Student-led Objective Structured Clinical Examinations (OSCEs): A scoping review

Area of Science:

• Medical Education
• Health Professions Education
• Peer-Assisted Learning

Background:

• Objective Structured Clinical Examinations (OSCEs) are crucial for health professions education.
• Increasing student numbers and limited faculty resources challenge the delivery of formative OSCEs.
• Student-led OSCEs present a peer-assisted learning strategy to expand practice opportunities and provide educational benefits.

Purpose of the Study:

• To conduct a scoping review of student-led OSCEs in undergraduate health professions education.
• To identify the characteristics, outcomes, and feasibility of student-led OSCE initiatives.
• To synthesize existing evidence on student involvement in OSCE planning, delivery, and assessment.

Main Methods:

• Searched five major databases (MEDLINE, Scopus, PsycINFO, ERIC, ProQuest Dissertations & Theses Global) from 1975 to September 2025.
• Included studies with active student involvement in OSCE planning, design, delivery, assessment, and feedback.
• Employed a descriptive synthesis approach using narrative methods to analyze data.

Main Results:

• Nineteen studies (2014-2025), primarily in medical education, were included.
• Student-led OSCEs were mainly formative, cross-year initiatives enhancing preparedness and access to practice.
• Positive outcomes included improved candidate confidence and preparedness, and enhanced teaching/feedback skills for facilitators.

Conclusions:

• Student-led OSCEs are a feasible and acceptable method for expanding formative assessment and engaging students as educators.
• The current evidence base is largely descriptive, relying on short-term, self-reported perceptions.
• Future research should investigate the impact of design features, faculty involvement, and the balance between feasibility, educational value, and assessment credibility.