Benefits of a peer-led mock-OSCE

Emery, Alexander; Rose-Innes, Elizabeth

doi:10.1080/0142159x.2017.1392496

Cited by 4 publications

(5 citation statements)

References 2 publications

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“…Among different factors, it was reported that students attending lectures with a negative attitude were more prone to anxiety during the OSCE. In addition, familiarization with the OSCE process and simulated mock OSCE were also suggested as effective methods to increase students' self-confidence and consequently reduce anxiety during the actual test [31].…”

Section: Discussionmentioning

confidence: 99%

The effect of a stress and anxiety coping program on objective structured clinical examination performance among nursing students in shiraz, Iran

2020

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Background Evaluation of the competence and practical skills of nursing students, using the objective structured clinical examination (OSCE), is an integral part of the nursing education program. However, their performance could be negatively influenced by a significant level of stress and anxiety prior to the test. The present study aimed to evaluate the effect of an anxiety coping program on the OSCE performance level of first-year nursing students in Shiraz, Iran. Methods The present quasi-experimental study was conducted among 76 nursing students; control group (n = 35) and intervention group (n = 41). To attain the study purpose, the intervention group received a pre-exam anxiety coping program that included relaxation and soothing techniques, diaphragmatic breathing training, and progressive muscle relaxation training accompanied by light instrumental music, while the control group received no intervention before the exam. Data collection instruments included a demographic characteristics form and State-Trait Anxiety Inventory (STAI) questionnaire. Demographic characteristics of the participants indicated an overall homogeneity within the study population. The STAI questionnaire was filled in before and after the OSCE and the results were compared with those of the control group. The data were analysed using SPSS software (version 22.0). P < 0.05 was considered statistically significant. Results As a result of the anxiety coping program, a substantial reduction in the anxiety score (by 11.61 units) in the intervention group was observed. There was a significant difference in the pre- and post-exam anxiety scores between the control and intervention groups (P < 0.001). The anxiety coping program improved the examination results of nursing students in the final exam compared to the midterm results (an increase of 0.9487 units, P < 0.001). Conclusion The anxiety coping program reduced the anxiety level among nursing students and improved their OSCE results. Our findings can be utilized to better evaluate clinical activities in different medical and paramedical groups. Moreover, educators can implement such coping programs prior to evaluations in order to effectively assess the knowledge, attitude, and performance of the students.

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Section: Discussionmentioning

confidence: 99%

The effect of a stress and anxiety coping program on objective structured clinical examination performance among nursing students in shiraz, Iran

2020

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“…In 2014, Young et al published an extracurricular educational intervention in which fourth-year medical students prepared a mock OSCE for their near-peers [29] raising questions of objectivity [30]. In 2017, medical students described an approach of a peer-led mock OSCE they had planned and administered [31]. Updated in 2018, Lee et al published their experiences with a mock OSCE in a trend article [32].…”

Section: Medical Students Favour Peer-examinersmentioning

confidence: 99%

Peers as OSCE assessors for junior medical students – a review of routine use: a mixed methods study

et al. 2020

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Background: Peer-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. Methods: In 2016 and 2017 all OSCE peer assessors (third to sixth-year medical students) and all of the peerassessed 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. Results: Overall, 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 highquality 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). Conclusion: From 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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“…Nonetheless, mock-OSCEs are commonly used to prepare students for OSCEs, with an emerging trend to involve student peers in this process. 13 Peer-assisted learning (PAL) is when 'students learn with and from each other without immediate intervention from a teacher' 14 and there is a general consensus that students benefit from PAL experiences. 14e16 Lockspeiser, O'Sullivan, Teherani and Muller 17 propose that PAL is successful because student peers share similar social roles and a knowledge base that enables peerteachers to use language and explain concepts in ways that peerlearners understand.…”

Section: Introductionmentioning

confidence: 99%

“…23,24 Peer led formative OSCEs usually involve near-peer teachers (NTPs; a student who is at least one academic year apart from a near-peer learner (NPL)) 15,18 running a formative OSCE under the supervision of academic staff. Such near-peer led OSCEs (NP-OSCEs) in medicine have shown to benefit NPLs performance on summative OSCEs (referred to from here on as an 'OSCE') measured both subjectively 13 and objectively. 25 In addition, NP-OSCEs enable NPTs to develop confidence and skills in empathy and giving feedback (although NPTs often report being uncomfortable in the feedback exchange 26 ), communication and evaluative judgement.…”

Section: Introductionmentioning

confidence: 99%

Students' perceptions of a near-peer Objective Structured Clinical Examination (OSCE) in medical imaging

Taylor

Quick

2020

Radiography

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Benefits of a peer-led mock-OSCE

Cited by 4 publications

References 2 publications

The effect of a stress and anxiety coping program on objective structured clinical examination performance among nursing students in shiraz, Iran

The effect of a stress and anxiety coping program on objective structured clinical examination performance among nursing students in shiraz, Iran

Peers as OSCE assessors for junior medical students – a review of routine use: a mixed methods study

Students' perceptions of a near-peer Objective Structured Clinical Examination (OSCE) in medical imaging

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