The benefits of a peer-assisted mock OSCE

Autor:	Patrick K. A. Kearns, Ian Young, Sam J L Hayward, Ed Mellanby, Kieran Montgomery
Rok vydání:	2014
Předmět:	Educational measurement education Session (web analytics) Peer Group Intervention (counseling) Pedagogy Health care Medicine Humans TUTOR Physical Examination computer.programming_language Medical education business.industry Communication Peer group General Medicine Summative assessment Review and Exam Preparation Anxiety Clinical Competence Educational Measurement medicine.symptom business computer Education Medical Undergraduate
Zdroj:	The clinical teacher. 11(3)
ISSN:	1743-498X
Popis:	Summary Background Objective structured clinical examinations (OSCEs) are associated with high stress and anxiety levels, which could have a negative impact on student performance. Students frequently have no opportunity to practise OSCEs other than in the high-stakes examination itself. This study describes the design and implementation of a peer-run mock OSCE exam for medical students, and the feasibility, acceptability and perceived impact of this educational initiative. Methods An OSCE training programme was designed by four fourth-year students. It involved the recruitment of 103 fourth-year tutors to facilitate the running and feedback of OSCE stations to 245 third-year medical students prior to their summative end-of-year exam. Tutees and tutors completed a questionnaire to assess the quality and perceptions of the benefits of this educational intervention. Results A total of 245 (85% of the year–3 group) tutee and 65 tutor surveys were completed over three evenings: 100 per cent of respondents classified the quality of the OSCE stations and resuscitation session as ‘fantastic’ or ‘good’. The main themes from the tutee comments were: improved confidence and valued feedback. The main themes from the tutor comments were: motivation to continue with peer-assisted learning (PAL) projects and improved teaching skills. Conclusions The peer-assisted mock OSCE improved tutee confidence and reduced the anxieties associated with OSCEs. Tutors gain valuable teaching skills. This PAL model is an acceptable, feasible and beneficial method of preparing students for this challenging style of health care examination.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b43b910f3164532247cab1e744e02c34 https://pubmed.ncbi.nlm.nih.gov/24802924 Zobrazit plný text záznamu Plný text ve formátu PDF Plný text ve formátu HTML
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