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Lessons Learned from Developing a Very Near-Peer mOSCE

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Title: Lessons Learned from Developing a Very Near-Peer mOSCE
Language: English
Authors: Johnson S. Khor, Sungkyung Linda Kim
Source: Discover Education. 2025 4.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 8
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Medical Students, Medical Education, Objective Tests, Clinical Experience, Standardized Tests, Competence, Student Attitudes, Personality Traits, Doctoral Students, Foreign Countries
Geographic Terms: Australia
DOI: 10.1007/s44217-025-00456-z
ISSN: 2731-5525
Abstract: Objective-Structured Clinical Examinations (OSCEs) are a valuable source of assessment for students' practical clinical and professional skills throughout their medical careers due to the OSCEs' capability to test multiple competencies in a standardized manner. Over the years, OSCEs have increasingly been integrated across medical programs to assess clinical capabilities; they have become more common in tracking pre-clinical students' patient interactions through simulated real-life interactions. Still, despite their importance in assessing clinical capabilities, medical students find OSCEs one of their most stressful examinations. This is most likely caused by students striving for perfection in all aspects of their medical education journey. Unknown or unfamiliar situations such as the OSCE heighten anxiety because a perfectionist personality's intrinsic fear is a loss of control. Therefore, mock OSCE (mOSCE) simulations provide students with familiarity with the OSCE process and dedicated practice with near-peers that yield positive student results. This paper discusses logistical lessons for future mOSCE developers, students, and very near-peer volunteers derived from developing a very near-peer mock OSCE in a Doctor of Medicine (MD) program at a university in Queensland, Australia.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1464979
Database: ERIC
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  Data: Objective-Structured Clinical Examinations (OSCEs) are a valuable source of assessment for students' practical clinical and professional skills throughout their medical careers due to the OSCEs' capability to test multiple competencies in a standardized manner. Over the years, OSCEs have increasingly been integrated across medical programs to assess clinical capabilities; they have become more common in tracking pre-clinical students' patient interactions through simulated real-life interactions. Still, despite their importance in assessing clinical capabilities, medical students find OSCEs one of their most stressful examinations. This is most likely caused by students striving for perfection in all aspects of their medical education journey. Unknown or unfamiliar situations such as the OSCE heighten anxiety because a perfectionist personality's intrinsic fear is a loss of control. Therefore, mock OSCE (mOSCE) simulations provide students with familiarity with the OSCE process and dedicated practice with near-peers that yield positive student results. This paper discusses logistical lessons for future mOSCE developers, students, and very near-peer volunteers derived from developing a very near-peer mock OSCE in a Doctor of Medicine (MD) program at a university in Queensland, Australia.
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