ArticleBMC medical education2013
Students benefit from developing their own emergency medicine OSCE stations: a comparative study using the matched-pair method.
Article in BMC medical education, 2013. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Empowering medical students: Peer-Led OSCE reduces anxiety and may enhance test performance.PloS one · 2026Trial
- Tutor-Student Partnership in Practice OSCE to Enhance Medical Education.Medical science educator · 2021Article
- Evaluation of One-Day Multiple-Choice Question Workshop for Anesthesiology Faculty Members.Anesthesiology and pain medicine · 2020Article
- Sustainability of physical exam skills in a resident-led curriculum in a large internal medicine program with competency based medical education.Canadian medical education journal · 2018Article
- A digital peer-to-peer learning platform for clinical skills development.Canadian medical education journal · 2017Article
- Empowering Tomorrow's Trainers: Engaging Senior Pediatric Residents as Co-Developers of OSCEs for Junior Peers.Journal of medical education and curricular developmentArticle
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Authors and funding
7 authors.
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No grant is acknowledged in the PubMed record.
Abstract
backgroundStudents can improve the learning process by developing their own multiple choice questions. If a similar effect occurred when creating OSCE (objective structured clinical examination) stations by themselves it could be beneficial to involve them in the development of OSCE stations. This study investigates the effect of students developing emergency medicine OSCE stations on their test performance.
methodIn the 2011/12 winter semester, an emergency medicine OSCE was held for the first time at the Faculty of Medicine at the University of Leipzig. When preparing for the OSCE, 13 students (the intervention group) developed and tested emergency medicine examination stations as a learning experience. Their subsequent OSCE performance was compared to that of 13 other students (the control group), who were parallelized in terms of age, gender, semester and level of previous knowledge using the matched-pair method. In addition, both groups were compared to 20 students who tested the OSCE prior to regular emergency medicine training (test OSCE group).
resultsThere were no differences between the three groups regarding age (24.3 ± 2.6; 24.2 ± 3.4 and 24 ± 2.3 years) or previous knowledge (29.3 ± 3.4; 29.3 ± 3.2 and 28.9 ± 4.7 points in the multiple choice [MC] exam in emergency medicine). Merely the gender distribution differed (8 female and 5 male students in the intervention and control group vs. 3 males and 17 females in the test OSCE group).In the exam OSCE, participants in the intervention group scored 233.4 ± 6.3 points (mean ± SD) compared to 223.8 ± 9.2 points (p < 0.01) in the control group. Cohen's effect size was d = 1.24. The students of the test OSCE group scored 223.2 ± 13.4 points.
conclusionsStudents who actively develop OSCE stations when preparing for an emergency medicine OSCE achieve better exam results.
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