MRCS Part B: practising for the OSCE

Practise performance, not just recall

Part B assesses knowledge alongside clinical and professional performance through OSCE stations. Use the official candidate guidance to identify the domains and current format. Reading model answers helps with knowledge, but timed practice with observation is needed to understand how clearly you perform a task.

Build a small practice group

Rotate candidate, examiner and observer roles. Use original practice material aligned to the syllabus and give feedback against the task. Keep practice professional and use appropriate simulation for procedures.

• Read the task carefully and identify what is being assessed.
• Use a clear sequence for examination or practical tasks.
• Explain findings and reasoning in concise language.
• Practise listening and responding in communication scenarios.

Turn feedback into the next session

After each attempt, record one strength and one specific change. Repeat the station after working on that change. Avoid memorising a long script that prevents you from adapting to the person or task. Combine timed circuits with focused sessions on weak areas. Check identification, travel arrangements and candidate instructions before the examination, and discuss any required adjustments with the examining college within its deadlines.

Turn a topic into an observed task

An Objective Structured Clinical Examination (OSCE) tests what you can demonstrate in a defined encounter. Translate revision topics into tasks that an observer can assess. For example, practise giving a concise explanation, describing relevant anatomy or following a structured examination sequence in an appropriate simulation setting.

Agree what feedback the observer will record before you start. Useful feedback identifies a behaviour: an unclear opening, an omitted step, a confusing summary or a failure to respond to the person’s concern. General comments such as “be more confident” are less useful unless they are linked to a specific change.

Use a repeatable practice cycle

A small practice group can work well if each session has a defined purpose. Rotate the candidate, observer and role-player roles. Keep the scenario appropriate to the official syllabus and avoid material that breaches examination confidentiality. Use authorised or original practice tasks rather than trying to obtain recalled live stations.

After feedback, repeat the task or the difficult part of it. The second attempt is often where the learning happens. Record a brief action and review it at the next session.

Prepare your communication as well as your knowledge

Practise introductions, signposting, listening and concise summaries. Explain unfamiliar terms in plain language when speaking to a simulated patient, and adjust your level of detail to the task. A memorised speech can become a disadvantage if it prevents you from responding to new information.

Before the examination, check the current candidate instructions, identification requirements, travel and any agreed adjustments. Keep the final days focused on targeted practice and rest. A course can support preparation, but your readiness also depends on being observed, acting on feedback and understanding the official assessment format.