Let me introduce you to a covert and merely discussed component of MRCOG Part 3 exam preparation.

Undoubtedly, there is no substitute to conventional practicing through role-play scenarios for MRCOG Part 3 exam but some concept which I recently discovered although have been putting in practice for a long time and now gained clarity on is ‘Transformative learning’.

It implies the process of learning which can be be transferred in the context of a relevant situation where it could be applied.

Let me explain this with an example – One reads for MRCOG Part 2 exam being a doctor practicing in foreign, i.e. outside the U.K. Thereafter we start preparing for MRCOG Part 3 exam where we try to apply our knowledge gained from MRCOG Part 2 exam by performing a station.

The missing link or let me say the bridging point between these two exams is the ‘ability to transform’, your knowledge in recreated real life based simulation scenarios, like role play stations.

One of the key thing that helps in ‘Transformative learning’ apart from getting a first hand experience of applying it like with working in the NHS, U.K., is ‘imagination’. One needs to mentally transfer oneself being in a clinic, or labour ward, or operating theatre, etc and then use the underpinning theory from MRCOG Part 2 exam and principles from the U.K. based practice guides to perform appropriately in the station.

Basically until you do not link the two ends via process of ‘transformative learning’ you will either be not producing evidence of adequate knowledge or unable to consider all elements of real life based application to manage the situation well.

So top tip is start imagining… Here I pause to quote these famous words by Albert Einstein “Imagination is more important than knowledge. For knowledge is limited, whereas imagination embraces the entire world, stimulating progress, giving birth to evolution.”

Bringing myself back to the post…

Another trick to help improve your producibility for MRCOG Part 3 exam preparation is ‘talk through while doing a task’. Let it be anything possible like performing a surgery, try to talk in your head, of things that you are doing, or may be out loud if teaching someone, this allows to evaluate your own communication, articulation and information delivery, so by the end its easy to produce this when performing similar skill in an exam setting.

Hope you enjoy this read!… or I imagine you did 🙂