Overview
Key dates
|
Key dates
|
Australia
|
Aotearoa New Zealand
|
| Applications open |
10am AEDT, Friday 14 March 2025 |
10am NZDT, Friday 14 March 2025 |
| Applications close |
5pm AEDT, Thursday 20 March 2025 |
5pm NZDT, Thursday 20 March 2025 |
| Exam date
|
Friday 16 May to Sunday 1 June 2025 |
Friday 23 May to Sunday 25 May 2025
|
| Results released |
Week beginning Monday 16 June 2025 |
Week beginning Monday 2 June 2025 |
| Special Consideration |
| Pre-examination applications close
|
5pm AEDT, Thursday 20 March 2025. Refer to Appendix A of the Special Consideration for Assessment Policy (PDF) |
5pm NZDT, Thursday 20 March 2025. Refer to Appendix A of the Special Consideration for Assessment Policy (PDF) |
| Exam day/post-examination applications close
|
5pm AEST, 5 days from your exam date. Applications for technical and procedural issues
|
5pm NZST, 5 days from your exam date. Applications for technical and procedural issues
|
Exam delivery
The exam is conducted in a clinical setting with real patients. RACP Fellows, staff and hospital administrators undertake extensive preparation to ensure fairness and consistency in the assessment process.
A key focus is identifying and recruiting patients with suitable case histories and features relevant to the Long or Short case assessments. Additionally, significant effort is invested in training, calibrating, and coordinating a large cohort of volunteer examiners to uphold assessment integrity and consistency.
To align with the curriculum standards, both examiners and candidates are provided with a clear understanding of the marking criteria for the Long and Short Case components. This ensures that the expected clinical performance and decision-making standards are reinforced throughout the assessment process.
Performance standard criteria
Standard-setting processes ensure that all candidates are assessed fairly and consistently. The DCE use criterion-referenced methods, meaning performance is measured against pre-determined criteria rather than a "bell curve" or a fixed passing quota. This ensures that all candidates who meet the required standard can pass.
The exam consists of Long and Short Case components. Candidates' performance in Long and Short cases is assessed using a detailed rubric that describes performance indicators across 6 levels of performance on each of the domains assessed in the case type (Long or Short). Examiners use these criteria to determine whether a candidate meets the minimum passing standard in each case.
Examiners undergo structured calibration exercises using the assessment criteria for performance to maintain consistent scoring practices across different case types and presentations.
The criteria describing different levels of performance on Long and Short case domains are available in the following document: Criteria for assessment of performance (PDF).
Marking
A score combination grid (PPTX) that combines information from candidates' performance in all cases is used to determine whether candidates have met the overall standard for the exam. This approach allows for minor variations in performance across individual cases; for example, a high standard of performance in some cases may compensate for a lower standard of performance in others.
The grid preserves performance bands, except when both Long Cases score below the minimum standard. This approach mitigates measurement errors due to examiner stringency and leniency (“hawks” and “doves”) reducing the risk of false-positive or false-negative outcomes.
This scoring system has been rigorously tested through historical data simulations, trial testing, and parallel evaluations.
We formally adopted this approach in 2019, ensuring that examiners continue to assess candidates against established performance criteria within the allocated time.
Results
Your results will be available through the Basic Training Portal and sent to you via email.
For confidentiality reasons, results will not be discussed over the phone or by email. The Reconsideration Review and Appeals By-law (PDF) doesn't apply to exam results.
To ensure fairness, accuracy, and integrity, results undergo a rigorous quality assurance process:
| Steps Post-Exam Day |
Description |
| Exam Data Collection |
Scores are submitted via the Digital Score Sheet System (DSS). |
| Data Verification |
Checking for anomalies and data comparison. |
| RACP Exam Analysis |
Data quality assurance review by Senior Lead, Assessment, and Data Analyst. |
| Compile Result Meeting Agenda and Documents |
Compile results meeting agenda, including results, item analysis, incident reports, and post-exam special consideration applications. |
| Results Meeting |
Discussion of results and decision on incidents and post-exam special consideration applications. All candidate details are de-identified. |
| Supplementary Exam |
Determine if a supplementary exam is required. |
| Results Confirmation |
Confirmation of results for release. |
| Results Administration |
Final preparation of results for release. |
| Results Release |
Results are typically released mid-week and before midday to ensure that candidates have support within business hours. |
Candidate feedback
The feedback process provides comprehensive, structured, and personalised insights to support candidate reflection and improvement. Each candidate receives a detailed feedback document, which includes scores for each Long and Short Case, along with examiner comments on each assessment criterion.
- Successful candidates receive a results letter and feedback document within 6 weeks of their results.
- Unsuccessful candidates are offered a personalised, face-to-face feedback session with a National Examining Panel (NEP) member in Australia or a supervisor/senior examiner in Aotearoa New Zealand. These structured sessions provide a detailed performance review and guidance for improvement.
NEP members are allocated based on geographical convenience and confidentiality to ensure fairness and impartiality. Candidates may invite a supervisor, mentor, or Director of Physician Education (DPE) for additional support. DPEs receive pass/fail results for all candidates within their hospital.
Candidates may retain copies of their feedback sheets after the session; however, case summaries containing confidential patient information are not provided. Feedback sheets are strictly confidential and cannot be reproduced or distributed. Since feedback is not retained indefinitely, candidates should schedule their session promptly.
Sharing feedback outside the session is prohibited as it would breach the Academic Integrity in Training Policy.
Quality assurance
A robust quality assurance framework governs the exams to ensure fairness, accuracy, and consistency across all assessments. Each stage of the examination process follows detailed business rules tailored to the exam's purpose, format, and potential risks.
From planning and development with relevant committees to case selection and allocation, item creation, examiner recruitment, and calibration, stringent measures uphold rigorous assessment standards.
Data integrity is prioritised through comprehensive quality checks before results are finalised, while results meetings and ratification procedures provide additional oversight, particularly for candidate results close to the minimum expected standard, and whether there have been unforeseen circumstances that may impact outcomes.
Clear and timely communication ensures transparency for both candidates and stakeholders, while structured feedback mechanisms continuously refine future assessments.
Risk management and contingency planning
In addition to quality assurance, we maintain a comprehensive risk management framework to safeguard exam integrity and minimise disruptions. Lessons from the COVID-19 pandemic have strengthened this framework, enhancing our ability to respond to unforeseen challenges.
Risk management plans include strategies for mitigating potential disruptions, ensuring coordinated responses to unexpected events. A crisis communications plan facilitates timely updates, while contingency plans outline alternative exam delivery methods if required.
These plans are reviewed before each exam cycle and published on our website for transparency. Through proactive risk management and rigorous quality assurance, we remain committed to upholding the highest assessment standards, providing candidates and stakeholders with confidence in the exam process.
Additionally, recommendations from the Review of Paediatric Clinical Examination in Australia and Aotearoa New Zealand are being implemented to enhance exam safety for candidates, examiners, patients, and their families/whānau/carers.
To find out more, read the Review of Paediatric Clinical Examination in Australia and Aotearoa New Zealand.
Apply
Eligibility
To be eligible to sit the exam, you must:
- have passed the Divisional Written Examination.
- be registered with the College (for training or interruption) by Friday 28 February 2025.
- have 24 months full time equivalent (FTE) of certified Basic Training (Physician Readiness for Expert Practice (PREP) Basic Training program) before the beginning of the clinical year in which the exam is held have completed all necessary training requirements as specified in the Basic Training.
- haven't exceeded the exam attempt limits and complied with all other requirements in the Progression Through Training Policy.
- comply with the relevant Divisional Clinical Examination application closing date.
- have no outstanding College training fees. See College Fees Terms and Conditions.
Progression through training
In accordance with the Education Policies, all training programs must be completed within the time limit for the length of the program.
|
Trainee Cohort
|
Divisional Written Exam (DWE) attempts
|
Divisional Clinical Exam (DCE) attempts
|
Maximum time limit to complete exam attempts
|
|
Basic Trainees (commenced from 1 January 2017)
|
- Third written exam attempt is before October 2023 DWE
|
3
|
3
|
Exams must be completed within the 8-year Basic Training time-limit
|
- Third written exam attempt is on or after October 2023 DWE
|
4
|
3 |
Exams must be completed within the 8-year Basic Training time-limit
|
|
Basic Trainees (commenced prior to 1 January 2017)
|
- Third written exam attempt is before October 2023 DWE
- Have not attempted the Written Exam prior to 2017 DWE
|
3
|
3
|
8 years from 1 January 2017
|
- Third written exam attempt is on or after the October 2023 DWE
- Have not attempted the DWE prior to 2017
|
4
|
3
|
8 years from 1 January 2017
|
- Have not attempted the DWE prior to 2017 but registered (in 2016) for the 2017 DWE
*Includes those who subsequently withdrew from the 2017 DWE
|
5
|
3
|
8 years from 1 January 2017
|
- Had 1 or more DWE attempts prior to 2017
|
Up to 5
|
5
|
8 years from 1 January 2017
|
- Had 1 or more DCE attempts prior to 2017
|
N/A
|
Up to 5
|
5 years from 1 January 2017
|
In March 2020, the College Education Committee approved a 12-month extension to the time limit to complete training for all trainees who started training in 2020 or earlier, in recognition of the exceptional circumstances due to COVID-19. This extension applies to the training program(s) that the trainee was registered in for the 2020 training year.
These transitional arrangements provided additional time to complete exam attempts and don't extend the time limit to complete other Basic Training requirements as set out in the Progression Through Training Policy (see Item 4). They are in place to ensure current Basic Trainees aren't disadvantaged.
Note: Training program requirements include but aren't limited to, satisfactory completion of clinical experience requirements, examinations, work-based assessments, projects, and modules.
Application process
Submit your application
Log in to MyRACP and select the DCE exam tile. Click ‘Apply Now’ to start your application. You’ll need to pay the exam fee when you submit it to finish the process.
Application confirmation
Once your application is successfully submitted, you'll get an email confirming receipt. If you don’t get it, check your junk or spam folders. If it's not there, contact the Member Support Centre to confirm your application was received and processed.
Your exam venue
About 6 weeks before your exam, you’ll get a confirmation email with the details of your exam venue, including the date and time. Be sure to bring a copy of this email with you on exam day—it’s needed to confirm your identity and show you’re assigned to that location.
Exam allocation
You’ll receive an email confirming your exam date, time, and allocated venue at least 6 weeks prior to the exam. If possible, this information will be sent earlier to support planning and travel arrangements.
We carefully manage the allocation process to ensure fairness and consistency for all candidates. We consider several factors when determining allocations, including individual circumstances, training history, and previous exam attempts.
Allocations are structured to balance the number of candidates at each site while considering hospital staffing needs. Wherever possible, candidates will be allocated to a venue where they haven’t trained, worked, or attempted the exam before.
In Australia, exams are held in various states and territories, and you should be prepared to travel to a different location from your usual place of work, which may include interstate travel. In Aotearoa New Zealand, exams are held nationwide, and you should be prepared to travel away from your usual place of work.
If you’ve worked, trained, or taken exam preparation at your allocated venue, or may know patients at the exam location, email DCE@racp.edu.au (Australia) or examinations@racp.org.nz (Aotearoa New Zealand).
We have processes in place to ensure the integrity and fairness of the exam. Examiners aren’t assigned to candidates they have worked with in a supervisory or professional role, wherever possible.
Special consideration
During RACP training, unexpected events may affect a trainee’s ability to complete assessments. These events are rare, beyond a trainee’s control, and could impact attending an exam, performing at their best, or undertaking a work-based assessment.
We support trainees by making reasonable adjustments to ensure fair access to assessments. You can apply for special consideration before the exam if you’re affected by:
- permanent or long-term disability
- temporary disability due to medical or other relevant conditions
- pregnancy, lactation and infant feeding needs
- compassionate grounds or serious disruptions
- essential commitments (religious, cultural, societal or legal obligations)
Once an exam starts, we’ll only consider technical or unexpected issues that happen during the exam.
If your preparation’s been affected, it’s best to withdraw - special consideration isn’t available after results are released.
Your exam result won’t be changed due to special circumstances. For details on how to apply and possible outcomes, see the Special Consideration for Assessment Policy.
Submit your request before the deadline using the Special Consideration form (PDF).
Fees
To be eligible to sit the exam, you must be up-to-date with all your College training fees.
- Australia: AUD $3350.00
- Aotearoa New Zealand: NZD $3852.85
Exam fees support the delivery of the exam and fund the complex operational and logistical requirements involved in managing the assessment across multiple locations, such as:
- staffing costs for teams managing the examinations
- examiner training and calibration
- venue hire, travel, accommodation, and catering for examiners and contributors
- coordination of examiners across different locations
- licensing and maintenance of secure digital platforms for exam administration and results management
- supporting patient participation in the clinical exams
These costs ensure that each exam is conducted fairly, securely and in accordance with the RACP's high standards of quality and professionalism.
For more details, refer to the College Fees Terms and Conditions.
Withdrawal and refund
Withdrawals aren't counted as an exam attempt.
If you withdraw, you may be eligible for a refund. The refund amounts depend on when you withdraw. See College Fees Terms and Conditions.
To request a refund on medical and non-medical compassionate grounds, submit an application form (PDF) under the Special Consideration for Assessment Policy (PDF).
If you withdraw, you may reapply to take the exam the following year if you meet the eligibility criteria. Note that application fees aren't carried over from one year to the next.
To withdraw from the 2025 exam, email DCE@racp.edu.au (Australia) or examinations@racp.org.nz (Aotearoa New Zealand).
Prepare
Frequently Asked Questions (FAQs) (PDF)
Regular clinical activities at your own hospital are the best way to prepare. In most hospitals, the Director of Paediatric Education (DPE) and other Fellows will assist you by discussing the exam and arranging Long Case and Short Case practice sessions.
Leading up to the exam
Your wellbeing
Look for ways you can better look after yourself in the lead up to your exam. Exercising, eating well and getting enough sleep are important. Some people find meditation or relaxation techniques helpful.
If you're struggling with exam anxiety, you're not alone and we're here to help. Contact the RACP Support Program for support, coaching and counselling.
Preparation Tips
Practice
Successful candidates emphasize the importance of regular practice Look for opportunities to get feedback from multiple sources on your short and long practice cases.
Focus on the quality of practice opportunities over quantity, such as finding the right patients and consultants, sticking presentations times and asking for constructive feedback on your clinical approaches and presentations.
Many trainees found coaching on how to structure their presentations essential to their success. .
Join a study group
Studying with others can help you feel more motivated, confident. Many trainees form or join groups that are supportive, meet regularly, share resource ideas and give constructive feedback.
Meet with your DPE/mentor
If you're actively training, meet with your Director of Paediatric Education (DPE). If you're on an interruption of training, meet with your mentor to talk through your previous attempts.
If you have previously attempted the DCE, your DPE/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 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 Basic Training Curriculum.
Combine strategies
Combine successful strategies from past attempts with new strategies.
- Tackle some tough cases in practice sessions – deliberately set up scenarios outside your comfort zone.
- Record a few practice presentations and review with a mentor for a different approach to feedback (bearing in mind the importance of confidentiality and gaining appropriate patient consent).
- Use the equipment in your examination case regularly to ensure you feel comfortable with these items.
- If your DPE/mentor suggests a communication workshop, a presentation skills course or believes that some counselling might assist in managing exam anxiety, seriously consider these ideas.
- Use technology to help organise your study. For example, there are several websites and apps available where you can create and share study flashcards.
- Talk to your DPE/mentor and fellow trainees for recommendations on textbooks, other resources or general tips. You might like to include their suggestions in your own preparation plan.
- Use the Trainee Community on the ROC to pose questions of your fellow trainees.
Exam format
The exam involves real patient situations in 2 x Long Cases and 4 x Short Cases.
|
Long Case | 95 minutes
|
Short case | 17 minutes
|
| 60 minutes |
2 minutes |
Review the Long Case patient for 1 hour.
Check the items to include in your examination case.
|
Read the stem. |
| 10 minutes |
15 minutes |
| Prepare your discussion points. |
Review the Short Case patient.
The Examination team will observe you with the patient.
Check the items to include in your examination case.
|
| 25 minutes |
Break time varies |
Discuss the patient with the examiners.
Excessively long presentations aren’t advisable and may be interrupted by an examiner.
|
There are breaks between Short Case patients in morning and afternoon.
See the example timetable for more detail.
|
Case selection
While a broad range of cases are selected for the exam, it's possible you may be asked to examine similar systems on multiple patients.
Examiners
Long Case patient review
You'll be assessed by a team of at least 2 examiners on each Long Case. They will determine your score. Usually, 1 will lead the discussion. A third examiner may be present as an observer.
Before each cycle, examiners will:
- take the patient’s history
- examine the patient
- identify relevant issues for discussion
This review is done without patient notes or prepared histories. This allows examiners to accurately appraise a patient’s ability to give a history and signs.
Short Case patient review
As per the Long Case, you will be assessed by a team of at least 2 examiners on each Short Case and they will determine your score. Each patient is assessed by the examiners without patient notes or prepared histories.
Criteria for assessment of performance
Examiners assess if you display the required skills in the time allowed, based on criteria for assessment of performance. The exam is criteria referenced. You're assessed based on the criteria rather than compared to other candidate scores.
The video below outlines the purpose and format of the exam, the purpose of Long and Short Cases and the Criteria for assessment of performance.
Divisional Paediatrics & Child Health Criteria for assessment of performance (PDF)
Long Case
The Long Case tests clinical examination skills with an emphasis on these domains:
- accuracy of history.
- accuracy of the clinical examinations (traditional format).
- discussion of the clinical examination (modular format).
- synthesis and prioritisation of clinical problems.
- understanding the impact of the illness on the patient and family.
- development and discussion of an appropriate management plan.
Short Case
The Short Case tests clinical examination skills with an emphasis on these domains:
- interaction with the patient and/or family.
- technique and accuracy of physical examination.
- interpretation and synthesis of physical findings.
- investigations/management.
Note: These criteria help you understand how examiners judge your performance. They do not support a particular method of history-taking and examination.
Marking
Each case is marked out of 6 points.
All cases are different, and some assessment domains will be more important than others for a given case. Examiners take this and your overall performance into account. They provide independent marks and discussion to reach a final consensus score for each case.
This video outlines the process for combining case scores using the banded model approach.
Short and Long Case scores will be combined to determine your overall outcome using the Score Combination Grid (PPTX).
The score combination approach ensures the outcomes are consistent with the overall purpose of the assessment, based on analysis of previous candidate performances.
It draws on expertise of experienced examiners. It has been carefully analysed and shown to result in more valid outcomes while preserving standards consistent with the previous scoring system.
Conduct
Adolescent patients
It’s inappropriate for you to request patients’ parents or guardians to leave the room to interview adolescent patients privately.
Pre-exam contact at exam sites
The College has an Academic Integrity in Training Policy. The policy defines the principles that underpin the RACP approach to academic integrity and the roles and responsibilities of the relevant parties.
Suspected academic misconduct is treated seriously, and can also include behaviours ahead of exam day, such as approaching hospitals to obtain exam information.
As these actions are seen as attempting to gain an advantage, they may lead to disqualification from the exam and/or affect your progression through training.
Specific instances include attendance at practice cases or exams at your allocated hospital and attempts to:
- gain information on possible cases from staff organising the exam at your allocated hospital.
- inspect rooms or departments possibly involved in the exam at your allocated hospital.
- find out who the examiners will be.
- contact potential examiners and seek guidance on improving performance.
- contact examiners after the exam except through the standard feedback procedures for unsuccessful candidates.
Exam day
Exam day safety
As in all clinical practice, your safety is a priority. It's important that if you feel unsafe at any time, you should stop and immediately seek help. This will not adversely affect your examination assessment.
Arriving at the hospital
When you arrive at the hospital:
- make your way to the assembly point as instructed in your allocation letter.
- provide your photo ID to the Local Examination Organiser (LEO) or invigilator for verification.
- submit your signed 2025 Candidate Participation Agreement Form (PDF).
Exam timetables
Your exam may start with either a Long or Short Case. This difference may result in a slight variation in start and finish times.
You'll see 1 Long Case patient and 2 Short Case patients in the morning, followed by a second Long Case and another 2 Short Cases in the afternoon. The order of these cases will differ based on candidate scheduling.
Long case first
|
Time
|
Duration
(hours:minutes)
|
Task
|
|
9.30am to 10.30am
|
1:00
|
Review first Long Case patient
|
|
10.30am to 10.40am
|
0:10
|
Prepare for First Long Case
|
|
10.40am to 11.05am
|
0:25
|
First Long Case exam
|
|
11.05am to 11.13am
|
0:08
|
Break
|
|
11.13am to 11.15am
|
0:02
|
Read stem before first Short Case exam
|
|
11.15am to 11.30am
|
0:15
|
First Short Case exam
|
|
11.30am to 11.38am
|
0:08
|
Break
|
|
11.38am to 11.40am
|
0:02
|
Read stem before second Short Case
|
|
11.40am to 11.55am
|
0:15
|
Second Short Case exam
|
|
11.55am to 2.43pm
|
2:48
|
Lunch break
|
|
2.43pm to 2.45pm
|
0:02
|
Read stem before third Short Case
|
|
2.45pm to 3.00pm
|
0:15
|
Third Short Case exam
|
|
3.00pm to 3.08pm
|
0:08
|
Break
|
|
3.08pm to 3.10pm
|
0:02
|
Read stem before fourth Short Case
|
|
3.10pm to 3.25pm
|
0:15
|
Fourth Short Case exam
|
|
3.25pm to 4.00pm
|
0:35
|
Break
|
|
4.00pm to 5.00pm
|
1:00
|
Review second Long Case patient
|
|
5.00pm to 5.10pm
|
0:10
|
Prepare for second Long Case exam
|
|
5.10pm to 5.35pm
|
0:25
|
Second Long Case exam
|
Short case first
|
Time
|
Duration
(hours:minutes)
|
Task
|
|
9.38am to 9.40am
|
0:02
|
Read stem before first Short Case
|
|
9.40am to 9.55am
|
0:15
|
First Short Case exam
|
|
9.55am to 10.03am
|
0:08
|
Break
|
|
10.03am to 10.05am
|
0:02
|
Read stem before second Short Case
|
|
10.05am to 10.20am
|
0:15
|
Second Short Case exam
|
|
10.20am to 10.55am
|
0:35
|
Break
|
|
10.55am to 11.55am
|
1:00
|
Review first Long Case patient
|
|
11.55am to 12.05pm
|
0:10
|
Prepare for first Long Case exam
|
| 12.05pm to 12.30pm |
0:25 |
First Long Case exam |
|
12.30pm to 2.35pm
|
2:05
|
Lunch break
|
|
2.35pm to 3.35pm
|
1:00
|
Review second Long Case patient
|
|
3.35pm to 3.45pm
|
0:10
|
Prepare for second Long Case exam
|
| 3.45pm to 4.10pm |
0:25 |
Second Long Case exam |
|
4.10pm to 4.18pm
|
0:08
|
Break
|
|
4.18pm to 4.20pm
|
0:02
|
Read stem before third Short Case
|
|
4.20pm to 4.35pm
|
0:15
|
Third Short Case exam
|
|
4.35 to 4.43pm
|
0:08
|
Break
|
|
4.43 to 4.45pm
|
0:02
|
Read stem before fourth Short Case
|
|
4.45 to 5.00pm
|
0:15
|
Fourth Short Case exam
|
What to wear and bring
Dress code
- wear professional and comfortable clothing that allows you to move freely.
- you should be bare below the elbow.
- scrubs are acceptable; however, they should not identify any hospital names.
- no suits, ties or jackets to be worn whilst examining patients. Jackets may be worn for Long Case presentations.
- analogue/digital watches (not smart devices) may be worn for Long Case presentations; however, they must be removed when examining patients.
Personal items
- printed or digital copy of your candidate allocation email.
- current photo ID with your full name and signature (for example, passport or driver licence) – digital IDs are not accepted.
- your own stationery (for example, blank manila folders, blank cards, paper, pens/pencils).
- your own equipment.
- water in a transparent with no labels.
- non-pungent food in a small, clear container. Please ensure that the food is not crunchy, and the container and/or package is not noisy so as not to disrupt the other candidates. Consumption is to be done in between cases only.
- medication required for personal use (e.g. over the counter pain relief such as Paracetamol, Ibuprofen, anti-nausea medication, Insulin and glucose monitor for personal use if required). These must be kept in a zip locked bag labelled with your name and candidate number (matching your exam allocation letter) and must be always kept on your possession.
Mobile phones
- mobile phones will be collected at the start of each exam cycle.
- mobile phones will be returned for the lunch break and then returned at the end of the day.
Equipment for your examination case
- blank paper/cards and pencils/pen (optional).
- BMI charts (optional).
- stethoscope (must not be electronically augmented unless you have obtained permission for medical reasons).
- otoscope, standard and MacroView or standard auroscope (optional).
- standard handheld ophthalmoscope, not a Panoptic ophthalmoscope (optional).
- red-topped hat pin or equivalent, for visual field testing.
- pocket torch.
- tape measure and/or ruler.
- tendon hammer.
- single-use spatulas.
- tuning forks (128 and 256 Hz).
- cotton wool.
- single-use disposable pins should be used for neurological examinations (for both face-to-face Long and Short Cases). Dispose of pins appropriately.
- printed picture for higher centres testing.
- props such as a jar, key and shirtsleeve with button for hand function testing (optional).
- handheld visual acuity chart(s).
- standard growth chart (PCH only).
- wipes to clean your equipment.
- non-scientific calculator.
- analogue or digital (not a smart device) stopwatch or timer for personal use only. Candidates cannot give any of these to the Examination Assistants to assist with time keeping as it is the responsibility of each candidate to manage their time adequately.
Not permitted
Tip: Recording devices, including mobile phones, lead to automatic disqualification. Unauthorised materials may also lead to disqualification.
- pre-printed/written templates including developmental cards, or reminders, textbooks, notes, MIMS, drug compendia.
- references.
- pro forma sheets.
- iPads/tablets*.
- smartwatches.
- other written or electronic data-storing/sharing/recording devices.
- bubbles (due to COVID-19 restrictions).
- post-it notes and any other items used to mark on the patient.
Your examination equipment may be checked. If you have an unacceptable item, declare it to the organisers. They’ll keep it until the exam is finished.
Hand hygiene
Hand hygiene is key for preventing healthcare-associated infection. To maintain health and safety standards, you must perform it correctly. Hand sanitiser is provided outside or inside the patients’ rooms. Maintenance of adequate hand hygiene is considered part of a competent clinical examination; pay careful attention to this on the day.
Handshaking with examiners is discouraged in the interests of time and infection control, as you would need to sanitise your hands again.
It’s also essential under the Australian Health Service Safety and Quality Accreditation Scheme. See the World Health Organization’s Hand Hygiene: Why, How & When? (PDF).
Follow the Australian Guidelines for the Prevention and Control of Infection in Healthcare (PDF).
Note: Your examination hospital infection control policies may be different to your training site. If additional procedures beyond universal standards are required, you will be advised.
Examination assistants
Candidates will be assigned an examination assistant who will act as their guide on exam day.
They will
- escort you to the relevant rooms during the exam.
- sit in during the presentations of Short Cases.
- assist with issues before or during the exam.
- knock on and open the door at the end of the patient interview.
They shouldn't
- be asked to be involved in the exam in any way.
- communicate with you when you’re with the examiners.
You must not ask them
- to assist you with timekeeping in any interactions except patient interviews.
- for feedback on your performance.
- for any details about the patients before or after the exam.
Patient records
All patient records, including your own notes about patients, are confidential. You can't reproduce or distribute them. After the exam, you must leave patient notes with the organisers for destruction. Refer to the Academic Integrity in Training Policy (PDF).
Support
Preparing for exams can be stressful. Reach out to the RACP Support Program for free, 24/7, completely confidential support. Make an appointment or speak with a consultant by calling 1300 687 327 (Australia) or 0800 666 367 (Aotearoa New Zealand).
The Training Support Unit is here to support your progress through your examinations. The Training Support Unit will be in contact with you to offer support and provide important information shortly after you register for the final attempt of your exam. If you're not on your final attempt of an exam and would like support from the Training Support Unit, contact us via email trainingsupport@racp.edu.au for Australian Candidates or trainingsupport@racp.org.nz for Aotearoa New Zealand candidates.