ArticleMedical science educator2026
Exploring Medical Students' Perceptions of Near-peer Teaching in Musculoskeletal OSCE Preparation.
Article in Medical science educator, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Earlier studies have demonstrated suboptimal confidence among recently graduated medical students in diagnosing and managing musculoskeletal (MSK) conditions, despite the high prevalence of MSK disorders, underscoring gaps in MSK education. As a result, Objective Structured Clinical Examinations (OSCEs) in MSK medicine can be particularly challenging for novice medical students. Near-peer teaching (NPT) may be a valuable teaching modality for improving medical students' knowledge and confidence. Objective: To explore medical students' perceptions and the factors influencing their perceived value of NPT, specifically for MSK OSCE preparation. Methods: Students enrolled in the Bachelor of Medicine and Bachelor of Surgery (MBChB) programme at the University of Leicester who had previously received MSK OSCE-related teaching from a near-peer tutor participated in semi-structured interviews. Participant recruitment ceased after interviews were conducted with 12 participants, as the research team judged that the interviews provided sufficient information power to develop a rich and nuanced thematic analysis to address the research question. Results: Interviews with 12 participants yielded four themes: the learning environment, exam-focused guidance, the attributes of the near-peer tutor, and the logistics of delivery. Students perceived NPT as a safe learning environment and a source of OSCE-specific insights from tutors who had recently and successfully navigated the same assessments, which is not easily recreated in faculty-led teaching. Tutor attributes, such as relatability, approachability, and their perceived commitment and dedication, emerged as key determinants of favourable perceptions of NPT. However, the extracurricular nature of NPT offered flexibility for some, while others felt it added additional time constraints when faculty-led teaching was easier to access. Students suggested integrating NPT into the curriculum to improve participation. Conclusion: NPT was perceived as a highly valuable learning modality for developing MSK-related competency for students preparing for their OSCEs. Supplementary Information: The online version contains supplementary material available at https://doi.org/10.1007/s40670-026-02805-5.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.