What is the role for a licensing examination in the <scp>UK</scp>?

Rutter-Locher, Zoe; Menzies-Wilson, Richard

doi:10.1111/tct.12752

Cited by 2 publications

(2 citation statements)

References 4 publications

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“…This initiative aims to collect data about the deviation of quality of performance related to differences in the unique curricula of medical colleges. 4 Although the causal evidence should be identified, a higher score on a large-scale licencing examination and better clinical performance may be correlated. 5 Thus, the validity of a licencing examination can be crucial for assessing clinical performance.…”

Section: Neurogenic Bladder 11mentioning

confidence: 99%

Discrepancy between national medical licencing examination content and disease conditions encountered in postgraduate clinical training in Japan

Suzuki¹,

Kataoka

Nishizaki

et al. 2021

Postgraduate Medical Journal

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Section: Neurogenic Bladder 11mentioning

confidence: 99%

Discrepancy between national medical licencing examination content and disease conditions encountered in postgraduate clinical training in Japan

Suzuki¹,

Kataoka

Nishizaki

et al. 2021

Postgraduate Medical Journal

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“…An increasing number of countries are considering the introduction of National Licensing Exams (NLE), which include a clinical skills part (Archer et al 2016;Swanson and Roberts 2016). A recent example is the United Kingdom, which plans to introduce such an exam including both a knowledge and clinical skills exam in 2022 (Rutter-Locher and Menzies-Wilson 2018).…”

Section: Introductionmentioning

confidence: 99%

The introduction of a standardised national licensing exam as a driver of change in medical education: A qualitative study from Switzerland

Huwendiek

Jung²,

Schirlo

et al. 2020

Medical Teacher

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Introduction: Only a few studies have described the impacts, strengths and needs for further development of national licensing exams (NLE). To gain such insights regarding the Swiss NLE, which includes a multiple-choice and a standardised clinical skills exam, we explored the perceptions of involved experts and stakeholders. Methods: We explored participants' perceptions in four focus group discussions. The interviews were recorded, transcribed verbatim and qualitatively analysed using a thematic analysis approach. Results: The analysis resulted in five perceived impacts, two strengths and two needs for further developments of the NLE. Perceived impacts were (1) steering students' learning behaviour, (2) supporting teachers and assessors to align teaching to competencies, (3) elevating the importance of the Swiss Catalogue of Learning Objectives, (4) setting incentives for the further development of curricula, and (5) fostering the collaboration between the faculties of medicine. Perceived strengths were the blend of assessment formats, including their competency-based orientation, and the collaborative development approach. Perceived needs lay in the NLE's further development to sustain its fit for purpose and in incentives for people involved. Conclusion: According to our study, this NLE had, and has, notable impacts on medical education in Switzerland. Our insights can be useful for others planning a similar undertaking.

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What is the role for a licensing examination in the UK?

Cited by 2 publications

References 4 publications

Discrepancy between national medical licencing examination content and disease conditions encountered in postgraduate clinical training in Japan

Discrepancy between national medical licencing examination content and disease conditions encountered in postgraduate clinical training in Japan

The introduction of a standardised national licensing exam as a driver of change in medical education: A qualitative study from Switzerland

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