(79) Impact of Peer-Led MOSCE and Open Practice Sessions on Student Performance and Peer Tutor Perceptions

Objective : To examine the impact of peer-led mock OSCE (MOSCE) with or without faculty-led open practice sessions on student OSCE performance, perceptions of OSCE readiness, and peer tutor perceptions.

Methods: P2 and P3 students acted as peer graders and simulated patients at a P1 skills assessment MOSCE.. P1 MOSCE participants were surveyed pre- and post-MOSCE to examine confidence and preparedness for the high-stakes OSCE. Peer graders were surveyed afterwards on perceptions. Faculty-led voluntary open practice sessions were also conducted several days before the OSCEs. Knowledge outcomes were collected via OSCE station grades. The link between MOSCE and open practice session participation and student performance, preparedness, and confidence was analyzed using Chi-square, independent sample T-tests, and paired T-tests in SPSS.

Results: MOSCE attendance (n=34) did not correlate with higher total high-stakes OSCE scores (50.1+2.75 vs. 50.0+3.36, p=0.88) or pass rates (p=0.77) compared to non-participants. Attendance at either or both faculty-led open sessions also did not significantly impact total scores for the low- and high-stakes OSCE or correspond to higher pass rates (p=0.97). Of 26 MOSCE participants that completed the pre- and post-surveys, confidence in communication skills increased by 0.65 points (p=0.048). 96.2% strongly agreed that peer feedback was helpful. Peer tutors agreed to strongly agreed that the MOSCE helped reaffirm their physical assessment skills (88.5%) and promoted mutual learning (92.3%).

Conclusions: Although MOSCE and open practice session participation did not correlate with better performance, it significantly improved confidence and benefits extended to peer tutors. Increasing availability in future years, understanding beneficial aspects of MOSCE over faculty-led sessions, and examining MOSCE impact prior to the low-stakes OSCE can further explore impact of peer-led programs on skill development.