Peer assessment in the objective structured clinical examination: A scoping review

Area of Science:

• Medical Education
• Health Professions Education
• Assessment in Medicine

Background:

• Objective Structured Clinical Examinations (OSCEs) traditionally involve expert assessment.
• Peer assessment and feedback are increasingly integrated into OSCEs.
• The role of peer assessment in OSCEs requires further review.

Purpose of the Study:

• To conduct a scoping review of peer assessment and feedback in OSCEs.
• To explore the specific roles and impacts of peer assessment within the OSCE context.

Main Methods:

• A comprehensive search of electronic databases and hand searching identified 507 articles.
• Twenty-one full records were screened, with 13 ultimately included in the review.
• Two independent reviewers ensured rigorous and consistent application of review criteria.

Main Results:

• Peer-based OSCEs are utilized for evaluating students' assessment accuracy and fostering learning.
• Peer examiners (PE) provide high-quality feedback and tend to give higher global ratings than faculty.
• Participation in peer-assessed OSCEs is perceived by students as beneficial for their learning process.

Conclusions:

• Peer assessment in OSCEs can effectively measure peer examiner reliability and enhance educational outcomes.
• Methodologies for peer-based OSCEs should align with specific educational objectives.
• Peer-based OSCEs support competency-based education by diversifying assessment and focusing on learning impact, positioning them as a key practice in health professions education.