ArticleBMC medical education2020
Peers as OSCE assessors for junior medical students - a review of routine use: a mixed methods study.
Article in BMC medical education, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 16 papers.
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Who cites it
16 citing papers in PubMed.
- The objective structured clinical examination in family medicine training: A comprehensive review for the South African context.South African family practice : official journal of the South African Academy of Family Practice/Primary Care · 2026Review
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- The application of the conceive-design-implement-operate combined with the problem-based-learning teaching method in an 8-year rotation system for obstetrics students in China.BMC medical education · 2025Article
- Evaluation of the implementation of the objective structured clinical examination in health sciences education from a low-income context in Tunisia: A cross-sectional study.Health science reports · 2024Article
- Objective structured clinical examination to teach competency in planetary health care and management - a prospective observational study.BMC medical education · 2024Observational
- The other side of the mark sheet: lessons learnt when medical students assess peers in formative clinical examinations.Frontiers in medicine · 2024Article
- A scoping review of emotions and related constructs in simulation-based education research articles.Advances in simulation (London, England) · 2023Article
- Pre-COVID and COVID experience of objective structured clinical examination as a learning tool for post-graduate residents in Obstetrics & Gynecology-a quality improvement study.Obstetrics & gynecology science · 2023Article
- Article
- The pedagogical value of near-peer feedback in online OSCEs.BMC medical education · 2022Article
- Tutor-Student Partnership in Practice OSCE to Enhance Medical Education.Medical science educator · 2021Article
- Formative peer assessment in higher healthcare education programmes: a scoping review.BMJ open · 2021Article
- Agreement between medical students' peer assessments and faculty assessments in advanced resuscitation skills examinations in South Korea.Journal of educational evaluation for health professions · 2021Article
- The AaLplus near-peer teaching program in Family Medicine strengthens basic medical skills-A five-year retrospective study.PloS one · 2020Article
- Formative assessment of practical skills with peer-assessors: quality features of an OSCE in general medicine at the Heidelberg Medical Faculty.GMS journal for medical education · 2020Article
- 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
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundPeer-assisted learning is well established in medical education; however, peer tutors rarely act as assessors for the OSCE. In the compulsory, near-peer teaching programme covering basic medical skills at the University of Heidelberg, peer tutors serve as assessors on a formative OSCE. This study aimed to investigate the feasibility and acceptance of peer assessors and to survey the perceived advantages and disadvantages of their use.
methodsIn 2016 and 2017 all OSCE peer assessors (third to sixth-year medical students) and all of the peer-assessed students in 2017 (second-year-medical students) were invited to participate in a survey. Both groups were asked to complete a tablet-based questionnaire immediately after the OSCE. Peer assessors were asked to rate eight statements and the peer-assessed students to rate seven statements on a five-point Likert scale. Both were asked to comment on the advantages and disadvantages of peer-assessors.
resultsOverall, 74 of 76 peer assessors and 307 of 308 peer-assessed students participated in the study. 94% (67/74) of peer assessors and 90% (276/307) of the peer-assessed group thought that it is important to have peer tutors as assessors. Of the peer assessors, 92% (68/74) felt confident in giving structured feedback during the OSCE and 66% (49/74) felt they had improved their teaching skills. Of the peer-assessed students, 99% (306/307) were satisfied with their peers as OSCE assessors and 96% (292/307) considered the peer feedback during the OSCE as helpful. The participants mentioned structural benefits, such as lower costs, and suggested the quality of the OSCE was higher due to the use of peer assessors. The use of peer assessors was found to be beneficial for the learners in the form of high-quality feedback and an overall reduction in stress. Furthermore, the use of peer assessors was found to be beneficial for the peer assessors (improved teaching and clinical skills).
conclusionFrom a learner's perspective, the use of peer assessors for a formative OSCE that is part of a near-peer teaching program aimed at junior medical students is favourable for all. A broad implementation of peer assessment in the formative OSCE should be encouraged to investigate effects on quality and stress-reduction.
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