and their interpretation. As they cannot go back to check on omissions multiple-choice questions have a minimal cueing effect. The students may be observed and scored at some stations by examiners using a check list.In the structured clinical examination the variables and complexity of the examination are more easily controlled, its aims can be more clearly defined, and more ofthe student's knowledge can be tested. The examination is more objective and a marking strategy can be decided in advance. The examination results in improved feedback to students and staff.

Patients' experience of anti-TNF therapy was good, particularly in terms of physical function and well-being, although it did not live up to the very high expectations of some patients. The BSR BR process caused initial apprehension but patients had personal and altruistic reasons for being happy to comply with monitoring requirements. Qualitative methods add to our understanding of the effects of anti-TNF therapy for people with RA.

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