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Prior participation as a standardized patient improves OSCE scores of third-year medical students: A pilot comparative study at Université Paris Cité Medical School.

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Title: Prior participation as a standardized patient improves OSCE scores of third-year medical students: A pilot comparative study at Université Paris Cité Medical School.
Authors: Nguyen, Yann1,2, Nuzzo, Alexandre1,3, Gross, Ariane1,4, Minka, Océane1,5, Lilamand, Matthieu1,6, Rossi, Geoffrey1,2, Sanchez, Manuel1,4, Legué, Catherine1,4, Pourbaix, Annabelle1,2, Tran Dinh, Alexy1,7, Rozencwajg, Sacha1,7, Khider, Lina1,8, Peiffer-Smadja, Nathan1,9, Bouzid, Donia1,5, Faye, Albert1,10, Mirault, Tristan1,8, de Lastours, Victoire1,2
Source: Medical Teacher. Oct2023, Vol. 45 Issue 10, p1177-1182. 6p.
Subject Terms: *Academic medical centers, *Medical students, *Educational tests & measurements, *Comparative studies, *Communication, *Student attitudes, Pilot projects, Patient participation, Questionnaires, Descriptive statistics
Geographic Terms: France
Abstract: Objective structured clinical examinations (OSCE) are one of the main modalities of skills' assessment of medical students. We aimed to evaluate the educational value of the participation of third-year medical students in OSCE as standardized patients. We conducted a pilot OSCE session where third-year students participated in sixth-year students' OSCE as standardized patients (cases). Their scores in their own subsequent OSCE exams were compared with third-year students who had not participated (controls). Students' perceptions (stress, preparedness, ease) regarding their OSCE were compared with self-administered questionnaires. A total of 42 students were included (9 cases and 33 controls). Median [IQR] overall score (out of 20 points) obtained by the cases was 17 [16.3–18] versus 14.5 [12.7–16.3] for controls (p < 0.001). Students' perception of their evaluation (difficulty, stress, communication) was not significantly different between cases and controls. Most cases agreed that their participation was beneficial in reducing their stress (67%), increasing their preparedness (78%) and improving their communication skills (100%). All cases agreed that this participation should be offered more widely. Students' participation in OSCE as standardized patients led to better performance on their own OSCE and were considered beneficial. This approach could be more broadly generalized to improve student performance. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Prior participation as a standardized patient improves OSCE scores of third-year medical students: A pilot comparative study at Universit&#233; Paris Cit&#233; Medical School.
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  Data: &lt;searchLink fieldCode=&quot;JN&quot; term=&quot;%22Medical+Teacher%22&quot;&gt;Medical Teacher&lt;/searchLink&gt;. Oct2023, Vol. 45 Issue 10, p1177-1182. 6p.
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  Data: Objective structured clinical examinations (OSCE) are one of the main modalities of skills&#39; assessment of medical students. We aimed to evaluate the educational value of the participation of third-year medical students in OSCE as standardized patients. We conducted a pilot OSCE session where third-year students participated in sixth-year students&#39; OSCE as standardized patients (cases). Their scores in their own subsequent OSCE exams were compared with third-year students who had not participated (controls). Students&#39; perceptions (stress, preparedness, ease) regarding their OSCE were compared with self-administered questionnaires. A total of 42 students were included (9 cases and 33 controls). Median [IQR] overall score (out of 20 points) obtained by the cases was 17 [16.3–18] versus 14.5 [12.7–16.3] for controls (p &lt; 0.001). Students&#39; perception of their evaluation (difficulty, stress, communication) was not significantly different between cases and controls. Most cases agreed that their participation was beneficial in reducing their stress (67%), increasing their preparedness (78%) and improving their communication skills (100%). All cases agreed that this participation should be offered more widely. Students&#39; participation in OSCE as standardized patients led to better performance on their own OSCE and were considered beneficial. This approach could be more broadly generalized to improve student performance. [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of Medical Teacher is the property of Taylor &amp; Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
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        Value: 10.1080/0142159X.2023.2198665
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