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Little research exists on the relationship between pre-examination resources, race, and standardized test outcomes. This study aimed to determine the effect of test preparation resources and race on test scores. We surveyed medical students at an allopathic institution on the use of test preparation materials and their test scores. Students were grouped by self-identified race. Underrepresented in Medicine (URiM) students were defined as Black/African American (AA), Hispanic/Latino (HL), Native American (NA) and multiple races. Univariate analysis and linear regression were used for statistical analysis. 192 students completed the survey (response rate = 33%). URiM students reported more MCAT attempts than other students. No differences between scores existed between races. There was no association between scores and the use of test preparation resources. We found that URiM students took the MCAT more times than their peers; however, we found no racial/ethnic differences in examination preparation resources or scores.

This study explores the mechanism of washback on learning in the Chinese EFL context by examining the interplay between IELTS Speaking test-takers’ interpretations of test design and their reasons for enrolling in test preparation courses, and how these factors relate to speaking scores. Using Bailey’s (1996) Washback Model and a mixed-methods design, data were collected from 267 Chinese IELTS test-takers through surveys and 15 semi-structured interviews. Quantitative findings from confirmatory factor analysis revealed that both test design interpretation and mediating factors (self-perceived proficiency, academic expectations, and individual differences) were associated with speaking scores. Qualitative analysis highlighted misalignments between perceived and intended test constructs. The study proposes a contextualised model of washback, contributing to our understanding of learner behaviour and offering practical implications for test preparation pedagogy.

Background In Switzerland, the scholastic aptitude test for medical-school selection takes place in three languages. This study examined the effects of two quasi-experimental interventions that aimed to reduce existing differences in test results between the French- and German-speaking language candidates. Methods Between 2018 and 2023, the population of applicants to Swiss medical schools consisted of N  = 18’824 German- and French-speaking individuals. Based on a quasi-experimental design, we examined the effects of two interventions regarding preparatory material, in these cohorts. The first intervention (2022) consisting of practice trials in baccalaureate schools in the canton of Fribourg enabled French-speaking candidates primarily from the canton of Fribourg to prepare more intensively with official tasks. Practice trials enable future candidates to complete a published test version under original conditions and thus prepare how to approach the real test. The second intervention (2023) released new preparatory material in all languages for one group of tasks for which differences between the language groups were more pronounced than in the other tasks. The test provider offered this material for free download together with existing preparation materials and thereby enabled more intensive preparation. Results After the first intervention, the initially small to medium-sized mean differences in z-transformed test scores between French-speaking candidates from Fribourg and German-speaking candidates were nearly eliminated (from 0.39 to 0.05). Also for French-speaking candidates from outside of the canton of Fribourg, the mean differences were smaller than before the intervention (0.48 before, 0.39 after first intervention). After the second intervention, particularly the mean differences in test scores between German-speaking and French-speaking candidates from outside of Fribourg were further reduced (to 0.24). Conclusions The two interventions regarding material for preparing to participate in the aptitude test affected candidates’ test scores. They reduced the gap between German- and French-speaking candidates showing that the additional benefits of commercial offers for test preparation are limited. Hence, offering comparable official preparation material to all language groups enhances test fairness.

Aims: Preparation for the MRCPsych CASC exam can present unique challenges for psychiatry trainees, including limited access to structured practice, real-time feedback and standardized patient interactions. This project aimed to develop the MRCPsych CASC Simulator (MCS), a custom AI-powered tool designed to enhance exam preparation by providing interactive clinical simulations, structured feedback and objective performance assessment. Methods: The simulator incorporated three core roles – Doctor (candidate), Patient (actor), and Examiner – to create realistic CASC exam stations. MCS was trained in the functional aspects of the CASC, the requirements of both doctor and patient roles, along with the psychiatric expertise, knowledge and resources required. To test performance, we utilized validated assessment tools, including the examiner’s marking sheet for the CASC, Simulated Patient Rating Scale (SPRS), Objective Structured Clinical Examination (OSCE) the Communication Assessment Tool (CAT) to ensure objective and standardized evaluation. The simulator was tested in two roles, doctor and patient, by two different human assessors. The interactions were recorded and replayed for each assessment. Five stations were completed for each role from various psychiatric specialties. These scores were used to compare MCS with stock ChatGPT and to gain an overall understanding of MCS’ performance. Additionally, assessors requested MCS for immediate feedback on their questioning style, response phrasing, diagnostic accuracy and communication skills to gauge MCS’ effectiveness in providing feedback. Results: The assessors found that MCS was competent in psychiatric assessments and patient simulation. MCS provided comprehensive learning support including mnemonics, diagnostic frameworks and summaries which facilitated differential diagnosis, clinical reasoning and memorisation. MCS provided real-time performance tracking, allowing potential candidates to refine their skills through iterative practice and targeted improvements. MCS proved to be a significantly more effective tool for CASC practice than stock ChatGPT, scoring higher in both doctor and patient roles. MCS outperformed stock ChatGPT by an average 58% in doctor roles and 25% better in patient roles. Overall, the assessors found MCS to be a vital tool in CASC preparation. Conclusion: MCS offers a novel and effective approach to psychiatric exam training by providing structured, objective and interactive practice opportunities. Its ability to provide tutoring, simulate realistic patient interactions and offer personalized feedback enhances clinical reasoning, communication skills and exam preparation.

Generative artificial intelligence (AI) technologies are increasingly being utilized across various fields, with considerable interest and concern regarding their potential application in medical education. These technologies, such as Chat GPT and Bard, can generate new content and have a wide range of possible applications. This study aimed to synthesize the potential opportunities and limitations of generative AI in medical education. It sought to identify prevalent themes within recent literature regarding potential applications and challenges of generative AI in medical education and use these to guide future areas for exploration. We conducted a scoping review, following the framework by Arksey and O'Malley, of English language articles published from 2022 onward that discussed generative AI in the context of medical education. A literature search was performed using PubMed, Web of Science, and Google Scholar databases. We screened articles for inclusion, extracted data from relevant studies, and completed a quantitative and qualitative synthesis of the data. Thematic analysis revealed diverse potential applications for generative AI in medical education, including self-directed learning, simulation scenarios, and writing assistance. However, the literature also highlighted significant challenges, such as issues with academic integrity, data accuracy, and potential detriments to learning. Based on these themes and the current state of the literature, we propose the following 3 key areas for investigation: developing learners' skills to evaluate AI critically, rethinking assessment methodology, and studying human-AI interactions. The integration of generative AI in medical education presents exciting opportunities, alongside considerable challenges. There is a need to develop new skills and competencies related to AI as well as thoughtful, nuanced approaches to examine the growing use of generative AI in medical education.

Aims: The MRCPsych results report and GMC annual report on trainee performance highlighted that UK PMQ candidates perform better than OS PMQ candidates and that White candidates perform better compared with candidates with other ethnic backgrounds. A mentoring scheme was designed as a proposed solution to bridge the gap of differential attainment in Core trainees in Psychiatry with a focus on improving ARCP outcome and Exam Pass rate in Psychiatry. Methods: The Mentorship Scheme was piloted between August 2023 to August 2024 among Core trainees and Higher Trainees working in Psychiatry in Mental Health Trusts in East Midlands. Higher trainees took part in the project as mentors and were required to complete mentorship course from e-lfh hub prior to start of mentorship. The evaluation was of a longitudinal, prospective design. It spanned 12 months, with two waves of data collection. Using a mixed methods approach core trainees were required to complete survey with numerically rated items and open-ended questions pre- and post-intervention. Recruitment of core trainees and higher trainees was achieved through purposive sampling. A 18-item survey was designed to enable quantitative analysis of training needs in Psychiatry and qualitative analysis of conceptions of mentorship. There were a total of 9 Likert questions and 1 open-ended question that enabled free text entry for qualitative analysis. A 23-item questionnaire was designed to evaluate Mentees response post-mentorship scheme. Results: Pre-intervention: 75% identified career goals as an area that they would mostly likely value support with, closely followed by 68.3% reporting exam preparation, 31.3% reported support with e-Portfolio training and 25% with ARCP preparation as areas that they were hoping to get support with through mentorship. Post-intervention: 66.7% reported improvement in competence in areas of difficulty which included: 55.6% improvement in clinical skills. 44.4% improvement in exam preparation. 66.7% improvement in diary management. 33.3% improvement in ARCP preparation. 44.4% improvement in e-portfolio training. 88.9% valued the presence of having to speak to someone as a useful aspect of the mentoring scheme and 44.4% reported recommending mentoring scheme to other trainees. Conclusion: There is a breadth of evidence substantiating use of mentorship as a helpful tool in improving competence in doctors across different levels of their training. This finding was supported through a 12-month evaluation of the Mentorship scheme which appears to afford core trainees a cost-effective opportunity in improving training needs.

ObjectivesThe MRCPCH clinical examination is career critical for UK paediatricians. Data from the RCPCH website shows consistent disparity in attainments between the International medical graduates (IMG) and UK trained counterparts, the former having worse outcomes in the clinical exams (e.g., 52.2% vs 92.0% at the February 2023 diet).Preparatory materials and support for the clinical exam vary across deaneries and may be less accessible to International Medical Graduates (IMGs) either in training or non-training UK posts or abroad.The Clinical Pearls group was created to address these inequalities, to boost confidence of IMG candidates and improve outcome for IMGs in the clinical exams. This has been done by creating safe online spaces for these candidates to hone their skills in preparation for the clinical exams.MethodsFrom June, 2022 till October, 2023, the faculty which consists of IMG paediatric trainees have moderated 4 diets of exam preparation.Each diet spanned a 6–week period with online sessions tailor-made to address specific needs.Each diet consisted of week long introductory sessions that explained the different components of the clinical exam.Each session was two hours long and moderated by faculty members that had passed the MRCPCH Clinical exam.Mock exams were conducted after each 6–week epoch and they were designed similar to the RCPCH standards. Anonymised feedbacks were collated to assess candidate experiences.The Mock exams consisted of six (6) exam stations and simulated using examiner and role player model. Feedback for mock exams were given using the RCPCH Anchor Statements.ResultsResults:There were 75 candidates enrolled into the program over the 4 exam diets.96%( n=72) rated the sessions extremely useful.The objectives were clear to all candidates 100% (n=75) and 96% (n=72) of them found the mocks extremely useful.65.3% (n=49) of the candidates have passed the MRCPCH clinical exams.Consistent comments gotten from candidate feedback were ‘ excellent organisation of sessions and mocks’, ‘thorough systematic sessions’ and ‘encouraged critical thinking for candidates’.ConclusionThis project has clearly demonstrated the benefit of targeted support for IMGs preparing for the MRCPCH clinical exam.Focused support sessions for IMGs at regional and national levels enhance success rates in the MRCPCH clinical exams.We hope to include one-on one mentoring as our capacity increases to help cater to the needs of candidates who struggle with learning in large traditional settings.

AI-based tools such as ChatGPT and GPT-4 are currently changing the university landscape and in many places, the consequences for future forms of teaching and examination are already being discussed. In order to create an empirical basis for this, a nationwide survey of students was carried out in order to analyse the use and possible characteristics of AI-based tools that are important to students. The aim of the quantitative study is to be able to draw conclusions about how students use such AI tools. A total of more than 6300 students across Germany took part in the anonymous survey. The results of this quantitative analysis make it clear that almost two-thirds of the students surveyed use or have used AI-based tools as part of their studies. In this context, almost half of the students explicitly mention ChatGPT or GPT-4 as a tool they use. Students of engineering sciences, mathematics and natural sciences use AI-based tools most frequently. A differentiated examination of the usage behaviour makes it clear that students use AI-based tools in a variety of ways. Clarifying questions of understanding and explaining subject-specific concepts are the most relevant reasons for use in this context.

For the first time in a single core textbook, the Association for the Study of Medical Education presents a complete and authoritative guide to medical education. Written by leading experts in the field, Understanding Medical Education provides a comprehensive resource of the theoretical and academic bases to modern medical education practice. This accessible and timely reference is designed to meet the needs of all those working in medical education from undergraduate education through postgraduate training to continuing professional development. As well as providing practical guidance for clinicians, teachers and researchers, Understanding Medical Education will prove an invaluable resource to those studying at certificate, diploma or masters level and a first 'port-of-call' for anyone engaged in medical education as an academic discipline. Exploring medical education in all its diversity and containing all you need in one place, Understanding Medical Education is the ideal reference not only for medical educators, but for anyone involved in the development of healthcare professionals, in whatever discipline wherever they are in the world. An on-line edition of the complete book, together with individual chapter downloads, are available at www.wileymedicaleducation.com Understanding Medical Education has been brought together and edited by Professor Tim Swanwick, Director of Professional Development in the London Deanery, Visiting Fellow at the Institute of Education and Visiting Professor of Medical Education at the University of Bedfordshire.