A new approach to OSCE preparation - PrOSCEs

Area of Science:

• Medical Education
• Clinical Skills Assessment
• Simulation-Based Learning

Background:

• Objectively Structured Clinical Examinations (OSCEs) are a common source of stress for healthcare trainees.
• Traditional mock OSCEs are beneficial but often limited by cost and administrative demands.
• A need exists for accessible and frequent OSCE preparation methods.

Purpose of the Study:

• To develop and evaluate a series of regularly run, peer-led, multi-role practice OSCEs (PrOSCEs).
• To assess the impact of PrOSCEs on medical students' exam preparation, confidence, and revision guidance.
• To explore the feasibility of PrOSCEs as a low-cost, low-burden alternative to traditional mock OSCEs.

Main Methods:

• Conducted 15 PrOSCE sessions over five months involving 32 graduate-entry medical students.
• Participants rotated through 'student', 'examiner', and 'patient' roles in peer-designed stations.
• Collected anonymous online feedback surveys to evaluate the usefulness of PrOSCEs for exam preparation.

Main Results:

• 100% of surveyed students found routine PrOSCE participation 'very useful' or 'useful' for exam preparation.
• PrOSCEs significantly improved confidence (mean 7.9/10), expected performance (mean 7.5/10), and revision guidance (mean 8.3/10).
• The 'student' and 'station creator' roles were most beneficial; informal setting and regular practice were key advantages.

Conclusions:

• Peer-led PrOSCEs offer a cost-effective, low-administrative burden, and replicable method for OSCE preparation.
• The multi-role format enhances exam preparation and may improve skills in clinical teaching.
• Further research is needed to determine the impact of repeated practice on actual OSCE performance.