply your understanding
Consider how the information or ideas in the text can be applied to real-life situations or inform your decision-making. This will help solidify your understanding and demonstrate the practical value of your critical reading skills.
9. Practice regularly
Like any skill, critical reading improves with practice. Read a variety of texts, including academic articles, news articles, essays, and books from different genres and disciplines. Regularly practicing critical reading will strengthen your skills over time.
10. Reflect on your progress
Periodically review your critical reading skills and identify areas for improvement. Seek feedback from others, such as peers, teachers, or tutors, to gain insights into your strengths and weaknesses as a critical reader. Adjust your strategies and continue to practice to enhance your skills further.
Books For Gamsat Section 1
Here's a list of 10 great books you can use as further resources to improve your reading comprehension and critical reading skills for GAMSAT Section 1:
"Critical Thinking: A Beginner's Guide to Critical Thinking, Better Decision Making, and Problem Solving" by Jennifer Wilson
"Reading Comprehension Success in 20 Minutes a Day" by LearningExpress Editors
"The Critical Reader: The Complete Guide to SAT Reading" by Erica L. Meltzer (Although designed for the SAT, this book offers valuable insights into critical reading skills that can be applied to GAMSAT Section 1)
"Critical Reading: English for Academic Purposes" by Tania Pattison
"Asking the Right Questions: A Guide to Critical Thinking" by M. Neil Browne and Stuart M. Keeley
"The Miniature Guide to Critical Thinking Concepts and Tools" by Richard Paul and Linda Elder
"GRE Reading Comprehension & Essays" by Manhattan Prep (While targeted at GRE test-takers, this book provides useful strategies for reading comprehension and essay writing that can be helpful for GAMSAT Section 1)
"How to Read a Book: The Classic Guide to Intelligent Reading" by Mortimer J. Adler and Charles Van Doren
"Critical Reading and Writing for Postgraduates" by Mike Wallace and Alison Wray
"Reading Like a Writer: A Guide for People Who Love Books and for Those Who Want to Write Them" by Francine Prose
In addition to these books, consider exploring various reading materials, such as newspapers, academic journals, novels, and poetry, to broaden your understanding of different writing styles and subject matters. This will not only help improve your reading comprehension and critical reading skills but also give you valuable context for tackling GAMSAT Section 1.
Other Reading Materials for Vocabulary and Critical Thinking
To improve your vocabulary and critical thinking skills, expose yourself to a wide range of reading materials. Some suggestions include:
Newspapers
The New York Times, The Guardian, The Australian, and The Irish Times
Novels
Classic and contemporary fiction from various genres and authors
Poetry
Anthologies or collections by renowned poets, such as W.B. Yeats, Emily Dickinson, and T.S. Eliot
Academic Articles
Journals in the humanities and social sciences, such as sociology, history, psychology, and philosophy
Study Groups and Online Communities:
Joining a study group or participating in online GAMSAT communities can provide valuable support and feedback throughout your preparation journey. Platforms like Reddit, Facebook, and The Student Room have active GAMSAT communities where members share resources, advice, and experiences related to GAMSAT Section 1.
Cartoons In Gamsat Section 1
While there's a lot of advice online about how to approach the text based questions in Gamsat section 1 there isn't so much about how to approach the questions based on cartoons.
Don't worry we've got you covered with our top tips -
Cartoons in GAMSAT Section 1 often require you to analyze and interpret visual information, such as images, symbols, and text, to answer questions effectively. Here are some strategies to help you approach cartoon-based questions in GAMSAT Section 1:
1. Analyze the cartoon carefully
Start by carefully examining the cartoon, paying attention to details such as characters, symbols, settings, and any accompanying text or captions. Look for any visual cues that could provide insights into the message or theme of the cartoon.
2. Identify the main idea or message
Determine the primary message or theme conveyed by the cartoon. This could involve identifying the main characters, recognizing any satire or humor, or understanding the overarching concept the cartoonist is trying to communicate.
3. Consider the context
Understanding the context in which the cartoon was created can provide valuable insights into its meaning. This might involve considering historical events, cultural references, or societal issues relevant to the cartoon's content.
4. Analyze visual elements and techniques
Pay attention to visual elements such as color, shading, and perspective, as well as techniques like exaggeration, caricature, or symbolism. These elements can contribute to the overall meaning of the cartoon and help you decipher its message.
5. Examine text and dialogue
If the cartoon includes text or dialogue, analyze it carefully, as it can provide essential information or clues to the cartoon's meaning. Consider how the text or dialogue relates to the visual elements of the cartoon and how it contributes to the overall message.
6. Look for irony, satire, or humor
Cartoons often employ irony, satire, or humor to make a point or convey a message. Identify any instances of these techniques and consider how they contribute to the cartoon's overall meaning.
7. Make connections
Connect the cartoon's message or theme to broader concepts, issues, or debates relevant to the topic. This can help deepen your understanding of the cartoon and provide context for answering related questions.
8. Answer the question directly
When answering a question based on a cartoon, ensure that your response directly addresses the question and stays focused on the cartoon's content. Avoid digressing into unrelated topics or drawing conclusions that are not supported by the cartoon.
9. Practice regularly
To improve your ability to analyze and interpret cartoons, practice regularly using different types of cartoons, such as political cartoons, comic strips, and editorial cartoons. This will help you become more familiar with various visual elements, techniques, and themes commonly found in cartoons.
10. Review your answers
After answering cartoon-based questions, review your responses to identify areas for improvement. Compare your answers with those of others, such as peers or online GAMSAT communities, to gain insights into alternative interpretations and strategies for approaching cartoon-based questions.
Recommended Resources for GAMSAT Section 1 Preparation
Remember that the best way to prepare for GAMSAT Section 1 is to practice reading and analyzing a wide variety of texts, including articles, essays, and literary works from diverse fields. The more you practice, the more you will develop your critical reading and reasoning skills.
Other Advice
Time Management
Time management is crucial when preparing for GAMSAT Section 1. Develop a strategy to allocate your time effectively throughout the test, allowing for reading, analyzing, and answering questions. Practice working under timed conditions to become more comfortable with the time constraints of the test.
Take Regular Practice Tests
Regular practice tests are essential for gauging your progress and identifying areas for improvement. Schedule practice tests at regular intervals, and analyze your performance afterward to pinpoint areas where you need to focus your study efforts. This will help you become more confident and better prepared for the actual test.
Seek Feedback and Support
Finally, seek feedback and support from others who have successfully navigated GAMSAT Section 1. Join study groups, participate in online forums, or find a tutor to help you identify your weaknesses and provide valuable insight into improving your skills.
Final Thoughts
Preparing for GAMSAT Section 1 can be a daunting task, but with the right approach and resources, you can excel in this challenging exam. By following the tips and strategies outlined in this guide and utilizing recommended resources, you'll be well on your way to acing GAMSAT Section 1 and securing your spot in a prestigious medical school.
Remember that the key to success lies in consistent practice, effective time management, and focused effort. Stay committed to your study plan, seek feedback and support from peers, and remain confident in your abilities as you work towards achieving your medical school dreams.
Gamsat Section 1 Practice Questions
Here is a sample of practice questions for section 1. Remember you can get more free section 1 and section 3 questions by downloading the free practice test available on this website.
Text selected (excerpt from "A Tale of Two Cities" by Charles Dickens, 1859):
“It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other way – in short, the period was so far like the present period, that some of its noisiest authorities insisted on its being received, for good or for evil, in the superlative degree of comparison only.
There were a king with a large jaw and a queen with a plain face, on the throne of England; there were a king with a large jaw and a queen with a fair face, on the throne of France. In both countries it was clearer than crystal to the lords of the State preserves of loaves and fishes, that things, in general, were settled for ever.
It was the year of Our Lord one thousand seven hundred and seventy-five. Spiritual revelations were conceded to England at that favoured period, as at this. Mrs. Southcott had recently attained her five-and-twentieth blessed birthday, of whom a prophetic private in the Life Guards had heralded the sublime appearance by announcing that arrangements were made for the swallowing up of London and Westminster. Even the Cock-lane ghost had been laid only a round dozen of years, after rapping out its messages, as the spirits of this very year last past (supernaturally deficient in originality) rapped out theirs. Mere messages in the earthly order of events had lately come to the English Crown and People, from a congress of British subjects in America: strange to relate, have proved more important to the human race than any communications yet received through any of the chickens of the Cock-lane brood.”
GAMSAT Section 1-style multiple-choice questions:
1. In the first paragraph, the author uses several contrasting descriptions of the time period. This literary technique is primarily intended to:
Emphasize the similarities between the past and the present.
Highlight the inconsistency and uncertainty of the era.
Illustrate the specific events that shaped the time.
Undermine the credibility of historical accounts.
Correct answer: B. Highlight the inconsistency and uncertainty of the era.
2. The reference to the "lords of the State preserves of loaves and fishes" (paragraph 2) can be best interpreted as:
A biblical allusion to the miracle of the loaves and fishes.
An expression of the abundance of food during that time.
A metaphor for the political elite who control resources.
A description of the popular cuisine in England and France.
Correct answer: C. A metaphor for the political elite who control resources.
3. The mention of supernatural events in the third paragraph serves to:
Suggest that supernatural occurrences were more prevalent during that time.
Provide a historical context for the events unfolding in the story.
Draw parallels between the supernatural and political events.
Mock the superstitions and beliefs held by people of that time.
Correct answer: B. Provide a historical context for the events unfolding in the story.
Explanations of Answers
1. Correct answer: B. Highlight the inconsistency and uncertainty of the era.
Explanation: In the first paragraph, the author uses a series of contrasting pairs (e.g., "best of times" and "worst of times," "age of wisdom" and "age of foolishness") to describe the time period. This technique serves to emphasize the contradictions and uncertainties of the era, rather than focusing on its similarities to the present (option A), specific events (option C), or undermining historical accounts (option D).
2. Correct answer: C. A metaphor for the political elite who control resources.
Explanation: In the second paragraph, the phrase "lords of the State preserves of loaves and fishes" is a metaphor for the political elite who have control over the resources of the state. The reference to "loaves and fishes" is not meant to be taken literally as a description of food abundance (option B) or popular cuisine (option D), nor is it a biblical allusion in this context (option A).
3. Correct answer: B. Provide a historical context for the events unfolding in the story.
Explanation: In the third paragraph, the author mentions supernatural events such as the Cock-lane ghost and the prophetic private in the Life Guards. These references serve to establish a historical context for the story by highlighting some of the beliefs and events of the time. The author's primary intent is not to suggest that supernatural occurrences were more prevalent during that time (option A), draw parallels between supernatural and political events (option C), or mock the superstitions and beliefs of the people (option D).
Text selected (excerpt from "Frankenstein" by Mary Shelley, 1818):
"No human being could have passed a happier childhood than myself. My parents were possessed by the very spirit of kindness and indulgence. We felt that they were not the tyrants to rule our lot according to their caprice, but the agents and creators of all the many delights which we enjoyed. When I mingled with other families, I distinctly discerned how peculiarly fortunate my lot was, and gratitude assisted the development of filial love.
My temper was sometimes violent, and my passions vehement; but by some law in my temperature they were turned not towards childish pursuits, but to an eager desire to learn, and not to learn all things indiscriminately. I confess that neither the structure of languages, nor the code of governments, nor the politics of various states possessed attractions for me. It was the secrets of heaven and earth that I desired to learn; and whether it was the outward substance of things, or the inner spirit of nature and the mysterious soul of man that occupied me, still my inquiries were directed to the metaphysical, or in its highest sense, the physical secrets of the world.
Meanwhile, Clerval occupied himself, so to speak, with the moral relations of things. The busy stage of life, the virtues of heroes, and the actions of men were his theme; and his hope and his dream was to become one among those whose names are recorded in story as the gallant and adventurous benefactors of our species."
GAMSAT Section 1-style multiple-choice questions:
1. The narrator's parents can be best described as:
Overbearing and controlling.
Loving and indulgent.
Strict but fair.
Absent and uninvolved.
Correct answer: B. Loving and indulgent.
2. The narrator's main interests were primarily focused on:
Politics and governance.
Language and literature.
Metaphysical and physical secrets.
Moral relations and human virtues.
Correct answer: C. Metaphysical and physical secrets.
3. The difference between the narrator's interests and Clerval's interests can be characterized as:
Complementary and mutually supportive.
Completely unrelated and disconnected.
Conflicting and antagonistic.
Focused on different aspects of human nature.
Correct answer: D. Focused on different aspects of human nature.
Explanations of Answers
1. Correct answer: B. Loving and indulgent.
Explanation: In the passage, the narrator describes their parents as "possessed by the very spirit of kindness and indulgence." This statement makes it clear that their parents were loving and indulgent, rather than overbearing and controlling (option A), strict but fair (option C), or absent and uninvolved (option D).
2. Correct answer: C. Metaphysical and physical secrets.
Explanation: The narrator explicitly states that their interests lie in "the secrets of heaven and earth," "the metaphysical, or in its highest sense, the physical secrets of the world." They also mention that the structure of languages, the code of governments, and politics do not attract them, which eliminates options A and B. Option D describes Clerval's interests, not the narrator's.
3. Correct answer: D. Focused on different aspects of human nature.
Explanation: The passage shows that the narrator and Clerval have distinct interests: the narrator is drawn to the metaphysical and physical secrets of the world, while Clerval focuses on moral relations, virtues, and actions of humans. Although their interests differ, they do not appear to be complementary and mutually supportive (option A), completely unrelated and disconnected (option B), or conflicting and antagonistic (option C). Instead, both interests explore different aspects of human nature, making option D the most accurate characterization.
Selected poem: "Hope is the thing with feathers" by Emily Dickinson, 1891
"Hope" is the thing with feathers -
That perches in the soul -
And sings the tune without the words -
And sweetest - in the Gale - is heard -
And sore must be the storm -
That could abash the little Bird
That kept so many warm -
I've heard it in the chillest land -
And on the strangest Sea -
Yet - never - in Extremity,
It asked a crumb - of me.
GAMSAT Section 1-style multiple-choice questions:
1. In the poem, "Hope" is personified as:
A powerful force.
A bird.
A song.
A comforting presence.
Correct answer: B. A bird.
2. The primary function of "Hope" in the poem is to:
Guide the speaker through difficult times.
Provide warmth and comfort.
Sing a tune without words.
Survive through challenging circumstances.
Correct answer: B. Provide warmth and comfort.
3. The final stanza of the poem emphasizes:
The limitations of hope.
The selflessness of hope.
The omnipresence of hope.
The fragility of hope.
Correct answer: C. The selflessness of hope.
Explanations of Answers
1. Correct answer: B. A bird.
Explanation: In the poem, Emily Dickinson personifies "Hope" as a bird that "perches in the soul." She describes hope as a "thing with feathers," which directly associates it with a bird. While hope also sings a tune (option C) and serves as a comforting presence (option D), the primary personification in the poem is that of a bird.
2. Correct answer: B. Provide warmth and comfort.
Explanation: Throughout the poem, the primary function of "Hope" is to provide warmth and comfort. This is evident in lines such as "And never stops - at all -" and "That kept so many warm -." Although hope also guides the speaker through difficult times (option A), sings a tune without words (option C), and survives through challenging circumstances (option D), the main focus of the poem is on the comforting and warming nature of hope.
3. Correct answer: C. The selflessness of hope.
Explanation: : In the final stanza, the poem highlights the selflessness of hope, as it states, "Yet - never - in Extremity, / It asked a crumb - of me." This suggests that hope continues to provide comfort and support without asking for anything in return. The stanza does not emphasize the limitations (option A), omnipresence (option B), or fragility (option D) of hope; instead, it underscores the selfless nature of hope in times of need.
Cartoon Question
1. Which statement below best sums up what the doctor most likely thinks he’s doing?
Providing a therapeutic presence
Proceeding at the patient’s pace
Avoiding medical jargon
Empathizing with the patient
Correct answer A
Explanations of Answers
A – Correct - It is important to differentiate between how we see the doctor and how he sees himself. We may think he is a poor listener and an insensitive care provider. He, on the other hand, quite likely thinks he is reacting in a polished and professional manner and providing a professional therapeutic presence.
B – Incorrect - The patient seems knowledgeable of his condition, certainly knowledgeable enough to look at his own records, but the doctor seems oblivious of this. There is no indication that he has given any thought at all to the patient’s pace in regards to keeping up with his health issues.
C – Incorrect - The fact that the doctor makes no obvious effort to simplify the way he speaks to the patient, tells readers that jargon is obviously not a central concern in the cartoon and most likely not at the forefront of the doctor’s mind.
D – Incorrect - Clearly the doctor is insensitive, but empathy is not a central concern of the cartoon and likely is not on his mind. His response is quick and clinical, more in keeping with providing a therapeutic presence than with providing empathy.
