BACKGROUND: At Sydney Medical School, we have recently introduced a practice objective structured clinical examination (OSCE) where our junior medical students are assessed by the senior peers. AIM: We sought to evaluate the efficacy of the programme. METHODS: The study took place in 2010 and 2011, with two cohorts of final-year students participating. A total of 40/98 (41%) of final-year students chose to participate as examiners. Following the completion of standardised marking sheets by the student examiners, the marking sheets were reviewed by a senior academic examiner, and the 'global' mark was adjusted in accordance with the marking criteria. Student examiners also completed an open and closed-ended questionnaire regarding their experience as an examiner. A total of 105/115 (91%) of year 2 medical students were examined in the OSCE over the two-year period. RESULTS: The senior academic changed a total of 94 'global' marks, reducing the majority (55%) from 'satisfactory' to 'borderline'; 12% were reduced from 'satisfactory' to 'not satisfactory' and 33% from 'borderline' to 'not satisfactory'. Student questionnaire results showed a high level of engagement with their examiner experience overall, and it was regarded as a useful learning experience. CONCLUSION: Student examiners found peer assessment to be a very useful learning activity. However, our students need further training in how to globally assess a fellow student's overall performance objectively and to provide accurate feedback.
BACKGROUND: At Sydney Medical School, we have recently introduced a practice objective structured clinical examination (OSCE) where our junior medical students are assessed by the senior peers. AIM: We sought to evaluate the efficacy of the programme. METHODS: The study took place in 2010 and 2011, with two cohorts of final-year students participating. A total of 40/98 (41%) of final-year students chose to participate as examiners. Following the completion of standardised marking sheets by the student examiners, the marking sheets were reviewed by a senior academic examiner, and the 'global' mark was adjusted in accordance with the marking criteria. Student examiners also completed an open and closed-ended questionnaire regarding their experience as an examiner. A total of 105/115 (91%) of year 2 medical students were examined in the OSCE over the two-year period. RESULTS: The senior academic changed a total of 94 'global' marks, reducing the majority (55%) from 'satisfactory' to 'borderline'; 12% were reduced from 'satisfactory' to 'not satisfactory' and 33% from 'borderline' to 'not satisfactory'. Student questionnaire results showed a high level of engagement with their examiner experience overall, and it was regarded as a useful learning experience. CONCLUSION: Student examiners found peer assessment to be a very useful learning activity. However, our students need further training in how to globally assess a fellow student's overall performance objectively and to provide accurate feedback.
Authors: Eve Cosker; Valentin Favier; Patrice Gallet; Francis Raphael; Emmanuelle Moussier; Louise Tyvaert; Marc Braun; Eva Feigerlova Journal: Med Sci Educ Date: 2021-10-06