A Practical Framework for the 12-Minute MRCOG Part 3 Task

Use the reading time to build direction

The current examination format provides two minutes of initial reading time within each 12-minute task. These two minutes should create a working plan, not a complete memorised answer.

Read the task instruction before becoming absorbed in every clinical detail. Identify the setting, your role, the person you will speak to, the required outcome, and the most important risk.

• What is my role?
• Who am I communicating with?
• What am I being asked to do?
• What is the immediate clinical or safety priority?
• What information is already provided?
• What information must I still obtain?
• How should this interaction finish?

Open with purpose

The opening should establish who you are, confirm the purpose of the interaction, and create a professional tone. Avoid a long generic introduction that consumes time without moving the scenario forward.

For a patient-facing task, introduce yourself, confirm identity where appropriate, explain the purpose, and acknowledge the context. For a colleague-facing task, clarify why the conversation is taking place and establish the immediate issue.

Gather information with a reason

Focused information gathering is not a race through a checklist. Every question should help you understand risk, clarify the clinical picture, or support the next decision.

Prioritise red flags and task-specific information. Respond to what you hear rather than waiting for your next memorised question.

• Explore the presenting concern
• Identify relevant risk factors
• Clarify severity and urgency
• Check the patient’s understanding and priorities
• Avoid repeating information already supplied
• Summarise to confirm accuracy

State priorities before details

When the scenario requires management, start with what is urgent and safe. Then build the wider assessment and plan around that priority.

A clear hierarchy prevents a correct answer from sounding disorganised. It also makes it easier to adapt if the examiner introduces new information.

1. 1Immediate safety
2. 2Urgent assessment or stabilisation
3. 3Senior or multidisciplinary involvement
4. 4Definitive management options
5. 5Communication and consent
6. 6Follow-up and safety-netting

The order must always be adapted to the specific scenario.

Keep communication active

Do not treat communication as uninterrupted delivery. Pause, listen, acknowledge, and check understanding.

In simulated interactions, the response of the patient or colleague provides information about what the task needs next. In structured discussions, examiner prompts may change the direction of the scenario. Flexibility is therefore more valuable than reciting a fixed script.

Recognise when to move forward

Candidates can lose time by perfecting one part of the task. Once the relevant information is clear, signal the interpretation and move to the plan.

• “The main concern here is…”
• “My immediate priority would be…”
• “Based on this information…”
• “I would now explain…”
• “Before concluding, I would ensure…”

Transitions should sound natural and should not be repeated mechanically.

Reserve a clear conclusion

A controlled ending is better than an abrupt stop. Summarise the issue, confirm the agreed or proposed plan, explain escalation or follow-up, and provide appropriate safety-netting.

For patient-facing tasks, check understanding and allow final questions. For colleague-facing tasks, clarify responsibility, timing, documentation, and the next action.

Practise the framework, not a speech

Timed practice should test decision-making and adaptability. Repeat the same framework across different scenarios while changing the clinical content, communication challenge, and level of urgency.

• Practise unfamiliar cases
• Review recordings or feedback
• Identify where time is being lost
• Improve weak transitions
• Practise concise summaries
• Repeat until structure becomes natural