if you are taught why as well as what, it does seem to make the process easier.

Ah yes, that is indeed something I agree with whole- heartedly - though not the words I would have used to express the concept.

Nor do I really see why releasing a few previous papers for hopeful candidates (and tutors also) to chew over and test their mettle in advance prevents that studying process.

M

mapj1 said:

Nor do I really see why releasing a few previous papers for hopeful candidates (and tutors also) to chew over and test their mettle in advance prevents that studying process.

Well, there is the Slome method. (brief resumé here) The MCQ items of the primary FRCS exam were a closely guarded secret, not least because of the difficulty of increasing the question bank. So his candidates were given a number and a postcard. When it came to the, "put your pens down and stop writing moment", each candidate then turned to his or her numbered question and had to do his or her best to remember it. Immediately upon leaving the premises, the question was written on the postcard and promptly posted back to the Prof. Naturally, the questions were discussed during the course.

Coming back (in a roundabout way) to Lyle, given that the overall pass rate of the primary FRCS was 15% and that 75% of Slome's pupils passed, the chance of passing if you didn't do Slome's course was about 5%.

So if 64/170 candidates passed and 7 of Lyle's passed, and perhaps a few other teachers had a similar pass rate, it really does not say much for all of the rest.

Now a question for Lyle: if a pupil has been struggling (I assume that you do formative assessments, or dry runs if you prefer) do you put him or her forward for the assessment?

I consider the course and gaining the qualification is very beneficial, but I may be prejudiced having gained the qualification myself. I was merely stating what happens, not giving an opinion on what should happen.

The primary thing that thwarts a positive outcome in the 2396 is time. It is a very precious commodity and needs to be used wisely.
Referring to the course handbook, it is recommended that the TQT (total qualification time) is 100 hours, made up of a GLH (guided learning hours) component of 30 hours, and the remaining 70 hours divided between the project and self-study with a recommendation of 40 hours allocated to the project.

Centres are free to arrange delivery as they see fit. Some Centres see the GLH recommendation of 30 hours as being justification for a meat-grinder delivery of 5 consecutive days. I know of one centre that offers the course this way and has had, on occasions, a100% failure rate.

Because I felt the recommended time considerations indicated by City and Guilds were inadequate to deliver a worthwhile course with a reasonable prospect of exam success, I persuaded my Centre to offer the course over 6 days, one day per week over 6 consecutive weeks with homework assignments each week. However, one needs to bear in mind that Centres are often bound by commercial imperatives and whilst another couple of additional tutor days would be beneficial, those tutor days need to be paid for. 

We always programme the course so that it terminates 2 weeks short of the written exam date. I then offer the candidates 2 extra revision days free of charge. The Centre provides the facilities including lunch free of charge and I provide my time free of charge. 
We also form a WA group at the commencement of the course which candidates can use to confer and collaborate on their homework assignments. I make myself available 7-days per week to answer queries. 
For many of the lads time is also constrained by work, family and social commitments so they are well warned before they start the course or part with a single penny, that the course will be demanding in that regard.

I have been tutoring part-time for well over 30 years while, at the same time, attending to the demands of my own business. It has been and continues to be, a boundless privilege to help lads and, sadly, very infrequently, lassies, in tackling, enjoying and benefitting from the various qualifications on offer in the electrical installation industry so that they can be the best that they can be. 
Some think I am silly to be so free with my time, but let me tell you that the learning is never one way. I too have benefited greatly and giving a couple of extra days free of charge is a very small price to pay.

So there you go, the likely reason for consistent above average 2396 exam success is more to do with the prudent allocation of time on everyone’s part rather than some special quality the tutor might have!