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Language of primary medical qualification and differential MRCGP exam attainment: an observational study.
Br J Gen Pract
October 2024
University of Cambridge Homerton College, Cambridge, United Kingdom.
Background International Medical Graduates (IMGs) are more likely to fail postgraduate assessments and comprise over half of GP trainees. Aim This study assessed whether there is an association between language of primary medical qualification (PMQ) and Membership of the Royal College of General Practitioners (MRCGP) results and whether performance in previous pre-qualification assessments is correlated. Design and Setting We used the World Directory of Medical Schools Search and the UK Medical Education databases.
View Article and Find Full Text PDF'It clarified a lot': GP trainees as peer role players in a formative Clinical Skills Assessment (CSA).
Educ Prim Care
March 2021
Department of Postgraduate General Practice Education, NHS Education for Scotland, Edinburgh, UK.
Introduction: The MRCGP Clinical Skills Assessment (CSA) is a high stakes examination which a significant proportion of candidates fail on first sitting. To address this, deaneries have introduced candidate preparation, such as formative CSAs (f-CSA). One way to maximise the gains from a f-CSA is to use GP trainees as peer-role players (VRPs) instead of professional actors.
View Article and Find Full Text PDFExploring UK medical school differences: the MedDifs study of selection, teaching, student and F1 perceptions, postgraduate outcomes and fitness to practise.
BMC Med
May 2020
UCL Medical School, 74 Huntley Street, London, WC1E 6BT, UK.
Article Synopsis
- Medical schools in the UK exhibit significant differences in various aspects, including teaching styles, entry criteria, and postgraduate performance, prompting the MedDifs study to explore these variations.
- The study analyzed aggregated data from 29 medical schools, focusing on 50 different measures such as curricular influences, student satisfaction, and specialty training outcomes.
- Results indicate that while differences in medical schools are consistent over time, schools using problem-based learning (PBL) tend to have lower postgraduate performance despite higher satisfaction with feedback, suggesting a complex relationship between teaching methods and outcomes.
The candidate perspective of the clinical competency test (CCT) of the MICGP examination: a mixed-methods study.
BJGP Open
October 2018
Clinical Research Fellow, Department of General Practice, University College Cork, Cork, Ireland.
Background: The clinical competency test (CCT) was introduced by the Irish College of General Practitioners (ICGP) in 2015. Similar to the clinical skills assessment (CSA) of the Membership of the Royal College of General Practitioners exam (MRCGP), the CCT is a modified objective structured clinical examination (OSCE).
Aim: The aim of this study was to evaluate the MICGP CCT from the candidates' perspective, to gain an insight into their views of its fairness, relevance, and acceptability.
Fitness to practise sanctions in UK doctors are predicted by poor performance at MRCGP and MRCP(UK) assessments: data linkage study.
BMC Med
December 2018
Research Department of Medical Education, UCL Medical School, University College London, Gower Street, London, WC1E 6BT, UK.
Background: The predictive validity of postgraduate examinations, such as MRCGP and MRCP(UK) in the UK, is hard to assess, particularly for clinically relevant outcomes. The sanctions imposed on doctors by the UK's General Medical Council (GMC), including erasure from the Medical Register, are indicators of serious problems with fitness to practise (FtP) that threaten patient safety or wellbeing. This data linkage study combined data on GMC sanctions with data on postgraduate examination performance.
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