Obstetrics & Gynaecology Education
MRCOG, DRCOG and O&G Revision
01159 242289 07713 515423

MRCOG Part 3

OSCE Gold Course

London, 30-31 March 2019 (£495)

Part 3 Circuits Course 1

London, 20-21 April 2019 (£575)

Part 3 Circuits Course 2

London, 22-23 April 2019 (£575)

Part 3 Pass Guarantee

London, OSCE Gold + Part 3 Circuits of choice (£995)

OSCE Gold Course

London, 5–6 October 2019 (£495)

Part 3 Circuits Course 1

London, 26–27 October 2019 (£575)

Part 3 Circuits Course 2

London, 28–29 October 2019 (£575)

Part 3 Pass Guarantee

London, OSCE Gold + Part 3 Circuits of choice (£995)

What we offer

Teale Fenning Medical Education prides itself on offering exam-orientated revision courses aimed at helping you achieve the highest possible score in every component of the exam.

We believe we have developed a scientific approach to revision and exams. We have done this by critically studying past papers and by identifying trends in the exam. We have a unique ability to spot questions and hot topics allowing you to focus on key subjects. This ensures each and every minute you spend revising is of value and not wasted. It’s more about quality than quantity.

We do this through face-to-face courses and now through online questions. We constantly update the Courses and online questions to ensure we are up to date and relevant. This requires continuous, detailed analysis and appraisal of each Exam, which we achieve through your feedback. We’re never as busy as the week after the OSCE when our candidates call us with their impression of the exam and stories heard from others. Suffice to say our Courses are never the same as we strive to improve each and every one.

We also have a free Forum, which contains lots of facts and past RCOG questions. It provides you with a unique opportunity to ask the team and your colleagues’ questions and to keep up to date with recent developments. It’s all there!

Tips & Tricks

Your approach to each station and the whole circuit needs to be carefully planned and executed. Teale Fenning Medical Education specialise in this and are renowned for our techniques and approach which focus on one thing only – scoring points and passing the exam. There are numerous mistakes candidates repeatedly make as well as many missed opportunities. If you get your approach right and understand what the examiners, both clinical and lay, are looking for the exam becomes much easier. Here are just a few tips:


  • Read the question and ensure you focus on what is being assessed
  • Read the question and make sure you cover what is asked
  • Make the exam as real as possible – pretend you are in clinic or on delivery suite and do what you do everyday

Patient interaction

  • Show empathy
  • Acknowledge patients concerns
  • Avoid medical jargon and technical terms
  • Listen to the patient and address her concerns in a sympathetic way
  • When the patient volunteers information, actively listen
  • Do not apologise for asking an appropriate question
  • Do not interrupt the patient or examiner
  • Be clear in the information you give the patient
  • Ensure that the patient fully understands you
  • If you are uncertain say so but explain what you will do to find out
  • Never make up an inappropriate answer (this is not safe)
  • Pick up on non-verbal cues and explore them: say “you seem anxious, angry, upset”
  • Acknowledge conflict and try not to alienate the patient
  • Be prepared to bend guidelines if necessary to support the patient
  • Adopt a holistic approach – understand how the issues are affecting the patient in respect of their social activities, work, family and friends
  • Avoid subconscious bias and value judgements
  • Ask open questions such as:
    • “What do you think might be going on?” (ideas)
    • “Do you have any specific worries or concerns?” (concerns)
    • “What are you hoping I might do for you?” (expectations)

Examiner interaction

  • Focus on being structured and logical
  • Use a structured framework to ‘signpost’ your discussion.
  • Know the guidelines
  • Allow the examiner to guide the conversation and the speed of the station – they will help you

Colleague interaction

  • The teaching station assesses your teaching skills
  • Never criticise the patient, a colleague or the NHS

How to conclude

  • Point the patient to resources such as leaflets, support groups and the internet
  • If you have time summarised the station and plans with the patient or examiner
  • And, finally, take a deep breath and move on: do not let a bad station put you off – you will have done better than you think

“I really liked the comments you sent to me and your encouragement just before the exam: it was really a booster to me. I will remember you all in my life. Keep in touch. “
Julia Mok Sau Lan - OSCE Circuits, Nov 2011

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