Braier-Lorimer, DA; Warren-Miell, H
(2021)
A peer-led mock OSCE improves student confidence for summative OSCE assessments in a traditional medical course.
Med Teach, 44 (5).
pp. 535-540.
ISSN 1466-187X
https://doi.org/10.1080/0142159X.2021.2004306
SGUL Authors: Warren-Miell, Hannah Louise Jessica
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Abstract
BACKGROUND: Objective structured clinical examinations (OSCEs) can induce states of stress and anxiety in students, possibly negatively impacting student performance. Students in traditional-style medical courses especially have limited clinical exposure prior to their first clinical examination. We describe the design and implementation of a near-peer-led mock OSCE for fourth year medical students, and its impact on students' self-rated confidence. METHODS: An OSCE training programme was designed by penultimate and final year medical students. It involved the recruitment of 12 peer tutors to facilitate the running and feedback of a mock OSCE to 82 fourth year (and second year graduate) medical students delivered over 2 days, prior to their end-of-year exam. Students completed a post activity questionnaire to assess the quality and perceived benefits of the mock OSCE. RESULTS: A total of 78 students completed the survey, giving a response rate of 92.8%. 100% of respondents felt the OSCE was well run, well-structured and highlighted areas of weakness in their knowledge and skills. Students reported the OSCE significantly improved their confidence for their summative OSCE. The main themes from the student comments were feeling empowered and feeling that the mock OSCE was realistic. CONCLUSIONS: The near-peer-led OSCE significantly improved student confidence for OSCEs for fourth year undergraduate and second year graduate students studying a traditional medical course and was well reviewed by students.
Item Type: | Article | ||||||
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Additional Information: | © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc- nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. | ||||||
Keywords: | Medical education research, OSCE, clinical, peer, undergraduate, Medical education research, peer, clinical, OSCE, undergraduate, Medical Informatics, 1302 Curriculum and Pedagogy, 1301 Education Systems, 1303 Specialist Studies in Education | ||||||
SGUL Research Institute / Research Centre: | Academic Structure > Institute of Medical & Biomedical Education (IMBE) Academic Structure > Institute of Medical & Biomedical Education (IMBE) > Centre for Clinical Education (INMECE ) |
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Journal or Publication Title: | Med Teach | ||||||
ISSN: | 1466-187X | ||||||
Language: | eng | ||||||
Dates: |
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Publisher License: | Creative Commons: Attribution-Noncommercial-No Derivative Works 4.0 | ||||||
PubMed ID: | 34822315 | ||||||
Web of Science ID: | WOS:000722528300001 | ||||||
Go to PubMed abstract | |||||||
URI: | https://openaccess.sgul.ac.uk/id/eprint/113942 | ||||||
Publisher's version: | https://doi.org/10.1080/0142159X.2021.2004306 |
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