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Empoderar a los estudiantes de medicina: la OSCE dirigida por pares reduce la ansiedad y puede mejorar el rendimiento
Leonardo Mateus de Lima1,2, Maria Helena Favarato1,2, Iolanda Fátima Lopes Calvo Tibério1
1Department of Internal Medicine, Medical School, University of São Paulo, São Paulo, Brazil.
PloS one
|February 12, 2026
Resumen
Un examen clínico estructurado objetivo (OSCE) dirigido por pares redujo significativamente la ansiedad de los estudiantes de medicina. Esta intervención también mostró una tendencia hacia un mejor desempeño en la OSCE sumativa.
Área de la Ciencia:
- Educación médica y educación médica.
- Evaluación de las habilidades clínicas.
Sus antecedentes:
- El Examen Clínico Estructurado Objetivo (OSCE) es una herramienta de evaluación común.
- Las OSCE están vinculadas a la alta ansiedad de los estudiantes y a los desafíos logísticos.
Objetivo del estudio:
- Evaluar el impacto de un simulacro de OSCE dirigido por pares en la ansiedad de los estudiantes y el rendimiento sumario de la OSCE.
- Evaluar si los estudiantes que diseñan y administran un simulacro de OSCE afectan sus resultados.
Principales métodos:
- Los estudiantes de medicina de tercer año fueron asignados al azar a un grupo simulado de la OSCE dirigido por pares o a un grupo de control.
- Los estudiantes del grupo de intervención asumieron roles como diseñadores, examinadores y examinados.
- Se midieron las puntuaciones de ansiedad estatal (STAI) y las puntuaciones sumativas de la OSCE.
Principales resultados:
- El grupo simulado de la OSCE tenía niveles de ansiedad de estado significativamente más bajos en comparación con el grupo de control (p = 0,009).
- Las puntuaciones sumativas de la OSCE fueron numéricamente más altas en el grupo de intervención, lo que indica una tendencia favorable (p = 0,055).
Conclusiones:
- La participación simulada de la OSCE dirigida por pares reduce efectivamente la ansiedad de estado en los estudiantes de medicina.
- Esta intervención muestra potencial para mejorar los resultados académicos y el bienestar de los estudiantes en evaluaciones de alto riesgo.
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