Before paying for more Fellowship preparation, check what your RACGP access already provides and identify the task you cannot yet perform. Clinical learning, case-based questions and examination support are related resources, but they do not all solve the same problem. The useful addition is the missing function, not simply another familiar logo.
As checked on 19 September 2026, RACGP gplearning signposts member learning activities, Check's themed clinical cases with questions, and an Exam Support Program. Access to specific resources depends on the appropriate account and entitlement. This public review does not establish what every membership category can open.
This article is published by iatroX and includes its written learning and CCE simulation as supplementary options. It starts with existing access because a resource you already have may be the most sensible next step.
Distinguish three reasons for opening the platform
One reason is to update clinical understanding. Another is to work through a case and test what you know. A third is to prepare for the demands of a particular examination. Write which reason applies before choosing a resource.
Check can be useful for a case-led learning session, but a clinical case followed by questions is not automatically a full rehearsal of every Fellowship assessment. Likewise, a CPD activity may address an important practice issue without covering the range of tasks you need for an examination.
Use the examination's current guidance to identify the gap. AKT knowledge work, KFP decision tasks and CCE performance should not disappear into a single category called GP revision. Their overlap is useful; their differences determine how you practise.
Turn one case into a resource decision
Consider a fictional registrar, Lucy, who reads a case about an older person managing several health problems. She understands the relevant conditions but cannot explain why one concern should be addressed before the others.
Her first learning need is prioritisation. She should identify which details alter the decision, what information is missing and which assumptions she has made about the person's preferences. Another broad lecture on each condition may be less useful than a focused discussion of the case.
Now change the task. Lucy can justify the priority in writing, but in a consultation she spends so long listing possibilities that the patient cannot identify the agreed plan. The remaining problem is not necessarily missing factual knowledge. It is organising an explanation and checking understanding in an interaction.
Change it once more. Lucy performs the conversation clearly but discovers that she relied on an outdated assumption. She needs a source check and targeted knowledge update. The same topic has now produced three different preparation decisions, none of which can be inferred from the case title alone.
Audit what your current resources already do
Use four headings: keep, finish, replace and cancel. Under each, write a reason connected to a learning task.
Keep an existing resource that consistently resolves uncertainty. Finish a defined activity before deciding that another provider is needed. Replace something when its explanation, format or access genuinely fails to address the task. Cancel an unnecessary renewal rather than paying to avoid the feeling of losing an option.
Do not confuse a technical access problem with an educational gap. Check the account, resource name and entitlement before buying an alternative. Conversely, do not assume that membership access means a particular activity will meet your needs merely because it opens successfully.
Record the date you checked the terms. Access descriptions can change, and advice from a previous candidate may refer to a different package. The source of truth for current College access is the College, not a revision-group message.
Make feedback decide the next activity
After a written question, identify the deciding detail and explain why the closest alternative was less appropriate. After a case discussion, ask whether the plan follows from the supplied information. After an encounter, identify what the patient understood and what remained unresolved.
A useful feedback note names a behaviour or reasoning step. "I need to ask about the person's main concern before setting the agenda" can be rehearsed. "Communication needs work" cannot guide the next session without further detail.
Keep a distinction between observed performance and interpretation. A peer may prefer a different phrase without showing that your explanation was ineffective. A simulator may produce detailed feedback that still needs checking against the transcript. Neither should be accepted simply because it sounds confident.
Add iatroX only where it performs a distinct job
iatroX's September 2026 product information describes written GP learning, a question-specific Socratic Tutor, adaptive and spaced practice, and a RACGP CCE simulation pathway. Those tools can support different points in Lucy's example: clarifying the reasoning, testing a new question or rehearsing an encounter.
The UK-advertised subscription in September 2026 is £99 paid upfront for annual access, or £29 per month, with learning tools, simulations and CPD included rather than separate add-ons. International readers should inspect the offer presented to them; no currency conversion or like-for-like comparison with a taught course is implied.
For a candidate needing clinical updating, relevant gplearning or Check material may be sufficient. For one needing more unfamiliar written practice, a question resource may be useful. For someone who understands the case but cannot perform the encounter, observed practice or a relevant simulator deserves attention. Live coaching remains a different service from independent rehearsal.
The next purchase should therefore follow a sentence you can complete: "I already have suitable material for this topic, but I still need to practise..." When that sentence is clear, comparing resources becomes much easier.
Frequently asked questions
Is Check the same thing as a complete Fellowship revision course?
The RACGP describes Check as themed clinical cases with a short question set. Its role should be distinguished from the separate Exam Support Program and from the requirements of each assessment.
Should I buy another bank because I have finished a case?
Only when you have identified a need that further questions would address. Completion alone does not reveal whether the remaining problem is knowledge, reasoning or consultation performance.
Can a CCE simulator replace supervisor or peer feedback?
It can add opportunities for independent rehearsal, but it does not make human observation unnecessary. Inspect feedback against the encounter and use appropriate clinical teaching for skills that require it.