Mumtaz Patel¹
Jeremy Brown², Liam Jenkins², John Sandars² and Julie Bridson²
1 NHS England
2 Edge Hill University

Background
Research has identified significant barriers that International Medical Graduates (IMGs) and UK ethnic minority trainees face in their postgraduate medical training, including a lack of familiarity with UK assessments, and a lack of good quality feedback. The impact of these barriers can be seen in attainment gap observed in postgraduate examination pass rates. 

Summary of work
This evaluation focused on eight Masterclasses designed by the Royal College of Psychiatry, and commissioned by the General Medical Council and Health Education England (now NHS England). These were designed to provide targeted support for trainee groups identified as being at higher risk of failing to progress in training, and focused on teaching trainees key principles relating to the CASC examination. Both qualitative and quantitative research was carried out to evaluate the impact of this targeted examination preparation support. 

Results
Early quantitative findings from the September 2021 and January 2022 CASC sitting indicate higher pass rates and a narrowed attainment gap for masterclass participants, particularly for trainees from IMG (11.3% higher for masterclass attendees) or ethnic minority (12.9% higher for masterclass attendees) backgrounds. 

Three key qualitative themes were identified: 1) raised awareness of key factors relating to the examination; 2) development of skills related to examination preparation and performance; 3) application of these skills. 

Discussion
Participants reported a raised awareness of the CASC examination requirements, and developed some key generalisable examination skills in what was perceived to be a safe and trusted learning environment. 

Conclusions
These findings add to the existing evidence (Hawkridge and Molyneux, 2019) that early, targeted support improves outcomes for groups at greater risk of examination fails. 

Take home messages
Interventions can be developed to provide early, targeted support to trainees. There needs to be balance between familiarisation of the examination itself and the development of more generalisable skills. 

References (maximum three) 

References 

Hawkridge A, Molyneux D. (2019) A description and evaluation of an educational programme for North West England GP trainees who have multiple fails in the Clinical Skills Assessment (CSA). Education for Primary Care. 30(3):167-172.