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Lookup NU author(s): Dr Hilton Dixon
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A survey was conducted among registrars in the Northern Deanery who were sitting modules of the MRCGP examination in 2001. The purpose was to elicit the candidates' views about the content of each module, their preparation strategies, and to determine the effects of their preparation upon their future approaches to learning. Questions perceived as most straightforward in the multiple choice questions (MCQ), written and oral modules were those related directly to patient care and situated learning opportunities during their vocational training. Difficult questions were mostly related to critical appraisal and areas of unmet learning needs, perceived as requiring more experience as a general practitioner (GP). Almost all believed that preparing for the video module had improved their consultations with patients, and believed they received most help from their trainer. Preparation for the written component had a positive impact upon reading of both original and review articles and most believed they would continue to read review articles in the future. Preparation for the oral component improved their understanding of ethical principles, which they believed would be of benefit to patient care. Study groups were perceived to be of greater value than vocational training schemes or trainers for the MCQ written and oral components of the examination. Time pressures were a particular problem in the written and oral modules for many candidates and some perceived similar pressures in selecting consultations for the video module to demonstrate the performance criteria. Candidates appeared keen to provide written feedback of their views in a constructive way even before they knew the results of each module. A structured approach to feedback from candidates through the RCGP can provide valuable information to inform the assessment process and address the important issue of consequential validity, the effect the assessment has on learning, deemed of increasing importance to effective assessment.
Author(s): Dixon H
Publication type: Review
Publication status: Published
Journal: Education for Primary Care
Year: 2003
Volume: 14
Issue: 2
Pages: 146-157
ISSN (print): 1473-9879
ISSN (electronic): 1475-990X
