Implementing and Evaluating Face-to-Face Near-Peer Teaching in Response to the Absence of Objective Structured Clinical Examinations (OSCEs) for Junior Medical Students Following the COVID-19 Pandemic

Abstract

Introduction The COVID-19 pandemic resulted in the suspension of formative Objective Structured Clinical Examinations (OSCEs) at numerous institutions. This resulted in a significant gap in OSCE exposure for junior medical students, including those at our university. Drawing upon our prior experiences with OSCEs, we created a program to evaluate the effectiveness of near-peer teaching (NPT) in preparing third-year medical students to experience and succeed in OSCEs. This program was conducted at the University of Buckingham Medical School (Milton Keynes, GBR) from July to October 2022. Methodology Two final-year medical students, under a medical consultant's supervision, led the program development and implementation. This consisted of 2.5 hours of weekly face-to-face OSCE simulation over 12 weeks. The program was designed to mirror the university's OSCE format but provided the intended benefit of designated feedback and teaching at the end of each station. Each week, five dedicated final-year medical students constructed OSCE stations focused on common clinical presentations and skills. Sixty third-year medical students who had completely missed formative OSCEs due to the COVID-19 pandemic enrolled in the program. Pre- and post-session surveys were administered to assess the effectiveness of the NPT program among students. Results In our study, the paired t-test analysis of data showed a statistically significant improvement after attending our OSCE NPT program in all three domains assessed. Participants reported enhanced preparedness in OSCE (p<0.001), a better awareness of the OSCE structure (p<0.001), and an improved understanding of how General Medical Council (GMC) 'Outcomes for Graduates' themes may be assessed (p<0.001). These findings collectively suggest that the NPT intervention effectively enhanced the participants' clinical competencies and preparedness for OSCEs. Conclusion The peer-led OSCE preparation session, facilitated by senior medical students, effectively augmented third-year medical students' clinical skills and knowledge, enhancing their readiness for the OSCE. These sessions provided a unique opportunity for skill development and practice in a simulated clinical environment, fostering greater confidence and proficiency among participating students. Our findings highlight the crucial role of NPT in preparing students for OSCEs. We recommend using NPT to supplement learning, both during periods when traditional OSCEs are unavailable and as a regular adjunct to medical education.

Keywords: clinical competencies; clinical skills; covid 19; graduate outcomes; medical education; near peer teaching; objective structured clinical exam (osce); objective structured clinical examination (osce); objective structured clinical examinations (osces); simulated clinical environment.