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0142159X.2017.1392496

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Medical Teacher
ISSN: 0142-159X (Print) 1466-187X (Online) Journal homepage: http://www.tandfonline.com/loi/imte20
Benefits of a peer-led mock-OSCE
Alexander Wayne Emery & Elizabeth Rose-Innes
To cite this article: Alexander Wayne Emery & Elizabeth Rose-Innes (2017): Benefits of a peer-led
mock-OSCE, Medical Teacher, DOI: 10.1080/0142159X.2017.1392496
To link to this article: http://dx.doi.org/10.1080/0142159X.2017.1392496
Published online: 25 Oct 2017.
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http://www.tandfonline.com/action/journalInformation?journalCode=imte20
Download by: [University of Missouri-Columbia]
Date: 26 October 2017, At: 05:04
MEDICAL TEACHER, 2017
https://doi.org/10.1080/0142159X.2017.1392496
LETTER TO THE EDITOR
Benefits of a peer-led mock-OSCE
Downloaded by [University of Missouri-Columbia] at 05:04 26 October 2017
Dear Sir
Peer-led teaching at medical school has recently prompted
research and debate. Although not a new phenomenon, it
is increasingly becoming more formalized. The mock
objective structured clinical examination (OSCE) is an
emerging form of peer-led teaching. These sessions are
intended to simulate the OSCE experience and, in a peerled teaching model, are run by senior students who have
undertaken these exams themselves. Previous work has
suggested peer-led mock OSCEs improve student performance in formal examinations (Young et al. 2014; Fletcher
and Day 2015).
We, a group of fifth and sixth year medical students, ran
a 10 station mock-OSCE for first year clinical students two
weeks before their first OSCE. Stations focused on examination technique, history taking, communication skills, and
data interpretation. We recruited pre-clinical students to act
as “patients”. We acted as examiners, completing a stationspecific marksheet for each student noting positive comments and constructive feedback, as well as awarding a
global mark out of 4 (1 ¼ fail, 2 ¼ borderline fail, 3 ¼ clear
pass, 4 ¼ high pass), replicating the mark scheme for the
formal university examinations. After completion, the candidates rotated around the stations to receive these forms
and face-to-face feedback from the peer-examiners.
Each participating candidate provided feedback on the
session, all of which strongly agreed that the content was
“relevant” and “at an appropriate level”, and that the peerteachers appeared “well-informed”, and “enthusiastic”.
Individual comments highlighted the value of instant feedback and the benefits of practicing under timed conditions.
In addition, the session provided an insight into clinical
education and assessment for the pre-clinical students. The
“examiners” also found these sessions beneficial, allowing
us to experience an OSCE from a unique perspective and
reflect on positive and negative aspects of candidates’ performances, which we felt has enhanced our performance in
similar examinations.
Our exercise further demonstrates the feasibility of students engaging in peer-to-peer teaching in the mock-OSCE
setting, and subjectively demonstrates how students at different levels can benefit. We hope it provides a template
for further peer-led teaching both at our institution and
others.
Disclosure statement
The authors report no conflicts of interest. The authors alone are
responsible for the content and writing of the article.
ORCID
Alexander Wayne Emery
http://orcid.org/0000-0002-3972-7763
References
Fletcher A, Day R. 2015. A peer-led mock OSCE improves subsequent
performance: what about objectivity? Med Teach. 37:886.
Young I, Montgomery K, Kearns P, Hayward S, Mellanby E. 2014. The
benefits of a peer-assisted mock OSCE. Clin Teach. 11:214–218.
Alexander Wayne Emery
and Elizabeth Rose-Innes
Keble College, University of Oxford, Oxford, UK
alexander.emery@keble.ox.ac.uk
ß 2017 Informa UK Limited, trading as Taylor & Francis Group
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