Prepare
Exam format
10 clinical stations | 4 min reading time | 10 min station time | About 3 hours
The exam follows the objective structured clinical exam (OSCE) format. You progress through a series of stations, each presenting a different clinical scenario.
Focus
You must demonstrate the ability to satisfactorily elicit, interpret, integrate and communicate relevant medical and rehabilitation knowledge. You're expected to apply this knowledge, along with appropriate skills and critical thinking, within the framework of professional practice. Performance should be at the level expected of a junior Rehabilitation Medicine Physician.
In this exam, you’re assessed in scenarios that require you to demonstrate your proficiency in the Entrustable Professional Activities (EPAs) while embodying professional behaviours (as per the Professional Practice Framework). The new curriculum standards detail the EPAs that outline the essential work tasks trainees will need to be able to perform in the workplace, including clinical tasks.
All Competencies, EPAs and Knowledge Guides in the new curriculum standards are assessable.
Standard required
You must demonstrate a satisfactory understanding and application of medical and rehabilitation knowledge, skills and professional practice at a level expected of a junior Rehabilitation Medicine Physician.
Live stations
In live stations, you interact with examiners, patients and/or role players. Role players could act as clinical peers, patients or patient advocates.
You must demonstrate your knowledge of the topic and your capacity to interact with the role player or patient at the right level of engagement, using appropriate language.
There are 2 examiners involved in each evaluation. They may ask questions as part of a scenario or observe your clinical performance and interactions with patients or role players.
Static stations
In static stations, you review an investigation, report or recording. You provide short, written answers in the language you would use in a patient’s file. The answer sheet prompts you to give a specific number of responses. If you provide extra responses, only the first answers up to the required number are marked (unless crossed out).
An invigilator or examiner is in the room to provide instructions, but they won’t directly observe your performance.
Rest stations
At least 2 rest stations are included in the exam schedule.
Note: There may be static stations, live stations with patients or live stations with role players. It's not guaranteed to have all these scenarios in the exam.
Preparation tips
Start your exam preparation early
Start preparing as early as possible. Most successful candidates start 12 months ahead of their exam.
Organise and equip yourself
Read all tabs on this exam webpage for important information on how to apply, the format, focus assessment areas, how to prepare, and what to expect on exam day and results.
Familiarise yourself with the new Curriculum Standards and study the Knowledge Guides. If you’re a PREP trainee, you may also find this a helpful resource to act as a checklist when studying.
Review the Professional Competencies Rating Scales and regularly seek and act on feedback on your clinical skills and professional behaviours in your clinical workplace. This could include feedback associated with work-based assessments.
Practice your approach
Regular clinical activities in your training setting are the best preparation. Ask for feedback from your supervisor and/or colleagues on your clinical task performance.
Practice your exam technique with your peers and supervisor.
Study with others
The shared experience of studying with others has helped many trainees feel more motivated, confident and on track during the crucial preparation period.
Many have joined (or created) a group that was supportive, met regularly, shared resource ideas and provided an environment conducive to constructive feedback.
The RACP Trainee Facebook group (closed group) is a space for you to meet with other trainees and share experiences, tips, events and ideas as well as receive trainee information from the College.
Attempting the exam again
Meet with your supervisor or mentor
If you're actively training, meet with your supervisor, or your mentor if you're on an interruption of training, to talk through your previous attempts at the exam. Your supervisor or mentor is likely to have valuable insights to share about areas you need to focus on and areas to improve.
Use the Improving Performance Action Plan (IPAP) template and plan your study to maximise time spent on these focus areas. For example, once a week, you could spend time on each area to make sure you have a thorough understanding of each topic.
You could also ask your supervisor or mentor to share trial case studies and cross-reference them with the Adult Rehabilitation Medicine Advanced Training Curriculum
Repeat what worked
What study materials did you use last time? What was helpful and what wasn't? Review your materials as well as look for other valuable study materials and opportunities, especially any onsite learning that's available to you.
Academic integrity
Some actions are seen as attempting to gain an unfair advantage and are in breach of academic integrity. For example, attempts to:
- find out who the examiners are
- contact potential examiners and seek guidance on improving performance
- contact examiners on exam day
Any actions that breach the Academic Integrity in Training Policy could lead to your disqualification and affect your progress through training.
Contact us with enquiries before or after the exam.