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.
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.
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Keywords:
Medical education research; OSCE; clinical; peer; undergraduate