‘It clarified a lot’: GP trainees as peer role players in a formative Clinical Skills Assessment (CSA)

ABSTRACT

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. Our aim was to explore trainee experiences of, and educational gains from, the VRP role.

Method

This qualitative study used semi-structured interviews to explore 15 VRPs’ perceptions of peer roleplay. Questions were generated from the literature and from informal discussions with f-CSA organisers. Analysis was inductive and thematic.

Results

Analysis identified three main themes. Role play gave participants insight into the exam in terms of what to expect and how to approach the exam. They commented on learning the importance of communication skills and acknowledging the patient’s perspective. Finally, there were gains in terms of professional development, particularly in terms of observing good feedback.

Discussion

GP trainees who role played patients in a formative CSA reported increased confidence and educational gains from their experience. Whether these perceived gains will be transferred to their own CSA performance later in training remains to be seen.

KEYWORDS:

• MRCGP
• Clinical Skills Assessment
• GP training
• role-play
• communication skills

Acknowledgments

Dr Amjad Khan is now a Professor, Director of Postgraduate General Practice Education NHS Education for Scotland, for his guidance and support for this work. Dr Susan Buck, Associate Advisor Trainee Support NHS Education for Scotland, and Ms Rachel Easingwood, for the organisation and running of the formative CSA. Alan Gillies NHS Education for Scotland, for his support with the literature search. The GP trainees who took part as role player patients and agreed to be interviewed for this project.

Ethics

Confirmed as not requiring NHS Research Ethics Committee approval.

Geolocation information

Scotland, UK

Disclosure statement

The authors report no conflicts of interest.

Additional information

Funding

This study was supported by NHS Education for Scotland as part of a GP Medical Education Fellowship.