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Understanding students' self-efficacy and motivation in sequential OSCE: a qualitative study.

Jun Jie Lim1, Chris Roberts2, Shareen Nisha Jauhar Ali3

  • 1Division of Clinical Medicine, School of Medicine and Population Health, The University of Sheffield, Sheffield, UK. jj.lim@sheffield.ac.uk.

BMC Medical Education
|December 30, 2025
PubMed
Summary

Sequential Objective Structured Clinical Examinations (OSCEs) impact medical student motivation and engagement. Understanding student perceptions is key to optimizing this assessment format for better learning outcomes and well-being.

Keywords:
Attribution theoryClinical assessmentLearner motivationMedical EducationMedical licensing examinationObjective structured clinical examinations (OSCE)Self-efficacySequential testingStudent well-being

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