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The Evaluation of North Wales SPiCE: Special Preparation in CASC Examination

AIMS: As part of the effort to support core psychiatry trainees in North Wales to prepare for their CASC (Clinical Assessment and Skill Competency) exam, the North Wales SPiCE (Special Preparation in CASC Examination) Project has been initiated. This article aims to evaluate the SPiCE based on medic...

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Autores principales: Loo, Jiann Lin, Thomas, Catrin, Simiyon, Manjula, Malhotra, Rahul, Shankar, Nikhil Gauri, Bhattacharyya, Sarmishtha
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Cambridge University Press 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9378047/
http://dx.doi.org/10.1192/bjo.2022.133
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author Loo, Jiann Lin
Thomas, Catrin
Simiyon, Manjula
Malhotra, Rahul
Shankar, Nikhil Gauri
Bhattacharyya, Sarmishtha
author_facet Loo, Jiann Lin
Thomas, Catrin
Simiyon, Manjula
Malhotra, Rahul
Shankar, Nikhil Gauri
Bhattacharyya, Sarmishtha
author_sort Loo, Jiann Lin
collection PubMed
description AIMS: As part of the effort to support core psychiatry trainees in North Wales to prepare for their CASC (Clinical Assessment and Skill Competency) exam, the North Wales SPiCE (Special Preparation in CASC Examination) Project has been initiated. This article aims to evaluate the SPiCE based on medical educational principles. METHODS: A total of five candidates preparing for the CASC exam expressed interest and an organising committee was set up. Examiners consisted of a consultant and four specialist registrars while role players were recruited from non-exam sitting junior trainees. Five mock CASC stations were written and role-players were calibrated accordingly. The stations included: History taking for a patient with FTD (frontotemporal lobe dementia), MSE (Mental state examination) of a patient with mania and psychosis, explanation of CBT (cognitive-behavioural therapy), breaking bad news of NMS (neuroleptic malignant syndrome), and explanation of ECT (electroconvulsive therapy). The mock exam was conducted virtually using Microsoft Teams(TM). The specialist registrars’ performances in feedback provision were assessed for their teaching using the AOT (Assessment of Teaching) form by the consultants. For core trainees who had played the part of organising committee members and role players, their volunteerism and educational management experience were assessed using the DONCS (Direct Observation of Non-clinical Skill) form by specialist trainees. RESULTS: All five candidates passed all the stations (consists of both borderline pass, pass) in the mock exam with 25% improvements in confidence level were seen among candidates in four stations, i.e. ECT explanation, breaking bad news of NMS, CBT explanation, and MSE of a patient with mania and psychosis. All candidates feel the SPiCE programme was useful in helping their final preparation and they would recommend it to other candidates. Four of the candidates sat for the immediate CASC diet after the SPiCE received a pass result. All specialist registrars received positive AOT feedback for their teaching and all non-exam sitting junior trainees received positive DONCS feedback for their spirit of volunteerism and collaborative teamwork. CONCLUSION: The main strength of the SPiCE project is it utilises existing resources and volunteerism of the organising committee while its main limitation is it has only five stations rather than 16 stations in the real exam. Although the mock exam has improved the confidence of candidates and the majority of candidates pass the exam immediately after that, the causal link between the SPiCE and candidates’ results cannot be conclusively established given all candidates have a good baseline.
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spelling pubmed-93780472022-08-18 The Evaluation of North Wales SPiCE: Special Preparation in CASC Examination Loo, Jiann Lin Thomas, Catrin Simiyon, Manjula Malhotra, Rahul Shankar, Nikhil Gauri Bhattacharyya, Sarmishtha BJPsych Open Education and Training AIMS: As part of the effort to support core psychiatry trainees in North Wales to prepare for their CASC (Clinical Assessment and Skill Competency) exam, the North Wales SPiCE (Special Preparation in CASC Examination) Project has been initiated. This article aims to evaluate the SPiCE based on medical educational principles. METHODS: A total of five candidates preparing for the CASC exam expressed interest and an organising committee was set up. Examiners consisted of a consultant and four specialist registrars while role players were recruited from non-exam sitting junior trainees. Five mock CASC stations were written and role-players were calibrated accordingly. The stations included: History taking for a patient with FTD (frontotemporal lobe dementia), MSE (Mental state examination) of a patient with mania and psychosis, explanation of CBT (cognitive-behavioural therapy), breaking bad news of NMS (neuroleptic malignant syndrome), and explanation of ECT (electroconvulsive therapy). The mock exam was conducted virtually using Microsoft Teams(TM). The specialist registrars’ performances in feedback provision were assessed for their teaching using the AOT (Assessment of Teaching) form by the consultants. For core trainees who had played the part of organising committee members and role players, their volunteerism and educational management experience were assessed using the DONCS (Direct Observation of Non-clinical Skill) form by specialist trainees. RESULTS: All five candidates passed all the stations (consists of both borderline pass, pass) in the mock exam with 25% improvements in confidence level were seen among candidates in four stations, i.e. ECT explanation, breaking bad news of NMS, CBT explanation, and MSE of a patient with mania and psychosis. All candidates feel the SPiCE programme was useful in helping their final preparation and they would recommend it to other candidates. Four of the candidates sat for the immediate CASC diet after the SPiCE received a pass result. All specialist registrars received positive AOT feedback for their teaching and all non-exam sitting junior trainees received positive DONCS feedback for their spirit of volunteerism and collaborative teamwork. CONCLUSION: The main strength of the SPiCE project is it utilises existing resources and volunteerism of the organising committee while its main limitation is it has only five stations rather than 16 stations in the real exam. Although the mock exam has improved the confidence of candidates and the majority of candidates pass the exam immediately after that, the causal link between the SPiCE and candidates’ results cannot be conclusively established given all candidates have a good baseline. Cambridge University Press 2022-06-20 /pmc/articles/PMC9378047/ http://dx.doi.org/10.1192/bjo.2022.133 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/This is an Open Access article, distributed under the terms of the Creative Commons Attribution licence (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted re-use, distribution, and reproduction in any medium, provided the original work is properly cited.
spellingShingle Education and Training
Loo, Jiann Lin
Thomas, Catrin
Simiyon, Manjula
Malhotra, Rahul
Shankar, Nikhil Gauri
Bhattacharyya, Sarmishtha
The Evaluation of North Wales SPiCE: Special Preparation in CASC Examination
title The Evaluation of North Wales SPiCE: Special Preparation in CASC Examination
title_full The Evaluation of North Wales SPiCE: Special Preparation in CASC Examination
title_fullStr The Evaluation of North Wales SPiCE: Special Preparation in CASC Examination
title_full_unstemmed The Evaluation of North Wales SPiCE: Special Preparation in CASC Examination
title_short The Evaluation of North Wales SPiCE: Special Preparation in CASC Examination
title_sort evaluation of north wales spice: special preparation in casc examination
topic Education and Training
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9378047/
http://dx.doi.org/10.1192/bjo.2022.133
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