Preparation for the Final FRCA Structured Oral Examination (SOE) is associated with psychological stress, low confidence and varying access to peer support [1]. Although many candidates undertake regular peer practice, opportunities for feedback and wellbeing support remain inconsistent. Peer‑led learning has been shown to improve educational and psychological outcomes [2]. We evaluated the impact of a Peer Buddy Scheme introduced during a Final FRCA SOE preparation course.

Methods

A peer buddy scheme was implemented during a two‑day course. 44 candidates were randomly paired, of which 40 candidates completed both pre‑ and post‑intervention questionnaires. The scheme aimed to improve wellbeing, confidence and psychological support. Pre‑intervention questionnaires assessed baseline perceptions of support, confidence and anticipated benefits of the scheme. Post‑intervention questionnaires evaluated perceived support, confidence and the beneficial aspects of the intervention. These quantitative responses were analysed descriptively.

Results

Prior to the scheme, most candidates reported feeling only moderately supported (44.7%) or slightly supported (28.9%) in their preparation for the Final FRCA. Confidence levels were low, with 52.6% describing themselves as only slightly confident and 26.3% reporting no confidence in SOE performance. Despite this, over 80% of candidates already participated in peer practice at least weekly. Following the implementation of the buddy scheme, perceptions of support improved substantially. The majority of participants reported feeling well supported (56.1%), while the proportion feeling only slightly supported reduced markedly. Confidence also improved, with most candidates describing themselves as moderately confident (68.3%). Free‑text responses highlighted benefits including feedback, exposure to different questioning styles, alongside psychological benefits such as reduced anxiety.

Discussion

Incorporation of a Peer Buddy Scheme within a Final FRCA SOE course was associated with improved perceived support and increased confidence, demonstrating both educational and wellbeing benefits during examination preparation. Formal integration of peer buddy schemes into FRCA courses may represent a simple, low-cost intervention to improve candidate experience. Earlier pairing and longer engagement may further strengthen peer relationships and ongoing support.

Acknowledgments

No competing interests to declare.