BMJ OnExamination

Quality medical revision resources


Our extensive author network ensures our resources are of the highest quality and relevance. They include recent exam themes, are aligned to your curriculum,and are written at the correct difficulty level.

We have helped over 210,000 doctors with their medical revision. The fact that the majority of our business comes from recommendations, is testament to the quality and relevance of our resources.

As the leading provider of online medical revision, we help people both in the UK and overseas market prepare for their medical exams. On average over 8,000 BMJ OnExamination questions are answered every hour across the world. We have the capacity to handle this amount of activity and number of customers; we are proud to say that our website’s uptime is at 99.9%.

As well as being a leading provider of examination preparation products, we have a solid background in both theoretical and applied medical education research.

Recent papers published:

  • Morgan, M., Dory, V., Lubarsky, S. & Walsh, K. Faculty perception of the medical student situational judgment test – summary of findings. Medical Teacher, in-press.
  • Morgan, M., Dory, V., Lubarsky, S. & Walsh, K. What steps are necessary to create written or web-based selected-response assessments? J Educ Eval Health Prof 11, 28 (2014).
  • Walsh, K. Curriculum design: Can we learn from product lifecycle management? Nurse Educ Today 35, 919–920 (2015).
  • Walsh, K. Competing interests in medical education: Why are so few interests declared? Med Teach 37, 595–596 (2015).
  • Walsh, K. Is dyad practice in simulation really cost-effective? Acad Med 90, 546 (2015).
  • Walsh, K. Do we really want a revolution in medical education? Med Teach 37, 394–396 (2015).
  • Walsh, K. Curriculum design for pediatric radiology in Ethiopia. Pediatr Radiol 45, 297 (2015).
  • Walsh, K. Faculty and learner expectations of teachers. Clin Teach 11, 572–573 (2014).
  • Walsh K, Rutherford A. Acceptability of the extended matching question format as formative assessment in online continuing professional development. Med Teach. 2012; 34(10):869.
  • Schroter S, Jenkins RD, Playle RA, Walsh KM, Probert C, Kellner T, Arnhofer G, Owens DR. Evaluation of an online interactive Diabetes Needs Assessment Tool (DNAT) versus online self-directed learning: A Randomised Controlled Trial. BMC Medical Education 2011, 11:35
  • Walsh K. How to assess your learning needs J R Soc Med 2006 99: 29-31.
  • Brown C, Ross S, Cleland J, Walsh K. Money makes the (medical assessment) world go round: The cost of components of a summative final year Objective Structured Clinical Examination (OSCE). Med Teach. 2015 Apr 29:1-7.

Successful projects delivered:

Camden Cancer Programme

London Cancer has been commissioned by Camden Clinical Commissioning Group (CCG) to deliver an educational programme throughout the borough. The professional development work stream of the project will focus on creating a bespoke GP education package specific to Camden.