Presentation Description
Adedeji Oyefeso1
1 University College London
1 University College London
Background
Internal Medicine Trainee doctors are required to complete the MRCP(UK) diploma in order to progress onto higher specialty training. The final part of the diploma is a practical exam – Practical Assessment of Clinical Examination Skills (PACES). PACES is notoriously difficult to pass, with a relatively low pass rate, and expensive to take. Therefore, preparation for PACES is vital. Despite the multitude of learning methods available to prepare for PACES, there is little consensus on which methods are effective.
Internal Medicine Trainee doctors are required to complete the MRCP(UK) diploma in order to progress onto higher specialty training. The final part of the diploma is a practical exam – Practical Assessment of Clinical Examination Skills (PACES). PACES is notoriously difficult to pass, with a relatively low pass rate, and expensive to take. Therefore, preparation for PACES is vital. Despite the multitude of learning methods available to prepare for PACES, there is little consensus on which methods are effective.
Summary of work
This study aimed to understand trainee perceptions of the educational effectiveness of different learning methods used to prepare for the PACES examination and what characteristics made them effective, with the ultimate aim of improving trainees’ chances of success on their first attempt. Thirty-five participants who had passed PACES within the last five years volunteered to complete a questionnaire survey. Data from the questionnaires were analysed using a mixed methods approach.
This study aimed to understand trainee perceptions of the educational effectiveness of different learning methods used to prepare for the PACES examination and what characteristics made them effective, with the ultimate aim of improving trainees’ chances of success on their first attempt. Thirty-five participants who had passed PACES within the last five years volunteered to complete a questionnaire survey. Data from the questionnaires were analysed using a mixed methods approach.
Results/Discussion
Trainees reported receiving benefits from almost all learning methods. Trainees highly valued learning methods such as revision courses, mock exams, senior-led bedside teaching, peer learning, online resources, and mentoring. Features of educationally effective learning methods included their ability to replicate the exam, provision of good clinical exposure and ample feedback, familiarisation of the exam procedure, help with knowledge acquisition and consolidation, accessibility/convenience, and their ability to evoke an emotional response. Trainees also received benefits from solo practice and textbooks; however, these were not rated as highly as other methods.
Trainees reported receiving benefits from almost all learning methods. Trainees highly valued learning methods such as revision courses, mock exams, senior-led bedside teaching, peer learning, online resources, and mentoring. Features of educationally effective learning methods included their ability to replicate the exam, provision of good clinical exposure and ample feedback, familiarisation of the exam procedure, help with knowledge acquisition and consolidation, accessibility/convenience, and their ability to evoke an emotional response. Trainees also received benefits from solo practice and textbooks; however, these were not rated as highly as other methods.
Conclusion
Trainees should use a combination of learning methods to prepare for the PACES examination.
Trainees should use a combination of learning methods to prepare for the PACES examination.
Take home messages
- Various learning methods should be used.
- Trainees should aim to attend a revision course, ideally one which incorporates a mock exam.
- Trainees should participate in regular bedside teaching and form study groups for mentoring and peer learning.