← Full lesson and references Paired practice cardsSt Emlyn’s · FRCEM

Candidate brief Examiner checklist

One learner performs. One learner checks the key steps and gives feedback. Then swap roles. This is a practice aid, not an official mark scheme.

Candidate

Teach a colleague a focused skill

FRCEM · Paired practice

Your task

Teach your colleague one focused clinical skill or interpretation task. Use the material provided and be prepared to explain how you would support their further practice.

Starting information

Before starting, agree the topic and have the relevant teaching material or trainer available.
Your partner will play the colleague. No procedure is to be performed on a real patient during this practice.

Suggested practice time: 6–8 minutes, followed by feedback and a retry. This is a practice suggestion, not a separate official station timing.

St Emlyn’s · FRCEM · Practice aid, not an official mark schemeCandidate card

Show examiner checklist

Examiner / observer

Teach a colleague a focused skill

Tick the actions you observe. Discuss any step that was not needed for this task; unchecked boxes are not a score.

Examiner / observer · 1 of 2

Teach a colleague a focused skill

Find the starting point and explain

Choose a task from Chapter 10 that both partners can check against its linked guidance. Have a trainer, examination model or anonymised result available. Play a colleague at an agreed training level and give an honest account of prior experience. Try the task when invited; use the checklist afterwards if needed. Check technical accuracy against the chosen source, not this process card alone.

Assess and agree

Establishes the learner’s role and relevant experience.

Checks what the learner can explain or demonstrate already.

Invites questions and acknowledges uncertainty respectfully.

Agrees one achievable goal for the available time.

Explain or demonstrate

Matches the method and detail to the learner’s starting point.

Explains or demonstrates the task in manageable stages.

Checks understanding before adding more detail.

Uses the provided source and states when an answer needs checking. Key step

St Emlyn’s · FRCEM · Practice aid, not an official mark schemeObserver 1 of 2

Examiner / observer · 2 of 2

Teach a colleague a focused skill

Observe, give feedback and reassess

Let the learner try

Gives the learner an attempt at the agreed task.

Observes performance and asks about the learner’s reasoning.

Matches supervision to ability and intervenes for unsafe actions. Key step

Adapts the explanation or task when the learner struggles.

Feedback and next attempt

Asks the learner how the attempt went.

Describes an observed strength and one specific improvement.

Observes a retry or a new example and checks the agreed goal.

Agrees further practice and the supervision still needed. Key step

Ask the candidate

What changed between the learner’s attempts? An observed change linked to the agreed goal, or an honest account of what still needs work. A specific next opportunity to practise with appropriate supervision.

Feedback

What went well:

One thing to improve:

Try again focusing on:

St Emlyn’s · FRCEM · Practice aid, not an official mark schemeObserver 2 of 2

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Related learning

Educator’s guide
Plan a small-group session and give useful feedback.

Apply this

Lesson plans
Choose an existing lesson to teach with your group.