FAQ - MCCEE
- Why has the Medical Council of Canada Evaluating Examination (MCCEE) changed from a paper-and-pencil to a computer-based format?
- Will studying for the United States Medical Licensing Examination (USMLE) help with the MCCEE?
- Does the MCC select a certain percentage of examinees to pass and a certain percentage of examinees to fail?
- The pass mark and scores for this examination are lower than for previous examinations. Has the examination become more difficult?
- Are the results for the computer-based MCCEE reported any differently than for the paper-and-pencil format of the examination?
- What is the relationship between the MCCEE and the Medical Council of Canada Qualifying Examination (MCCQE) Part I?
- I have passed the MCCEE; does this mean I have a good chance of passing the MCCQE Part I?
- What content is tested on the MCCEE?
- Can I still take the paper-and-pencil MCCEE?
- Is the new computer-based MCCEE harder than when it was offered in a paper-and-pencil format?
- Why has the Medical Council of Canada Evaluating Examination (MCCEE) changed from a paper-and-pencil to a computer-based format?
- Will studying for the United States Medical Licensing Examination (USMLE) help with the MCCEE?
- Does the MCC select a certain percentage of examinees to pass and a certain percentage of examinees to fail?
- The pass mark and scores for this examination are lower than for previous examinations. Has the examination become more difficult?
- Are the results for the computer-based MCCEE reported any differently than for the paper-and-pencil format of the examination?
- What is the relationship between the MCCEE and the Medical Council of Canada Qualifying Examination (MCCQE) Part I?
- I have passed the MCCEE; does this mean I have a good chance of passing the MCCQE Part I?
- What content is tested on the MCCEE?
- Can I still take the paper-and-pencil MCCEE?
- Is the new computer-based MCCEE harder than when it was offered in a paper-and-pencil format?
The Medical Council of Canada introduced the computer-based Evaluating Examination in September 2008. The move from a paper-and-pencil format to a computer-administered examination resulted in a reduction of testing time from two half days to one half day while maintaining the high reliability that has characterized the MCCEE in the past. The benefits of the change in format include greater security of examination content, and greater validity through potential inclusion of enhanced item formats (e.g. use of sound, motion, and problem-based forms). Many candidates also benefit from the increased flexibility as to when and where they can schedule their examination.
There are some similarities between the examinations. The USMLE and the MCCEE examinations both use multiple-choice questions. The USMLE and MCCEE feature questions that have a patient problem in the stem followed by a question relating to that problem. The question is then followed by five options with one of the options being the correct answer.
There are also some important differences between the USMLE and the MCCEE. The USMLE Step 1 tests basic science knowledge that is not explicitly tested on the MCCEE. The Medical Council of Canada assumes that knowledge of basic science is needed to answer MCCEE questions. The USMLE Step 2 and the MCCEE test clinical knowledge at the level of someone going into supervised medical practice. However, the material tested on the USMLE Step 2 may be different than the material tested on the MCCEE. The USMLE Step 2 assesses knowledge along two dimensions: Normal Conditions and Disease Categories, and Physician Tasks. The information tested on the MCCEE is based on the clinical presentations found in the Objectives for the Qualifying Examination published by the MCC. The USMLE Step 3 tests the clinical knowledge of someone who is ready for independent medical practice and is, therefore, testing different material than the MCCEE. The USMLE and the MCCEE also differ in their scoring and reporting procedures.
It is reasonable to expect that there will be some content overlap between the USMLE and the MCCEE but there are also significant differences between the examinations. It is best to check the USMLE.org website for content covered in the USMLE and the Objectives for the Qualifying Examination for content covered in MCC examinations and study accordingly.
The MCC does not select a percentage of candidates to pass or fail. Your pass/fail standing is based on where your score falls in relation to the pass/fail mark of 250. In other words, everybody is judged on the pass score of 250 and not judged on how well other candidates have performed on the examination.
Prior to January 2007, the MCCEE was scored in relation to a standard setting cohort consisting of candidates who attempted both the MCCEE and the MCCQE Part I. The results were reported as standardized scores on a scale with a mean score of 500, a standard deviation of 100 and a pass mark of 303.
Starting in January 2007, the MCCEE has been scored in relation to a standard setting cohort of candidates who attempted the MCCEE only. The MCCEE results are now reported as standard scores but on a scale in which the mean score of the cohort is 271, the standard deviation is 50 and the pass mark is 250.
The two scores map directly to one another and can be interpreted in a similar fashion. The table below will help you compare MCCEE scores prior to January 2007 to scores on the MCCEE after January 2007.
Relationship between MCCEE scores prior to January 2007 and MCCEE scores after January 2007
| MCCEE scores before January 2007 | MCCEE scores after January 2007 |
| 50 | 0 - 100 |
| 50 - 54 | 100 - 125 |
| 54 - 103 | 125 - 150 |
| 103 - 153 | 150 - 175 |
| 153 - 202 | 175 - 200 |
| 202 - 252 | 200 - 225 |
| 252 - 301 | 225 - 250 |
| 301 - 350 | 250 - 275 |
| 350 - 400 | 275 - 300 |
| 400 - 449 | 300 - 325 |
| 449 - 499 | 325 - 350 |
| 499 - 548 | 350 - 375 |
| 548 - 597 | 375 - 400 |
| 597 - 647 | 400 - 425 |
| 647 - 696 | 425 - 450 |
| 696 - 795 | 450 - 500 |
Prior to May 2002, MCCEE results were reported as a percentage of correct answers to the total number of questions. MCCEE percent scores obtained prior to May 2002 can be mapped to MCCEE scores obtained between May 2002 and September 2006. The following table displays scores in the right column and average percent score found in that range of scores in the left column. For example, the average percent score found in the 350 to 375 range is 61%.
The percent scores will vary within a standard score range, so it is important that these percentages only be used as a guideline.
Relationship between MCCEE scores prior to May 2002 and MCCEE scores between May 2002 and September 2006
| MCCEE scores
prior to May 2002 Total Score % |
MCCEE scores
from May 2002 to September 2006 Standard Scores |
| 35 | <200 |
| 46 | 200 - 275 |
| 54 | 275 - 325 |
| 58 | 325 - 350 |
| 61 | 350 - 375 |
| 64 | 375 - 400 |
| 67 | 400 - 425 |
| 70 | 425 - 475 |
| 75 | 425 - 525 |
| 78 | 525 - 575 |
| 82 | 575 - 650 |
| 86 | >650 |
Results for the computer-based examination, launched in September 2008, are reported on the same scale as those reported on previous examinations administered since January 2007, that is, on a scale on which the mean or average score corresponds to 271, the standard deviation to 50 and the pass mark to 250.
The MCCEE and the MCCQE Part I are similar examinations in that both examinations test basic medical knowledge and both use multiple-choice questions. However, there are some important differences. Uniquely Canadian content is not designed to be tested on the MCCEE but is included on the MCCQE Part I. Questions dealing with Canadian legal issues in the practice of medicine are also not included on the MCCEE. In addition, the MCCQE Part I includes a half-day session on clinical reasoning/decision making. There is no such session on the MCCEE. Also, the MCCEE is administered at many international sites while the MCCQE Part I is only administered in Canada.
The MCCEE is not designed to purposely bar examinees from entering the MCC Qualifying Examination stream en route to Canadian/provincial licensure, and as such, the passing requirement is less stringent for the MCCEE than for the MCCQE Part I. In other words, the MCC does not want the MCCEE to be an artificial barrier for international medical graduates who demonstrate medical knowledge beyond a minimal competency, but rather to be a screening examination to allow the examination candidates and the MCC to fairly assess/evaluate a candidate’s readiness to take the MCC Qualifying Examination and/or pursue further medical education experience in Canada.
While there are similarities between the two examinations, there are also some important differences. A pass on the MCCEE does not necessarily mean a pass on the MCCQE Part I. The figure below shows the predicted probability of passing the MCCQE Part I given a particular MCCEE score. As noted in the figure, the predicted probability of passing the MCCQE Part I given a MCCEE score of 250 is 10%. The predicted probability of passing the MCCQE Part I given a MCCEE score of 280 is 30%.
These predicted results are based on the performance of previous candidates and are intended only to provide you with information to help you interpret your score and possibly guide you in your studies.
If you believe your chances of passing the MCCQE Part I are low, the MCC would urge you to evaluate how you study for the examination.
Note – The data above was obtained by matching candidates’ MCCQE Part I scores between May 2009 and November 2009 to candidates’ MCCEE scores between September 2008 and July 2009. All MCCEE candidates during this period took the computer-based version of the examination.
The MCCEE assesses the knowledge of candidates in the principle disciplines of medicine, that is: internal medicine, surgery, obstetric/gynecology, pediatrics, psychiatry, and preventive medicine and community health. Each question on the MCCEE is based on the Objectives for the Qualifying Examination. MCC test committee members refer to the Objectives when creating test questions.
In addition, each question appearing on the MCCEE assesses a Patient Group and a Clinician Task. The five Patient Groups are: Adult Health, Child Health, Maternal Health, Mental Health, and Population Health and Ethics. The three Clinician Tasks are: Data Gathering, Data Interpretation and Synthesis and Management. See below for more explicit definitions for the Patient Groups and Clinician Tasks.
| Patient Groups |
| Child Health |
| Issues particular to individuals up to the end of adolescence |
| Maternal Health |
| Issues related to pregnancy, childbirth |
| Adult Health |
| Issues particular to individuals after the end of adolescence |
| Mental Health |
| Biopsychosocial/cognitive issues related to mental health in all age groups |
| Population Health and Ethics |
| Issues related to groups and ethical behavior. This includes population issues such as immunization, disease outbreak management, population screening and surveillance, health promotion strategies, epidemiology and relevant statistics. Ethical issues include boundary issues, impairment of doctors and informed consent. |
| Clinician Tasks |
| Data Gathering |
| History taking, mental status examination, physical examination, laboratory testing, other modalities (e.g. imaging, EKG, EEG, etc.) |
| Data Interpretation and Synthesis |
| Interpretation and synthesis of gathered data. Problem identification, setting priorities and risk stratification. Formulation of differential and specific diagnosis. |
| Management |
| Education and health promotion, counseling, psychotherapy, drug and non-drug therapy (includes fluid and electrolyte therapy etc.), surgical interventions, radiological interventions, cessation of therapy, rehabilitation, palliative care, interdisciplinary management, family and community care. |
Starting with the 2010 examination sessions, you will receive a supplemental feedback report on your examination performance through your MCC-Online account. This information will help you to interpret your performance in the principle disciplines of medicine, and for each Patient Group and Clinician Task, and will aid you in identifying your relative strengths and weaknesses as measured by the examination.
Only the computer-based format of the examination will be offered. Maintaining a paper-and-pencil version of the examination in addition to the computer-based version would be too costly and the examination could not be offered as frequently and in as many locations globally.
The level of difficulty of the computer-based MCCEE has not changed from the paper-and-pencil version of the examination. The same standard to pass has been maintained for the computer-based MCCEE.
