Students benefit from developing their own emergency medicine OSCE stations: a comparative study using the...

Area of Science:

• Medical Education
• Clinical Skills Assessment

Background:

• Developing multiple choice questions can enhance student learning.
• Investigating if students creating objective structured clinical examination (OSCE) stations improves learning outcomes.
• This study explores the impact of students developing emergency medicine OSCE stations on their performance.

Purpose of the Study:

• To determine if students who develop emergency medicine OSCE stations achieve better examination results.
• To compare the performance of students who created OSCE stations with those who did not.

Main Methods:

• 13 students developed and tested emergency medicine OSCE stations (intervention group).
• Performance was compared to a control group of 13 students matched for demographics and prior knowledge.
• A third group of 20 students who tested the OSCE before training was also included for comparison.

Main Results:

• No significant differences in age or prior knowledge were found between groups.
• The intervention group scored significantly higher (233.4 ± 6.3) than the control group (223.8 ± 9.2) in the OSCE exam (p < 0.01).
• The effect size (d = 1.24) indicates a substantial difference in performance.

Conclusions:

• Active student development of OSCE stations leads to improved exam results in emergency medicine.
• Involving students in OSCE station creation is a beneficial learning strategy.
• This active learning method enhances clinical skills assessment performance.