Clinical Performance Improved by Near-Peer Education: What a Powerful Tool!

Abstract

Abstract Introduction Near-Peer education has been shown to be beneficial in medicine. The aim of the study was to create a near-peer led formative objective structured clinical examination (OSCE) and assess its impact on students’ performance. Method The formative OSCE consisted of a 2-hour session during which 3rd year students (junior) practiced clinical skills under the supervision of a tutor (4th -6th year medical student). The tutor facilitated a group of three students playing successively the roles of the clinician, the observer or the patient in three situations. Both groups were asked to respond to an online survey evaluating their self-perceptions regarding the usefulness of the OSCE (Likert scale 1–5). Junior students’ scores (0-100) at the summative 3rd year OSCE were collected. Results 115 junior students (72%) attended the formative OSCE. 26 tutors were recruited for teaching. Response rates to the online survey were respectively 46% and 61%. Junior students considered they improved their clinical history taking (mean = 4.55 (SD 0.64)), physical exam (mean = 4.60 (SD 0.63)) and clinical reasoning skills (mean = 4.60 (SD 0.69)). They valued tutors’ feedback (mean = 4.81(SD 0.82) and facilitation skills (mean = 4.42 (SD 1.02)). Those who participated to the OSCE had higher global scores (mean = 79.00(7.24)) than non-participants (mean = 75.54 (SD 6.11)) at the summative OSCE (p = 0.015). Tutors perceived they improved their clinical skills (mean = 3.98(SD 0.94)) and learned teaching skills (mean = 4.80 (SD 0.41)). Conclusion Near-peer OSCE is a valuable way to improve junior students’ clinical skills and their performance at summative OSCEs. It allows senior students to enhance their own clinical skills and develop teaching skills.