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BMJ Open Qual. 2017 Aug 29;6(2):e000017. doi: 10.1136/bmjoq-2017-000017. eCollection 2017.

Improving MRCP PACES pass rates through the introduction of a regional multifaceted support framework.

Author information

1
Department of Dermatology, Heart of England NHS Foundation Trust, Birmingham, UK.
2
Department of Nephrology, Lewisham and Greenwich NHS Trust, London, UK.
3
Department of Diabetes Medicine, University Hospitals Coventry and Warwickshire NHS Trust, Coventry, UK.

Abstract

INTRODUCTION:

Practical Assessment of Clinical Examination Skills (PACES) constitutes the final part of the mandatory Royal College of Physicians exam series for progression to higher specialty training. Pass rates were lower for core medical trainees (CMTs) in Coventry and Warwickshire in comparison to other regions within the West Midlands and nationally.

OBJECTIVES:

Our aim was to improve pass rates in the region through the introduction of a stimulating and supportive teaching framework, designed to enhance the quality and frequency of PACES teaching.

METHODS:

To identify key areas for change a baseline questionnaire, including Likert Scale and free text questions related to PACES teaching, was distributed to all CMTs in the region. Many trainees highlighted concern over lack of PACES-orientated teaching and support, with particular emphasis on: lack of bedside-teaching with feedback; infrequent opportunities for practising communication skills; and difficulty identifying suitable patients in an efficient manner. To address these concerns the following interventions were implemented over two Plan, Do, Study, Act (PDSA) cycles which were analysed at 6 months and 12months: a digital forum to highlight relevant inpatients for examination practice; a peer-to-peer mentoring scheme; a consultant-led bedside-teaching rota; and classroom-based communication skills sessions.

RESULTS:

Pass rates at Annual Review of Competence Progression improved from baseline to the end of the first year of implementation, 56.3% to 77.3%, respectively. Furthermore, following analysis of questionnaires at each PDSA cycle, we demonstrated a progressive improvement in trainee satisfaction in exposure, quality and relevance of teaching.

CONCLUSION:

Our innovative, cost-effective teaching framework for PACES preparation has improved exam outcomes and facilitated swift junior doctor career progression, while raising the profile of the trust. Furthermore, this innovation provides a template for potential adoption in other National Health Service institutions.

KEYWORDS:

graduate medical education; medical education; quality improvement; team training

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