Understanding MRCGP
"Think of this as the GPS for your GP training journey — everything laid out before you need to recalculate."
The MRCGP is the qualification that marks the end of your GP training and the beginning of your career as a qualified GP. It has three components — and all three matter equally. This page explains what they are, when they happen, and what you need to be doing right now in ST1.
Downloadable resources for trainees, trainers, and anyone who likes a PDF to print at 11pm the night before a tutorial.
path: MRCGP IN GENERAL
- acronyms in gp training.doc
- mrcgp - what every CS needs to know.pdf
- mrcgp - what every gp practice needs to know.pdf
- mrcgp - what every trainee needs to know.pdf
- mrcgp - what the hospital department needs to know.pdf
- mrcgp and wpba for clinical supervisors.ppt
- mrcgp for hospital based trainees.ppt
- mrcgp in a nutshell.ppt
- mrcgp on 2 sides of A4 for trainers.doc
- rcgp - in a nutshell.doc
⚡ One-Minute Recall
If you only read one section — make it this one.
- Your GP qualification — needed for CCT
- Three components, ALL equally important
- Runs across all 3 years of GP training
- Awarded by the RCGP
- AKT — knowledge exam (ST3)
- SCA — consultation skills exam (ST3)
- WPBA — ongoing portfolio evidence (all 3 years)
- Focus on WPBA — start CBDs early
- Get to know your ePortfolio (FourteenFish)
- Do your QIP in ST1
- Don't panic about AKT/SCA yet
- WPBA is your responsibility — no one chases you
- NFD grades early on = completely normal
- Hospital consultants can assess WPBA too
- RCGP website always takes precedence
MRCGP is the professional qualification that lets you work as a GP in the UK. Without it, you cannot receive your CCT (Certificate of Completion of Training), and without your CCT, you cannot join the GP Performers List — which means you cannot legally work as a GP in the NHS.
In short: MRCGP isn't just an exam. It's the proof that you're ready to practise independently.
Most hospital exams are a one-off event — sit it, pass it, forget it. MRCGP is different. It runs concurrently across your entire training period. The WPBA element starts on day one of ST1 and doesn't stop until you complete ST3.
That's why understanding it early — even in ST1 — matters so much. You can't make up for lost WPBA time at the end of training.
One thing that surprises many new trainees is that success in GP training is not primarily about knowing more medicine — it is about thinking differently. Hospital medicine often rewards decisive action, definitive diagnosis, and specialist depth. General practice requires something quite different.
In GP you will face:
- ▸More uncertainty — many presentations in GP do not arrive with a clear diagnosis. Learning to manage uncertainty safely is a core GP skill.
- ▸Shorter consultations — gathering the most important information quickly, then making a sensible and safe plan in 10 minutes, is a skill that takes deliberate practice.
- ▸More explaining and negotiating — patients in GP often need to be involved in decisions, not just told what to do. Shared decision-making is expected, not optional.
- ▸Continuity and risk balancing — you will see the same patients over years. Learning to balance risk, safety-net appropriately, and know when not to act is as important as knowing when to intervene.
Both the AKT and SCA sit within the context of independent general practice in the UK. That means this shift matters from ST1 — not just when exam preparation begins. Trainees who make this mental shift early consistently find the exams and assessments more manageable than those who try to adapt late.
Many trainees assume that if they pass the AKT and SCA exams, the rest takes care of itself. This is wrong. The WPBA (including your ePortfolio, assessments, reflections, and supervisor reports) carries exactly the same weight as the exams. Neglect it, and you risk extension of training — regardless of your exam results.
- Computer-based exam at Pearson VUE test centres
- Around 200 questions over 3.5 hours — question formats include best-of-five (single best answer) and extended matching questions (EMQs)
- Content breakdown: the majority is clinical medicine, with a significant proportion on evidence-based practice and statistics, plus a practice management section
- Practice management topics include: QOF (Quality and Outcomes Framework), safeguarding, prescribing rules, NHS structures, and administrative processes — this section regularly catches trainees who only revised clinical content
- It is not "hospital medicine in GP clothing" — questions are primary-care focused and guideline-heavy. NICE CKS and BNF are the backbone
- Held multiple times per year
- Can be taken from ST2 onwards, but ST3 is ideal
- Replaced the old CSA exam from 2020 onwards
- Remote, online exam — held from your own location via video
- You consult live with trained role players acting as patients
- Tests three domains: data gathering, clinical management, and interpersonal skills
- It is NOT just about communication — clinical knowledge matters equally
- Key consultation skills assessed: structured opening, exploring ICE (Ideas, Concerns, Expectations), clear explanation, shared decision-making, and explicit safety-netting
- Multiple sittings per year throughout ST3
- Ongoing throughout all 3 years — starts day one of ST1
- Multiple tools: CBDs, COTs, CEXs, MSF, PSQ, and more
- All evidence recorded on your ePortfolio (FourteenFish)
- Tests you against the 13 Professional Capabilities
- Reviewed at each ARCP panel (every 6–12 months)
- If you leave it late, you cannot catch up — time-spread matters
- Your educational supervisor (ES) guides but does not chase you
If you're reading older Bradford VTS resources or talking to GPs who qualified before 2020, you may hear the term CSA (Clinical Skills Assessment). This has been replaced by the SCA. The underlying principles are similar — it still tests your consultation skills — but the format is now remote (via video) rather than an in-person OSCE. Any page on this site still referencing CSA is being updated; the SCA pages contain current guidance.
WPBA is not one thing — it's a collection of different tools, each assessing a different aspect of your development. Together, they build a rich picture of you as a GP trainee.
| Tool | Full Name | What It Involves | When / Where |
|---|---|---|---|
| 📋 Consultation Assessment Tools (CATs) — the core of WPBA | |||
| CBD | Case Based Discussion | A structured conversation with your supervisor about a real patient case — exploring your clinical reasoning, not just what you did | ST1ST2Hospital OK |
| COT | Consultation Observation Tool | Your supervisor observes (or watches a recording of) a real consultation and gives structured feedback | ST1ST2GP post |
| Audio-COT | Audio Consultation Observation Tool | The same as a COT, but using an audio-recorded consultation for review and discussion | ST1ST2GP post |
| 📋 CATs — Extended Range (mainly ST3, also available in later GP posts) | |||
| RCA | Random Case Analysis & Review | A random selection of your cases reviewed — testing consistency of your clinical approach | Mainly ST3 |
| Prescribing Review | CAT: Prescribing Assessment | Your prescribing patterns reviewed for safety, appropriateness, and reasoning | Mainly ST3 |
| Inv. Review | CAT: Review of Investigations | A review of your approach to requesting and interpreting investigations | Mainly ST3 |
| Referrals Analysis | CAT: Referrals Analysis | Analysis of your referral decisions — appropriateness, communication, and patient safety | Mainly ST3 |
| Debriefs | CAT: Debriefs | Structured debrief conversations after challenging clinical events or sessions | Mainly ST3 |
| Leadership CAT | CAT: Leadership Activity / Project | Assessment of your involvement in a leadership or quality-related activity | Mainly ST3 |
| 🩺 Direct Clinical Assessments | |||
| CEX | Clinical Evaluation Exercise | A supervisor observes a direct clinical encounter and gives structured feedback | Hospital postsGP post |
| CEPS | Clinical Examination & Procedural Skills | Sign-off of specific practical clinical skills (e.g. CV exam, respiratory exam, minor procedures) | Ideal: hospital posts |
| 💬 Colleague & Patient Feedback | |||
| MSF | Multi-Source Feedback | A structured questionnaire completed by colleagues about your professional behaviour and teamwork | All yearsHospital or GP |
| PSQ | Patient Satisfaction Questionnaire | Anonymous feedback from patients about their experience of consulting with you | GP posts only |
| 📝 Supervisory Reports | |||
| CSR | Clinical Supervisor's Report | A structured end-of-post report from your hospital consultant — completed at end of each rotation | Hospital posts |
| ESR | Educational Supervisor's Review | A 6-monthly review by your GP educational supervisor — assesses progress against Professional Capabilities | All years (6-monthly) |
| 📖 Learning Events & Reflective Entries | |||
| NOE | Note of Entry (Log Entry) | A brief reflective record of a learning event — anything you learned from. Must map to capabilities | All years, continuously |
| LEA | Learning Event Analysis | A more structured reflection on a significant learning event — what happened, learned, and would do differently | All years |
| SEA | Significant Event Analysis | A detailed structured reflection on a patient safety event, near-miss, or significant professional learning moment | All years |
| 🚀 Projects & Special Activities | |||
| QIP | Quality Improvement Project | A structured project to identify and improve a quality or safety issue — usually completed in ST1 or ST2 | Ideally ST1 |
| Leadership Project | Leadership & Management Activity | Involvement in a leadership, management, or organisational activity demonstrating relevant capabilities | ST2–ST3 |
You may hear the word triangulation used in relation to WPBA. It simply means this: because multiple different WPBA tools assess overlapping capabilities, your portfolio builds up a picture of you from different angles — different tools, different assessors, different settings, different points in time.
This is deliberate. A single CBD that goes well is not very meaningful on its own. But a consistent pattern of CBDs, COTs, log entries, and MSF responses — all pointing in the same direction — gives your ARCP panel genuine confidence that you are developing into a safe GP. Triangulation is what turns a collection of individual forms into a coherent professional portrait.
In practice: aim for variety of assessors, variety of tools, and variety of clinical contexts. A portfolio assessed by only one person in only one type of encounter is not well-triangulated — and panels will notice.
Everything in your GP training — every assessment, every reflection, every exam — measures you against the RCGP's 13 Professional Capabilities. Think of them as the 13 things a good GP needs to be able to do. Understanding them early is one of the most valuable things you can do in ST1.
The 13 capabilities sit within four broad themes, sometimes called the RDMp framework: Relationships, Diagnostics & Decisions, Management & Complexity, and professionalism & Organisation. This grouping helps you see the whole picture at once.
🤝 Relationships (R)
- Communication & Consultation Skills
- Working with Colleagues & in Teams
- Community Orientation
- Fitness to Practise
- Maintaining an Ethical Approach
🔍 Diagnostics & Decisions (D)
- Data Gathering & Interpretation
- Clinical Examination & Procedural Skills
- Making Decisions
⚙️ Management & Complexity (M)
- Clinical Management
- Managing Medical Complexity
- Practising Holistically & Promoting Health
📋 Professionalism & Organisation (p)
- Maintaining Performance, Learning & Teaching
- Organisation, Management & Leadership
When you submit a CBD, a COT, or a reflective log entry, it must be mapped to specific capabilities. If you don't know what the capabilities are, you'll be mapping them blindly — and your ARCP panel will notice the difference. Spend 20 minutes reading the full descriptors (linked above). You'll refer back to them for three years.
In early training, your grades will often say NFD (Needs Further Development). Please do not see this as a failure. It is expected. It is normal. If an ST1 or ST2 trainee is being graded as "Excellent" across all capabilities, that is actually more concerning — it suggests the assessor hasn't looked critically enough. NFD means: you're in training, doing exactly what you should be doing.
Year 1
- Set up FourteenFish ePortfolio
- Start CBDs in hospital posts
- Do CEX & CEPS in hospital
- Start your QIP
- Request MSF from colleagues
- Write regular NOE / LEA entries
- Learn the 13 capabilities
- Community placement
- Read a consultation book
- 6-monthly ES review (ESR)
Year 2
- Continue CBDs & CEPS in hospital
- Begin COTs in GP posts
- Complete / finish QIP
- Leadership activity
- PSQ in GP posts
- Continue reflective entries
- Build exam knowledge base
- Consider AKT prep materials
- ARCP panel review
First 6 months of ST3
- AKT exam — ideal timing
- SCA exam — first sitting
- Intensive COT/CAT work
- Complete 5 CATs minimum
- Complete outstanding CEPS
- SEA if relevant event occurs
- Final MSF & PSQ cycles
Final stretch
- SCA resit if needed
- ePortfolio completion check
- Final ESR from trainer
- Final ARCP — Outcome 6
- CCT awarded 🎉
- Apply to Performers List
- Post-CCT planning
The ideal approach is to take the AKT and SCA reasonably close together — within the same 6-month period if possible. The knowledge you build for AKT directly helps the SCA. Most trainees aim for AKT in ST3-1 and SCA in ST3-1 or early ST3-2. Don't rush either exam — being ready matters more than being first.
Set Up Your ePortfolio Properly — Then Use It Regularly
Your FourteenFish ePortfolio is the central record of your entire training. Everything gets documented here: assessments, reflective entries, supervisor meetings, projects. Log in early, understand how it works, and write something in it at least every two weeks. The trainees who struggle at ARCP are usually the ones who treated the ePortfolio as an afterthought.
Start CBDs Early in Your First Hospital Post
CBDs are available from your very first post — including hospital posts. Don't wait until you're in GP. Ask your hospital consultant to do a CBD with you within the first 4–6 weeks of each post. Hospital consultants can be unfamiliar with the format — politely brief them or bring the Bradford VTS guide. Getting a head start prevents the end-of-post scramble.
Complete Your CEPS During Hospital Posts
Clinical Examination and Procedural Skills (CEPS) sign-offs are far easier in hospital — where the clinical volume and variety is much higher. Get your respiratory, cardiovascular, abdominal, and other system examinations signed off while you're surrounded by patients with clear clinical signs. Trying to complete CEPS in a GP post is possible but much harder.
Do Your QIP in ST1 or Early ST2
The Quality Improvement Project takes time and planning. ST1 — especially during a GP placement — is the ideal time. In ST2, your hospital posts are busier. In ST3, you'll be focused on exams. ST1 gives you the breathing space to do it properly. Ask your trainer to suggest a suitable topic early in your first GP post.
Read a Consultation Book — and Start Building Consultation Habits Now
Communication skills are not just about being nice — they are the clinical tool that helps you gather better histories, make better decisions, and explain things clearly. Bradford VTS recommends The Naked Consultation by Dr Liz Moulton as a first read — it's warm, practical, and written with GP trainees firmly in mind. Other well-regarded options include Neighbour's The Inner Consultation and Silverman's Skills for Communicating with Patients. ST1 is the right time to read one.
But reading alone is not enough. Even in ST1, begin consciously building these habits in every consultation you do — in hospital or in GP:
- ▸Focused data gathering — gather what you actually need to make a decision, not an exhaustive clerking
- ▸Clear internal summaries — get into the habit of mentally summarising what you know before moving to management
- ▸Simple, patient-friendly explanation — a common blind spot is knowing the medicine but explaining it poorly; practise this from day one
- ▸Sensible shared plans — involve the patient in decisions rather than just telling them what will happen
- ▸Consistent safety-netting — always tell the patient what to watch for and when to come back
These are not "SCA skills" — they are core GP skills. The SCA tests them formally in ST3, but the trainees who do best started building them years earlier.
Remember You Are a GP Trainee in Hospital, Not a House Officer
It's easy to lose yourself in the specialty and forget why you're there. You are a GP trainee on a hospital rotation. That means: practise consultation skills with every patient, learn what will help you in general practice (e.g. managing heavy periods in O&G, not performing C-sections), and actively make time for your GP training assessments alongside your clinical commitments.
Learn the 13 Professional Capabilities — Properly
Don't just know the names. Read the descriptors. Understand what each capability actually means and what evidence might demonstrate it. When you know the capabilities well, mapping your assessments and log entries becomes quick and meaningful — rather than a guessing game at 11pm before your ES meeting.
Don't Revise for AKT Yet — But Start Building AKT Awareness
There is no value in starting intensive AKT revision in ST1. You'll likely forget most of it by the time the exam arrives, and you'll miss the genuine learning that comes from clinical immersion in your first year. Serious exam preparation belongs in ST2-2 and ST3-1.
However, ST1 is a good time to begin what might be called AKT awareness — not revision, but noticing:
- ▸How common GP decisions are made — what NICE recommends and why
- ▸How primary care prescribing works — thresholds, first-line choices, review intervals
- ▸How guidelines actually influence clinical decisions in real consultations
- ▸How risk is explained, balanced, and managed in a GP setting
Trainees who do this naturally throughout ST1 and ST2 find later AKT preparation much easier — because the exam is testing application of knowledge in a UK GP context, not isolated trivia. Building that context early makes the knowledge stick.
One additional habit worth starting lightly in ST1: try occasional AKT-style questions in small blocks — not to revise in earnest, but to get familiar with the question format (best-of-five, EMQs) and to identify areas of the curriculum where your knowledge is thin. Think of it as a compass for your learning, not an exam schedule. When you look things up in NICE CKS or BNF during the working day, mentally note the pattern — first-line choice, safety-net trigger, referral threshold. These patterns are exactly what the AKT tests.
These insights come from recurring patterns in real trainee experience — the things that consistently catch people out, and the small adjustments that consistently make the biggest difference. None of this conflicts with official guidance; it's the practical layer on top of it.
- The most common trainee misconception on day one is that WPBA is a box-ticking exercise and the "real" MRCGP is just the two exams. Address this directly in induction. Use the analogy: the exams test knowledge and one-off performance; WPBA tests consistent professional development over time. Both matter equally.
- NFD anxiety is very real, particularly in IMGs and highly conscientious trainees who have excelled throughout their medical career. A tutorial specifically about the purpose and value of NFD in early training — separate from the general MRCGP induction — can be genuinely transformative.
- The ePortfolio is often the biggest source of ARCP difficulty — not because trainees lack ability, but because they don't understand what good reflective writing looks like. A concrete before/after example of a log entry (poor reflection vs meaningful reflection) is one of the most useful single teaching tools in ST1 induction.
- Hospital consultants need briefing. Their CBD and CEX quality is often weaker than that of GP trainers — not through fault, but through unfamiliarity. Providing a one-page guide for hospital supervisors at the start of each rotation significantly improves assessment quality.
- Discussion prompts for tutorials: "Map your last clinical decision to the capability framework — which capability does it most test?"; "Tell me about the most useful assessment you've had — what made it helpful?"; "If your ARCP panel reviewed your ePortfolio today, what would concern them most?"
- Common trainee blind spot: The difference between the "Organisation, Management & Leadership" capability and clinical management of patients. Trainees frequently mislabel case management log entries under this heading. Worth clarifying early and often.
What happens if I get a poor ARCP outcome?
ARCP panels award different outcomes depending on what they find in your ePortfolio. Key outcomes:
- Outcome 1: Satisfactory progress — continue training as normal
- Outcome 2: Development needs identified — continue but address specific areas, sometimes with an additional review
- Outcome 3: Inadequate progress — formal concerns, possible extension
- Outcome 4: Released from the training programme
- Outcome 5: Incomplete evidence — more evidence needed before a decision can be made
- Outcome 6: Training complete — CCT awarded
Most trainees receive Outcome 1 or 2. Outcome 2 is not a disaster — it means focused work in a specific area. The key is: never surprise the panel. If your ES says things are fine in 6-monthly reviews, your ARCP should reflect that.
Can I do assessments in hospital posts?
Yes — and you should. Several WPBA assessments are specifically suited to hospital posts:
- CBDs can be done by any approved clinical supervisor, including hospital consultants
- CEXs are well suited to hospital settings with diverse clinical encounters
- CEPS are ideally completed in hospital — the clinical volume and variety is much higher
- MSF can be completed by hospital colleagues
- CSR is specifically the hospital supervisor's end-of-post report
The key challenge is that hospital consultants may not be familiar with the MRCGP WPBA framework. Bring a brief guide to your first supervision meeting. Bradford VTS has a downloadable guide for hospital supervisors in the downloads section above.
How many assessments do I need to do?
The minimum numbers are set by the RCGP and updated periodically. Always verify current requirements on the RCGP website. As a general guide at the time of writing:
- ST1: Minimum 4 CBDs (at least 2 per 6-monthly ESR period)
- ST2: Minimum 4 CBDs (at least 2 per 6-monthly ESR period)
- ST3: Minimum 5 CATs (can be CBDs or other CAT types)
- COTs, CEXs, CEPS, MSF, PSQ: specific numbers on RCGP website
These are minimums. Spread matters as much as quantity — do them regularly throughout each post, not in a block at the end.
When should I take the AKT and SCA?
- AKT best timing: ST3-1 (first 6 months of ST3). Some trainees do it in late ST2 if in a GP post — but most find ST3-1 optimal
- SCA best timing: ST3-1 or early ST3-2. Not too early (you need clinical maturity), not too late (you need a buffer for a resit if needed)
- Ideal approach: Take AKT and SCA within the same 6-month period — the knowledge overlaps significantly
Do not rush. Taking either exam before you are ready wastes money and can shake your confidence. Your ES and TPD can advise on readiness.
What is the difference between my ES and my CS?
- Educational Supervisor (ES) — your GP trainer who oversees your entire training pathway across all three years. They hold your 6-monthly ES review meetings and complete the ESR. Primary point of contact for training concerns
- Clinical Supervisor (CS) — the person supervising you day-to-day in each specific post. In hospital posts, usually the consultant. In GP posts, may be a supervising partner. They complete the CSR at end of post
- In some setups (particularly long GP placements), your ES and CS may be the same person
What do IMGs find most confusing about MRCGP?
- The WPBA concept: Many international training systems use written and practical exams only. Portfolio-based assessment as an equal component is genuinely new for many IMGs
- NFD grades: In many training cultures, any grade below "excellent" implies failure. Understanding NFD is expected in early training takes adjustment
- Consultation style: UK general practice values patient autonomy, shared decision-making, and ICE (Ideas, Concerns, Expectations) in a way that can feel unfamiliar. This is worth investing time in early — it is fundamental to SCA success
- NHS organisational knowledge in the AKT: This section tests knowledge of NHS structures, legislation, and processes that UK-trained doctors absorbed gradually. IMGs need to study this deliberately
Does my trainer chase me to complete assessments?
No — and this is one of the most important cultural shifts from medical school and foundation training.
In GP training, the responsibility for completing assessments, keeping the ePortfolio up to date, and requesting feedback lies entirely with you. Your ES and CS are there to support and guide you — but they are not responsible for reminding you that you need to arrange your next CBD.
This mirrors independent professional practice. Qualified GPs must organise their own appraisal, revalidation, and CPD without prompting. Build a system that works for you — a calendar reminder, a monthly self-check-in, whatever suits your style.
Has the exam booking process changed recently?
Yes — the RCGP updated its booking process for 2026. Exam booking is now managed through MyRCGP, the RCGP's online portal, rather than the previous booking system. This applies to both the AKT and SCA.
Because operational processes like this can and do change between sittings, always verify the current booking window, deadlines, and exact process directly on the RCGP website before acting. Do not rely on older guides, scheme handbooks, or word of mouth for booking details — these go out of date.
What if I need reasonable adjustments for my exams?
The RCGP has a reasonable adjustments process for trainees with disabilities, health conditions, or other circumstances that affect their ability to sit exams under standard conditions.
- Applications have published deadlines specific to each exam sitting — these are not open-ended requests you can submit at any time
- You must apply well in advance of your intended sitting — do not leave this until close to your exam date
- Supporting evidence (e.g. from an occupational health assessment or specialist report) is typically required
- Your TPD or deanery can advise on the process and support you in preparing an application
For current deadlines, eligibility criteria, and the application process, go directly to the RCGP website — these details are updated each sitting cycle and must always be verified at source.
| Term | What It Means |
|---|---|
| MRCGP | Membership of the Royal College of General Practitioners — the qualification awarded at the end of GP specialty training |
| CCT | Certificate of Completion of Training — the formal certificate awarded when you complete GP training, needed to join the Performers List and work as a GP |
| ARCP | Annual Review of Competence Progression — a panel review (usually every 6–12 months) where your ePortfolio evidence is reviewed. Outcome 1 = satisfactory; Outcome 6 = CCT awarded |
| ePortfolio | Your online training record (currently on the FourteenFish platform). Holds all assessments, reflective entries, supervisor reports, and evidence. The ARCP panel reviews this |
| ES / ESR | Educational Supervisor (ES) — your GP trainer overseeing your whole training. ESR = Educational Supervisor's Review — a 6-monthly structured summary of your progress |
| CS / CSR | Clinical Supervisor (CS) — your day-to-day supervisor in each post (often a hospital consultant). CSR = Clinical Supervisor's Report — an end-of-post report they complete about you |
| WPBA | Workplace Based Assessment — the umbrella term for all the ongoing assessment tools (CBDs, COTs, MSF, PSQ etc.) recorded on your ePortfolio |
| NFD | Needs Further Development — a grade in assessments. Completely normal and expected in ST1 and ST2. Does not mean failure — it means you are a trainee who still has things to learn |
| VTS / TPD | Vocational Training Scheme (VTS) — your local GP training programme. TPD = Training Programme Director — the senior GP educator who runs the VTS |
| HDR | Half-Day Release — the protected educational sessions that all GP trainees attend (usually half a day per week). Counts as part of your working hours |
| AKT | Applied Knowledge Test — the computer-based knowledge exam (approx. 200 questions; clinical, statistical, and NHS organisational knowledge). Usually taken in ST3 |
| SCA | Structured Consultation Assessment — the remote video consultation exam that replaced the old CSA in 2020. Tests clinical and communication skills through simulated patient consultations |
| CSA | Clinical Skills Assessment — the old OSCE-style exam replaced by the SCA in 2020. If you hear this term from older GPs or older resources, they mean what is now the SCA |