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M1ündlich - S(t)imulation of competency-oriented learning in physiology.
Lisa Eiring1, Sven Benson2, Joachim Fandrey1
1Institute for Physiology, University of Duisburg-Essen, University Hospital Essen, Hufelandstraße 55, Essen, 45147, Germany.
BMC Medical Education
|June 11, 2026
Summary
Peer-based exam training improved medical students' confidence and reduced stress during oral exams. This peer-teaching approach enhanced communication skills and exam performance, offering a valuable curriculum supplement.
Area of Science:
- Medical Education
- Health Professions Education
Background:
- Medical students often lack adequate preparation for oral exams, particularly in managing stress and articulating knowledge.
- A novel peer-teaching-based exam training program was developed to address these challenges.
Purpose of the Study:
- To evaluate the effectiveness of a peer-led oral exam training intervention for third-semester medical students.
- To assess the impact of the training on students' confidence, perceived stress, communication skills, and exam performance.
Main Methods:
- A quasi-experimental study involving approximately 190 third-semester medical students in peer-teaching groups.
- Two simulated oral exams were conducted over three months with tutor supervision and structured feedback.
- The intervention was integrated into the curriculum with voluntary participation based on informed consent.
Main Results:
- Participants reported increased confidence, reduced exam stress, and higher self-assessment scores after the training.
- Tutors observed significant improvements in the depth of information and structure of student answers.
- A favorable trend was noted in students' subsequent internal and licensing examination outcomes.
Conclusions:
- Peer-based simulation of oral exams effectively enhances communication skills and exam preparedness while mitigating stress.
- This training model serves as a valuable addition to medical curricula and is adaptable to other academic fields.
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