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AKT SOX Tutor group 4.7.26- short hot topic quiz 

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AKT SOX Tutor group 4.7.26- short hot topic quiz 

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RCGP has developed super-condensed RCGP curriculum guides for 2021. These are summaries of the full versions of the curriculum topic guides.

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AKT Workshop Trainers conference 19th June 2025

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**AKT-SOX Trainee - Calibration  1 June 26 

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dAKT SOX Tutor Group 13.6.26 distribute copy

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Workshop slides from Educator conference May 2025

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Workshop slides from Educator conference May 2025

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Dr Jegen Prabhu interview- reflections on AKT 

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Dr Jegen Prabhu interview- reflections on AKT 

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GP Self test - learning needs assessment

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GP Self test - learning needs assessment

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Skip Intended for UK Health Care Professionals Only

Welcome to GP SelfTest the RCGP's learning needs assessment tool for GPs at all career stages, from those preparing for the MRCGP AKT to those preparing for their annual appraisals.
FREE unlimited access for all RCGP Members and AiTs
Non-members click here to subscribe

Over 2000 questions

All questions written by practising GPs

Detailed clinical scenarios

Question feedback and links to further resources

Certificates for CPD portfolio

Peer comparison scores

Eight different types of test including:

Curriculum wide learning assessments

MRCGP AKT style revision tests

Topic specific assessments

Short lucky dip quizzes

TEST - Thousands of quality assured questions will support your MRCGP exam revision and learning-assessment. Practise with AKT style questions and mock exams.

REVIEW - Fit your AKT preparation and medical revision around your busy schedule with short quizzes and topic specific tests. Analyse your performance and access further resources.

ACHIEVE - An extensive question bank complemented by up-to-date resources that enable GPs to identify areas for improvement and build their all-round knowledge for CPD and appraisals.

Dr Kofo Jegede, a GP in North East London, explains how she sees GPST benefiting her everyday practice and CPD needs.

Have a query?

Please visit our frequently asked questions page.

For help with logging in please see our user guide.

For all content or technical queries, please email gpselftest@rcgp.org.uk.

If you have a question regarding GP Self-Assessments International Induction or Return to Practice Programmes please email IGPR@rcgp.org.uk.

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Skip Intended for UK Health Care Professionals Only Welcome to GP SelfTest the RCGP's learning needs assessment tool for GPs at all career stages, from those preparing for the MRCGP AKT to those preparing for their annual appraisals.

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Honey and Mumford learning style questionaire

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Honey and Mumford learning style questionaire

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Honey and Mumford learning style questionaire

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Honey and Mumford learning style questionaire

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How to support Neurodiversity in the workplace

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Play to colleagues-in-training strengths for a better overall outcome for everyone. It's always easier to get the best out of colleagues-in-training when you focus on what they can do rather than what they can't. By raising awareness of neurodiversity, colleagues-in-training can take steps to make sure your workplace does not make life more difficult for people who process things differently.

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'make it stick'- summary of evidence based learning

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'make it stick'- summary of evidence based learning

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The ONLY 3 Study Hacks Everyone Should Know - Science Proven Techniques

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Neurodiversity exam support - Laura Pogue and Ali Caldwell

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Neurodiversity exam support - Laura Pogue and Ali Caldwell

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Primary Care Knowledge Boost- Ali Caldwell on preparing for AKT

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Primary Care Knowledge Boost- Ali Caldwell on preparing for AKT

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As part of her role as Associate Dean in Health Education North West, Dr Alison Caldwell looks after GP trainees who sit the AKT and those that may fail. In this episode she shares her pearls of wisdom for preparing and sitting the AKT.

It has lots of useful information for trainees and trainers including how to break down the curriculum and where to best focus learning as well as how to actually do that learning effectively. We also cover how to improve exam technique as well as useful resources and specific advice for those who have tried and failed the exam.

Useful resources:

We really want to make these episodes relevant and helpful: if you have any questions or want any particular areas covered then contact us on Twitter @PCKBpodcast, or leave a comment on our really quick anonymous survey here: https://www.surveymonkey.co.uk/r/YLN6GKT

____

This episode has been made with the support of Health Education North West. Given that they are recorded with Greater Manchester clinicians, the information discussed may not be applicable elsewhere and it is important to consult local guidelines before making any treatment decisions.

The information presented is the personal opinion of the healthcare professional interviewed and might not be representative to all clinicians. It is based on their interpretation of current best practice and guidelines when the episode was recorded. Guidelines can change; To the best of our knowledge the information in this episode is up to date as of it's release but it is the listeners responsibility to review the information and make sure it is still up to date when they listen.

Dr Lisa Adams, Dr Sara MacDermott and their interviewees are not liable for any advice, investigations, course of treatment, diagnosis or any other information, services or products listeners might pursue as a result of listening to this podcast - it is the clinicians responsibility to appraise the information given and review local and national guidelines before making treatment decisions. Reliance on information provided in this podcast is solely at the listeners risk.

The podcast is designed to be used by trained healthcare professionals for education only. We do not recommend these for patients or the general public and they are not to be used as a method of diagnosis, opinion, treatment or medical advice for the general public. Do not delay seeking medical advice based on the information contained in this podcast. If you have questions regarding your health or feel you may have a medical condition then promptly seek the opinion of a trained healthcare professional.

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Preparing for the AKT exam | Primary Care Knowledge Boost

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As part of her role as Associate Dean in Health Education North West, Dr Alison Caldwell looks after GP trainees who sit the AKT and those that may fail. In this episode she shares her pearls of wisdom for preparing and sitting the AKT.

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The MRCGP consists of two examination-based and one workplace-based assessment components. All three components need to be passed for a trainee to be considered to have satisfactorily completed specialty training for general practice and being competent to enter independent practice in the United Kingdom without further supervision. Satisfactory completion of the MRCGP is a pre-requisite for the issue of a certificate of completion of training (CCT) by the General Medical Council and full Membership of the RCGP.

The two examination-based components are the Applied Knowledge Test (AKT) and the Simulated Consultation Assessment (SCA). It is for these two components that trainees often seek reasonable adjustments for an underlying disability. In order for you to be able to tailor your recommendations to the demands of the examinations we would appreciate it if you could take the time to read these short guides, which will hopefully increase your understanding of what they involve.

The AKT is a multiple-choice examination that tests the trainees' application of knowledge and is normally taken prior to the Simulated Consultation Assessment (SCA). It is computer-delivered in Pearson VUE professional testing centres across the four nations. The examination contains 200 questions, and the standard time allocation is 3 hours and 10 minutes.

There are a number of different formats to the questions:

Single best answer (SBA)

Extended matching questions (EMQ)

Picture/table/chart format

Data interpretation

Free text

You can find examples of these on the trainee AKT presentation (PDF file, 1.6 MB).

Some of the questions will involve interpreting information that will be displayed in a similar format to that seen regularly in common medical journals. Some may also require simple arithmetical calculations.

Examples of common reasonable adjustments that are made:

additional examination time

additional breaks - the clock will not stop, and you will have to manage your breaks yourself

permission to access snacks/drink (please note that this needs to be shown in your supporting evidence)

wheelchair access

separate room (only if referred to in supporting evidence) - These are not soundproofed.

permission to bring coloured overlay and fixative e.g., blu-tack

adjustable contrast and font (font size, background colour, text). This will be added to your exam, and you can make the adjustments to suit your needs.

reader

paper exam

Some questions that are commonly raised about reasonable adjustments:

Provision of a paper version of the examination

Reasonable adjustments must be proportionate, and the routine provision of paper examinations is challenging, particularly as some question formats are specifically designed for computer-based delivery and marking. It should also be remembered that GPs are required to use computer-based medical records on a daily basis and so a trainee who requests a paper version would need to be able to demonstrate what adjustments had been made for them in the workplace to accommodate this.

Decisions are made on a case-by-case basis and, in exceptional circumstances, a paper version of the AKT may be provided and sat at the RCGP, 30 Euston Square, London. Pearson VUE cannot accommodate paper examinations.

Provision of more than 25% additional time

For specific learning difficulties, such as dyslexia, the RCGP, in line with current national practice, routinely offers an additional 25% time. This is almost always justified by the supporting professional evidence and adequate to ensure a level playing field with other trainees. The RCGP has a responsibility to ensure that trainees with a specific learning difficulty are supported and are not disadvantaged due to their disability, however it also has the responsibility of making sure that such a trainee does not receive any unfair advantage over other trainees. The standards expected of a high stakes national licensing exam such as the AKT cannot be compromised for reasons of patient safety.

In order to consider more than 25% additional time, the RCGP would need to see more supporting evidence. The RCGP must be able to clarify what impact the learning difficulty is having on day-to-day functioning and what adjustments are in place to support the trainee within their usual workplace.

We would only accept more than 25% additional time under exceptional circumstances where significant workplace adjustments have been made to accommodate the learning difficulty. Such significant additional time can make examinations last more than five hours, which some trainees could then find very tiring.

It is worth remembering that trainees often find other adjustments helpful, such as screen overlays, background colour changes and font size changes etc. These, along with the 25% additional time, are more than sufficient for the vast majority of applicants.

Provision of extra time for trainees for whom English is an additional language

This section is relevant when considering English for Speakers of other languages (ESOL).

Trainees with a specific learning difficulty are entitled to additional time in the examination, provided that they submit a report from an educational/chartered psychologist or an appropriately qualified specialist teacher (PATOSS) which endorses this.

This assessment needs to be in English and be undertaken post-16 years of age. If it involves a trainee for whom English is an additional language then you, as the assessor, need to include details of your experience in assessing individuals with this characteristic.

If one of your recommendations is for additional time, then it needs to be clear that this is due to the trainee's underlying disability (as defined by the Equality Act 2010) rather than the fact that English is an additional language.

Use of text-to-speech software or a reader

The RCGP is not able to offer the use of text-to-speech software as an adjustment. This is due to practical reasons, including the use of pictures and graphs, the use of medical terminology and the security considerations of Pearson VUE centres in allowing additional software to be added to their computer systems.

In exceptional circumstances the use of a reader may be available. However, this would require the trainee to demonstrate a genuine need and in this regard, we would expect that they could demonstrate the regular use of an adjustment of this kind, or a comparable adaptation, within their workplace.

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The RCGP is committed to equality of opportunity and to promoting diversity in all its practices, including assessments for MRCGP.

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How trainers can help trainees prepare for AKT

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How trainers can help trainees prepare for AKT

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Testing Masterclass For Exam Preparation (Especially Medical Exams)

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Raise self awareness around learning style and needs

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Raise self awareness around learning style and needs

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Raising self awareness: feedback & 'blind spots'

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Raising self awareness: feedback & 'blind spots'

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Reflect on secondary care experience with a GP perspective 

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Reflect on secondary care experience with a GP perspective 

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Screen for dyslexia if previous fail or poor progression

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Screen for dyslexia if previous fail or poor progression

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Use question banks to assess learning needs and test knowledge NOT to learn 

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Use question banks to assess learning needs and test knowledge NOT to learn 

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Make a plan, record and commit to it as a PDP

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Make a plan, record and commit to it as a PDP

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possible PDP entry- identification preferred learning style

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possible PDP entry- identification preferred learning style

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possible PDP entry - learning need identification

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possible PDP entry - learning need identification

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British dyslexia guide to writing style/presentation 

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British dyslexia guide to writing style/presentation 

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Skip Intended for UK Health Care Professionals Only

RCGP eLearning podcast

The RCGP eLearning podcast gives you the opportunity to further deepen your learning via a different medium: whether you listen during your commute, on a road trip or doing the dishes, the opportunity to gain more insight into a topic is always there. Each episode is hosted by an RCGP clinician who is joined by a clinical expert sharing their specialist knowledge on a featured topic. You can of course claim CPD points for each episode that you listen to, based on its duration and the time spent on reflection or implementation into your practice.

You can learn more about each individual episode by clicking on the ' info' button on the podcast player below. To subscribe to the podcast, click on the 'Subscribe' button which is also located on the podcast player. You have a choice of subscribing through Apple Podcasts, Google Podcasts, Spotify or an RSS feed.

Last modified: Thursday, 14 April 2022, 1:58 PM

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Skip Intended for UK Health Care Professionals Only The RCGP eLearning podcast gives you the opportunity to further deepen your learning via a different medium: whether you listen during your commute, on a road trip or doing the dishes, the opportunity to gain more insight into a topic is always there.

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Thyroid blood result - TSH high, T4 low. The initial management should be straightforward, but

Request for repeat salbutamol inhaler in a child with asthma.

Consultation with a woman in their 20s requesting emergency contraception

Activity - During your next surgery pick 2 patients you see who have a chronic disease. (this may not be the reason why they have attended). What are the guidelines for management of these conditions and what is the next step in management? How would you explain this patient's condition to them?

Activity - Asking the practice manager for documentation which is sent to practices by CCGs and medicines management, what does it tell you? Look at a couple of recent journal papers and how they may be interpreted.

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Thyroid blood result - TSH high, T4 low. The initial management should be straightforward, but Request for repeat salbutamol inhaler in a child with asthma. Consultation with a woman in their 20s requesting emergency contraception Activity - During your next surgery pick 2 patients you see who have a chronic disease.

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Focused use of education sessions/tutorial 

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Focused use of education sessions/tutorial 

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Nia and Mamoon - multiple attempts - what made a difference

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Nia and Mamoon - multiple attempts - what made a difference

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AKT SOX Trainee Day - Interview with Mamoon and Nia

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The video below is a recording from the AKT SOX Trainee Day that took place on Friday 3rd November 2023.

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Make a plan, record and commit to it as a PDP

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Make a plan, record and commit to it as a PDP

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primary prevention project + flow chart 

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primary prevention project + flow chart 

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flow chart for primary prevention programme 

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flow chart for primary prevention programme 

# data[].attributes.headline
Lead employer toolkit for supporting colleagues with neurodiversity 

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Lead employer toolkit for supporting colleagues with neurodiversity 

# data[].attributes.attachment_link.readable_text
The MRCGP consists of two examination-based and one workplace-based assessment components. All three components need to be passed for a trainee to be considered to have satisfactorily completed specialty training for general practice and being competent to enter independent practice in the United Kingdom without further supervision. Satisfactory completion of the MRCGP is a pre-requisite for the issue of a certificate of completion of training (CCT) by the General Medical Council and full Membership of the RCGP.

The two examination-based components are the Applied Knowledge Test (AKT) and the Simulated Consultation Assessment (SCA). It is for these two components that trainees often seek reasonable adjustments for an underlying disability. In order for you to be able to tailor your recommendations to the demands of the examinations we would appreciate it if you could take the time to read these short guides, which will hopefully increase your understanding of what they involve.

The AKT is a multiple-choice examination that tests the trainees' application of knowledge and is normally taken prior to the Simulated Consultation Assessment (SCA). It is computer-delivered in Pearson VUE professional testing centres across the four nations. The examination contains 200 questions, and the standard time allocation is 3 hours and 10 minutes.

There are a number of different formats to the questions:

Single best answer (SBA)

Extended matching questions (EMQ)

Picture/table/chart format

Data interpretation

Free text

You can find examples of these on the trainee AKT presentation (PDF file, 1.6 MB).

Some of the questions will involve interpreting information that will be displayed in a similar format to that seen regularly in common medical journals. Some may also require simple arithmetical calculations.

Examples of common reasonable adjustments that are made:

additional examination time

additional breaks - the clock will not stop, and you will have to manage your breaks yourself

permission to access snacks/drink (please note that this needs to be shown in your supporting evidence)

wheelchair access

separate room (only if referred to in supporting evidence) - These are not soundproofed.

permission to bring coloured overlay and fixative e.g., blu-tack

adjustable contrast and font (font size, background colour, text). This will be added to your exam, and you can make the adjustments to suit your needs.

reader

paper exam

Some questions that are commonly raised about reasonable adjustments:

Provision of a paper version of the examination

Reasonable adjustments must be proportionate, and the routine provision of paper examinations is challenging, particularly as some question formats are specifically designed for computer-based delivery and marking. It should also be remembered that GPs are required to use computer-based medical records on a daily basis and so a trainee who requests a paper version would need to be able to demonstrate what adjustments had been made for them in the workplace to accommodate this.

Decisions are made on a case-by-case basis and, in exceptional circumstances, a paper version of the AKT may be provided and sat at the RCGP, 30 Euston Square, London. Pearson VUE cannot accommodate paper examinations.

Provision of more than 25% additional time

For specific learning difficulties, such as dyslexia, the RCGP, in line with current national practice, routinely offers an additional 25% time. This is almost always justified by the supporting professional evidence and adequate to ensure a level playing field with other trainees. The RCGP has a responsibility to ensure that trainees with a specific learning difficulty are supported and are not disadvantaged due to their disability, however it also has the responsibility of making sure that such a trainee does not receive any unfair advantage over other trainees. The standards expected of a high stakes national licensing exam such as the AKT cannot be compromised for reasons of patient safety.

In order to consider more than 25% additional time, the RCGP would need to see more supporting evidence. The RCGP must be able to clarify what impact the learning difficulty is having on day-to-day functioning and what adjustments are in place to support the trainee within their usual workplace.

We would only accept more than 25% additional time under exceptional circumstances where significant workplace adjustments have been made to accommodate the learning difficulty. Such significant additional time can make examinations last more than five hours, which some trainees could then find very tiring.

It is worth remembering that trainees often find other adjustments helpful, such as screen overlays, background colour changes and font size changes etc. These, along with the 25% additional time, are more than sufficient for the vast majority of applicants.

Provision of extra time for trainees for whom English is an additional language

This section is relevant when considering English for Speakers of other languages (ESOL).

Trainees with a specific learning difficulty are entitled to additional time in the examination, provided that they submit a report from an educational/chartered psychologist or an appropriately qualified specialist teacher (PATOSS) which endorses this.

This assessment needs to be in English and be undertaken post-16 years of age. If it involves a trainee for whom English is an additional language then you, as the assessor, need to include details of your experience in assessing individuals with this characteristic.

If one of your recommendations is for additional time, then it needs to be clear that this is due to the trainee's underlying disability (as defined by the Equality Act 2010) rather than the fact that English is an additional language.

Use of text-to-speech software or a reader

The RCGP is not able to offer the use of text-to-speech software as an adjustment. This is due to practical reasons, including the use of pictures and graphs, the use of medical terminology and the security considerations of Pearson VUE centres in allowing additional software to be added to their computer systems.

In exceptional circumstances the use of a reader may be available. However, this would require the trainee to demonstrate a genuine need and in this regard, we would expect that they could demonstrate the regular use of an adjustment of this kind, or a comparable adaptation, within their workplace.

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The RCGP is committed to equality of opportunity and to promoting diversity in all its practices, including assessments for MRCGP.

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Zero to finals : Applied Knowledge Test (AKT) Tips For Success (GP Exam)

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Zero to finals : Applied Knowledge Test (AKT) Tips For Success (GP Exam)

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Applied Knowledge Test (AKT) Tips For Success (GP Exam)