ArticleBMC medical education2022
The pedagogical value of near-peer feedback in online OSCEs.
Article in BMC medical education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
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10 citing papers in PubMed, 23 citations in OpenAlex.
- Dental students' perception of objective structured clinical examination (OSCE): a cross-sectional study.BDJ open · 2026Article
- Development of a Deep Learning-Based Feedback Model to Assist Medical Students Learning Renal Ultrasound Acquisition: Mixed Methods Study.JMIR medical education · 2026Article
- Perceptions from a Single Virtual Near-Peer Mock SBA Examination: A Retrospective Pre-Post Study Among Undergraduate Medical Students.Advances in medical education and practice · 2026Article
- Undergraduate nursing students' self-efficacy in clinical teaching: a cross-sectional study.BMC nursing · 2025Article
- Exploring the role of digital technology for feedback exchange in clinical training: a scoping review.Systematic reviews · 2024Article
- Analysis of satisfaction levels and perceptions of clinical competency: a mixed method study on objective structured clinical examinations in undergraduate dental students.BMC medical education · 2024Article
- Objective structured clinical examination to teach competency in planetary health care and management - a prospective observational study.BMC medical education · 2024Observational
- Strengthening the planning and design of Objective Structured Clinical Examinations.Health SA = SA Gesondheid · 2024Article
- Enhancing medical students` confidence and performance in integrated structured clinical examinations (ISCE) through a novel near-peer, mixed model approach during the COVID-19 pandemic.BMC medical education · 2023Article
- E-learning modules to improve clinical reasoning and practice: a prospective comparative study.MedEdPublish (2016) · 2023Article
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Authors and funding
7 authors at 2 institutions in 1 country.
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No grant is acknowledged in the PubMed record.
Abstract
purpose of the articleDuring the Covid-19 pandemic, formative OSCE were transformed into online OSCE, and senior students (near peers) substituted experienced clinical teachers. The aims of the study were to evaluate quality of the feedbacks given by near peers during online OSCEs and explore the experience of near-peer feedback from both learner's and near peer's perspectives. MATERIALS AND
methodsAll 2nd year medical students (n = 158) attended an online OSCE under the supervision of twelve senior medical students. Outcome measures were 1) students' perception of the quality of the feedback through an online survey (Likert 1-5); 2) objective assessment of the quality of the feedback focusing on both the process and the content using a feedback scale (Likert 1-5); 3) experience of near peer feedback in two different focus groups.
resultsOne hundred six medical students answered the questionnaire and had their feedback session videotaped. The mean perceived overall quality of senior students' overall feedback was 4.75 SD 0.52. They especially valued self-evaluation (mean 4.80 SD 0.67), balanced feedback (mean 4.93 SD 0.29) and provision of simulated patient's feedback (mean 4.97 SD 0.17). The overall objective assessment of the feedback quality was 3.73 SD 0.38: highly scored skills were subjectivity (mean 3.95 SD 1.12) and taking into account student's self-evaluation (mean 3.71 (SD 0.87). Senior students mainly addressed history taking issues (mean items 3.53 SD 2.37) and communication skills (mean items 4.89 SD 2.43) during feedback. Participants reported that near peer feedback was less stressful and more tailored to learning needs- challenges for senior students included to remain objective and to provide negative feedback.
conclusionIncreased involvement of near peers in teaching activities is strongly supported for formative OSCE and should be implemented in parallel even if experience teachers are again involved in such teaching activities. However, it requires training not only on feedback skills but also on the specific content of the formative OSCE.
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