Basic Surgical Skills and CCrISP can both appear on a surgical trainee’s development plan. They address different learning needs, so choosing between them starts with the work you want to improve and the stage you have reached.
You may need structured teaching in fundamental techniques, or a more systematic approach to the deteriorating surgical patient. Be clear about that distinction before comparing fees or trying to fit a course into an already crowded rota.
Start with a concrete learning goal
Think about a recent supervised clinical experience. Were you uncertain about performing a basic technique, or about recognising and responding to deterioration? Describe the gap in one sentence and discuss it with your supervisor.
For example, a hypothetical foundation doctor might want feedback on knot-tying and instrument handling before getting more from supervised theatre opportunities. A core trainee might instead want to practise organising the assessment of an unwell postoperative patient and communicating priorities. Those are both valid development goals, with different teaching requirements.
Avoid choosing a course simply because another trainee has completed it. Their experience, placement and planned responsibilities may differ from yours.
What the two courses cover
| Course | Main focus | Advertised format and CPD |
|---|---|---|
| RCS England Basic Surgical Skills | Foundational surgical techniques, including suturing, knot-tying and tissue handling | Two practical days; 16 CPD points |
| RCS England CCrISP | A structured approach to critically ill surgical patients | Two days of scenarios and practical teaching; 15 CPD points |
The difference in advertised points is a poor basis for choosing. Look at the kind of feedback you need and where you will apply the learning afterwards.
Check eligibility against your current stage
BSS lists FY1–FY3 doctors, CT1–CT2 trainees and healthcare professionals building or refreshing surgical skills among its intended audience. Prior surgical experience is not required, although RCS says the course is best suited to a clinical training path. See its BSS suitability information.
CCrISP targets CT1–CT2 and SAS grades, with senior trainees also welcome. FY1 doctors are ineligible. FY2 attendance is restricted to the final two months of placement, described as June/July; the provider cautions that the course is designed for core trainees. Check the current CCrISP eligibility details before booking.
If your rota or training pattern makes the wording unclear, ask the course organiser. A booking that fits your calendar still needs to fit the stated entry criteria.
Compare venue prices and the full expense
Prices checked on 9 November 2026 were £849 as the BSS headline price and £859 as the CCrISP headline price. Individual venue fees vary. The CCrISP page also specifies a member discount for courses at the College’s London centre. Use the BSS bookings and CCrISP bookings for the actual event.
Compare the total expense: travel, accommodation, time away and cancellation terms can change the practical value of a lower fee. Establish whether your employer will fund the place before paying personally, and retain the exact course and venue details required by the local process.
Do not assume that completing a course guarantees recruitment points. If application scoring is part of your decision, read the specification for the relevant recruitment round separately.
Prepare for the teaching you have chosen
BSS provides pre-course e-learning and an MCQ. CCrISP is assessed and awards a completion certificate to successful participants. Follow the provider’s joining instructions and give preparation a place in your diary.
For practical skills teaching, arrive with a small number of questions about technique and ask for feedback you can act on. After a demonstration, try to explain the correction in your own words so that you can revisit it later.
For scenario teaching, think about how you organise information and communicate uncertainty. A useful learning goal might be to give a more structured summary or to make escalation priorities clearer during supervised practice. Treat these as personal aims to discuss with faculty, rather than promised course outcomes.
Plan how the learning will continue
Before attending, identify an appropriate opportunity to revisit the learning with a supervisor. Afterwards, record the feedback and a specific next step. “Practise this technique again with observation” is more useful than a broad claim that a two-day course has established independent competence.
iatroX’s CPD tools support related question-based follow-up learning and a record of that activity for you to review and personalise. For notes on the external course, use the reflection template. Keep any formal workplace assessment separate, and describe only learning and practice that actually took place.
Frequently asked questions
Which course should I take first?
Choose according to your stage, eligibility and learning gap. Discuss the sequence with your supervisor rather than treating either course as an automatic first purchase.
Can a course replace supervised workplace practice?
Plan opportunities to apply feedback in the appropriate supervised setting. Course teaching and workplace development serve related but different purposes.
Does the headline price apply to every centre?
No. Check the specific venue, date, available discounts and booking terms before making a funding request.