Empowering Tomorrow's Trainers: Engaging Senior Pediatric Residents as Co-Developers of OSCEs for Junior Peers

Implementing Objective Structured Clinical Examinations (OSCEs) as formative educational activities significantly affects postgraduate trainees but could involve challenges to human and financial resources. This study explored senior pediatric residents' experiences in developing and conducting OSCE stations for their junior peers to elucidate the reciprocal benefits of involving senior residents in this educational partnership.

This qualitative study employed a thematic analysis approach in training senior residents to develop and administer OSCEs following adequate training and supervision. After the OSCE implementation, residents reflected on their experiences. In-depth interviews were conducted using a semi-structured interview guide with the 19 senior pediatric residents who had completed the study. Audio recordings of the interviews were transcribed using a descriptive method, and thematic analysis of the data was performed using NVivo software.

Thematic analysis revealed four interrelated themes: 1) the development of OSCE stations, 2) their conduction, 3) self-reflection, and 4) the Canadian Medical Education Directives for Specialties (CanMEDS) roles. Senior residents described the experience as novel and valuable, significantly enhancing their knowledge, skills, and attitudes. They recognized the benefits of teamwork, teaching skills, and increased confidence across various domains. The activities are aligned with the CanMEDS framework, contributing to their development as medical experts.

This study highlights how and when senior residents empowered as partners in OSCE design can enhance their development and residency programs.