Purpose

Peer-assisted learning (PAL) in formative objective structured clinical examination (OSCE) is an approach used to evaluate the students' clinical competence. This study aims to determine the PAL effectiveness in the formative OSCE in improving clinical competencies and the students' perception and satisfaction of PAL.

Design/methodology/approach

Sixty-seven Year 2 medical students experienced PAL in a formative OSCE setting. A self-administered questionnaire was distributed to evaluate their perception and satisfaction on PAL. The effectiveness of the sessions was determined by comparing their OSCE scores between the pre- and post-intervention.

Findings

Forty-three students completed the intervention and had the experience to assess their peers as well as being assessed during formative OSCE. However, only 26 students managed to attend both pre- and post-intervention OSCE. It was found that there was a significant improvement of OSCE score after the PAL sessions. Over 97% of these students perceived positively and were satisfied with the sessions and thought that formative OSCE gave an opportunity to improve their learning and develop self-confidence in clinical skills.

Originality/value

The findings suggested that PAL in the formative OSCE is a good opportunity to help in students' learning and improve their clinical competencies apart from learning with experts.

中文翻译：

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医学生对形成性欧安组织同伴辅助学习的感知和满意度及其对提高临床能力的有效性

目的

形成性客观结构化临床考试 (OSCE) 中的同伴辅助学习 (PAL) 是一种用于评估学生临床能力的方法。本研究旨在确定 PAL 在形成性 OSCE 在提高临床能力和学生对 PAL 的感知和满意度方面的有效性。

设计/方法/方法

67 名 2 年级医学生在形成性的 OSCE 环境中体验了 PAL。分发了一份自我管理的问卷，以评估他们对 PAL 的看法和满意度。通过比较干预前后的 OSCE 分数来确定会议的有效性。

发现

43 名学生完成了干预，并有经验评估他们的同龄人以及在形成性 OSCE 期间接受评估。然而，只有 26 名学生设法参加了干预前后的 OSCE。结果发现，在 PAL 会议后 OSCE 分数有显着提高。这些学生中有超过 97% 的学生对课程有积极的看法并对课程感到满意，并认为形成性的 OSCE 为他们提供了一个改善学习和培养临床技能自信心的机会。

原创性/价值

研究结果表明，除了与专家一起学习之外，形成性 OSCE 中的 PAL 是帮助学生学习和提高临床能力的好机会。