The one and only book most needed by medical school applicants, their parents, and teachers!
Read 52 must-read books for medical school admissions and prepare perfectly for everything from writing your resume to the MMI!

“Starting in 2025, the 5-grade system will be implemented. What should I do to get into medical school?”
“They say I need to prepare differently for the medical school entrance exam. What should I do?”

This is something that the author of this book, Dr. Oh Yeo-seong of C&A Nonsul Daechi Branch, often hears from students preparing for medical school entrance exams and their parents.
The 5-grade system for internal grades will be applied to first-year high school students starting in 2025.
In the 9-grade system, only 4% received a 1st grade, but in the 5-grade system, 10% received a 1st grade.
Since only the top students apply to medical school, even if you get a grade 1, you may still be rejected.
Because it is difficult to determine whether applicants are accepted or rejected based solely on their academic records and college entrance exam scores in medical schools, the student record and multiple mini-interview (MMI) have emerged as the most important variables in determining medical school admissions.

Reading is essential for preparing for the Life Sciences and MMI.
Why is this? With the implementation of the high school credit system, students must pay attention not only to written exams and performance assessments, but also to the detailed ability and special skills section (so-called "special skills") in their student records.
To achieve good results not only in the performance evaluation but also in the life sciences special tax return, you need to include content that will connect your dreams with your career path, and reading is what you need to do that.

Reading is also necessary to prepare for the MMI.
The entrance exams for 40 medical schools nationwide, including Seoul National University, are known as a fierce battleground for top applicants. The MMI (Mediation Introductory Mathematics Interview) has become a crucial factor in determining acceptance to medical school. As its name suggests, the MMI is a "multiple-part interview."
While a typical interview is conducted in one interview room, MMI involves a series of small interviews held in multiple interview rooms.
The exam presents questions related to communication and dilemmas in human relationships, humans and systems, science and technology, ethics, labor, and social relations in various forms such as text, pictures, and diagrams. Questions are asked about these questions. In order to calmly answer the questions without being nervous, you must develop reading skills to quickly understand the questions.

This book is designed to help you prepare for both the CV and MMI at the same time.
This book contains a customized reading method for medical school entrance exams written by Dr. Oh, the director of C&A Essay Daechi Branch, who has produced many students who were accepted to major medical schools, including Seoul National University.
We have designed a system to prepare for the medical school entrance exam by reading 52 books in total, one per week, in line with the latest entrance exam trends, to help you prepare for the life sciences test and MMI.
We introduced the actual questions asked in the MMI for medical school admissions, as well as examples of questions and model answers asked during interviews.
In addition, we introduced how to read books related to the suggested text in the form of a one-on-one, friendly, customized reading class for medical schools, and even introduced examples of special features of the life science department.
This book will be the single most essential book for medical school applicants, their parents, and teachers.

This book will introduce a total of 52 Seoul National University Medical School interview questions, one per week.
Seoul National University MMI is conducted in four interview rooms for the application process and one interview room for the student affairs department.
The presentation interview is 10 minutes long, with 2 minutes of preparation time per presentation and 8 minutes for Q&A, and the resume interview is 20 minutes long, with questions and answers about the applicant's resume. Therefore, a total of 60 minutes is given to one applicant.

--- p.17

Situational statements are a typical type of interview for most medical schools, including Seoul National University.
In medical school interviews, problem situations are presented.
We ask questions in turn about what problems arise in the situation, what a medical school applicant would do in that problematic situation, and what the characters' emotions are.
This book ('Medical School Entrance Exam Reading Must Be Different') will introduce various presentations related to medical and non-medical situations.
In particular, Seoul National University issues a question related to a dilemma in a non-medical situation every year.
A variety of situations are presented, such as club or group project situations, conflicts in peer relationships related to competitions or grades, and school violence.
It is often given outside of school settings.
Generally, scenes that can be encountered in society are given.
You might be the owner of a pizza shop, or you might meet an immigrant on the subway.
You will be assessed in a short interview on everything from making choices in ethical dilemmas to showing empathy and consideration for friends or acquaintances in distress.
--- p.23

This may seem unfamiliar as a medical school interview prompt, but it offers important insights into the meaning of language.
These days, the idea that language is not simply understood through dictionary definitions, but that its meaning is formed and changed based on how people actually use it, is very relatable.
I especially find the part where the word 'cook' is used as an example interesting.
Just as the act of making food is expressed as 'cooking', so too is the act of moving people according to one's will, making us realize that language is alive and moving.

(syncopation)
This article argues that language is not simply an act of naming things, but a tool necessary to perform specific roles in our lives.
As a physician, what do you think is the specific role language plays in a patient's life? These questions assess the depth of understanding and nuanced approach a candidate possesses in communicating with patients as a physician.
Please keep in mind that medical school interviews evaluate not only simple knowledge but also human empathy and communication skills.
--- pp.94~96

〈Example of special taxation of the Ministry of Health and Welfare〉
We examine how newly developed congenital disease prevention technologies offer great hope for humanity while simultaneously sparking complex ethical and social debates. We analyze the positive aspects of reducing potential fetal suffering, as well as the essential need for social consensus on issues such as cost, potential for misuse, and long-term safety.
Personally, some argue that the application of technology can be considered for a healthy life, but given the uncertainty and potential side effects of genetic modification and the existence of existing alternative treatments, caution is needed. Furthermore, even if the technology becomes cheaper, there are those who fundamentally oppose it due to the unpredictable future. Then, in the context of an international conference discussing the scope of application of the technology, the pros and cons are logically deduced.
The argument that congenital heart disease treatment is a 'treatment' rather than an 'enhancement of ability' because it restores the limitations of physical function caused by the disease is connected to the human desire and bioethical issues in the biotechnology era discussed in 'The Case for Perfection (Michael Sandel)'.
Reflecting on the nature of the moral discomfort brought about by technological advancement, we propose further case studies, summarizing it as a significant task that requires not only scientific benefits but also social responsibility, ethical reflection, and deep consideration for future generations.
--- p.186

In 'If Our Body Were the World', we use data to tell the social history of the body and disease.
We present data on the actual number of deaths from an infectious disease presumed to be typhus during the reign of King Jungjong of the Joseon Dynasty, as well as data on the number of outpatients using hospitals, the number of deaths from legal infectious diseases, and average height during the Japanese colonial period.
Speaking of the Black Death in the Middle Ages, he poses the question, "Did more women than men die from the Black Death in 14th-century Europe?" and introduces a 2017 Dutch study that analyzed the male-female mortality ratio during and without the Black Death epidemic.
Show data and ask questions at the same time.
It asks about the inequality of death: 'Who had to take greater risks in the face of a major disaster?'
It is a significant question in today's world, where large-scale disasters occur constantly.
If you are a medical school applicant, you should be able to answer this question, right?
--- p.248

To help you further, I'd like to share with you some real-life experiences from seniors who have taken the Seoul National University College of Medicine MMI interview.
This is an experience from a multiple mini-interview that took place over 70 minutes in 7 different rooms.
One student who prepared a variety of past exam questions in advance said he wasn't overly flustered by the multiple mini-interview format.
Because it was fully expected and did not deviate significantly from expectations.
I expected the situational interview and theatrical interview to some extent.
However, the format of summarizing the fingerprint content on an OHP film and presenting it on a screen in front of the interviewer, separated into two rooms, was completely unexpected.
It was also important where the first room was taken.
The group this student belongs to had a self-introduction interview room as the first room, and he said that it helped with psychological stability.

The biggest crisis occurred in room number 3.
A situation was presented where a passive girl was hurt emotionally by her friends and was in a state of anxiety.
One of the professors asked me, “Have you ever experienced a similar situation?” and I answered, “Yes.”
The professor kept asking about the experience until the very end.

--- pp.482~483