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Resources to help with exam preparation

Prepare for the MCCQE Part I, NAC Examination, TDM Examination, and PRA programs.
Examinations and assessmentsResources to help with exam preparation

Free resources

Explore a list of free resources and reference materials, developed by the Medical Council of Canada (MCC) or other third-party sources, that you can use to help prepare for the MCC Qualifying Examination (MCCQE) Part I, the National Assessment Collaboration (NAC) Examination, the Therapeutics Decision-Making (TDM) Examination, and Practice-Ready Assessment (PRA) programs.

MCC Examination Objectives

The MCC’s test committees are guided by the MCC Examination Objectives for the MCCQE Part I and the NAC Examination. The objectives outline what a candidate must know for the examination and can be a useful study tool. The MCC recommends going through each clinical presentation and carefully reading the related objectives.

Exam orientations

Get familiar with your upcoming exam’s format, process, platform and question types with these essential resources.

Decorative image of a candidate interacting with a standardized participant during a NAC Examination.

Preparatory products for the MCCQE Part I

Study with our full-length Preparatory Examination (PE), shorter PE-Lite or multiple-choice questions (MCQ) and clinical decision-making (CDM) Practice Tests for the MCCQE Part I.

Candidates have found that the MCC’s preparatory products help them to be exam-ready by developing familiarity with MCCQE Part I question types, specifically with the CDM question format, as well as the testing platform features. The content in each of our preparatory products goes through the same rigorous development process as the official exam content.

Strategies for studying for your exam

Two effective strategies for studying for an upcoming exam include creating a study plan and forming a study group.

Create a study plan

Identify the objectives that you most need to study and focus on common or critical patient presentations. Be honest in assessing your own knowledge and ability. Create differential diagnoses, identify key features that will lead you to establish or confirm your differential diagnoses, create checklists, and identify key orders for investigation and management plans for each one. If you realize there is a knowledge deficit in a particular area, then go back to learning the basics.

Form a study group

Identify which objectives are most important for each group member to review (e.g., management of chest pain, assessment of vomiting in a child). Consider having each member generate common patient presentations that they understand well. Each person can then present their patient problems to the group and quiz individuals within the group about how they would assess and manage these problems. Be critical. Challenge each other. What other diagnoses should you think about? How would you differentiate between them? What investigations are essential? Why? What should you assess on your physical examination? What else should you assess?

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