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J Educ Eval Health Prof > Epub ahead of print
J Educ Eval Health Prof. 2019; 16: 14.
Published online May 27, 2019.
[Epub ahead of print]
No observed effect of a student-led mock objective structured clinical examination on subsequent performance scores in medical students in Canada
Lorenzo Madrazo1  , Claire B. Lee2  , Meghan McConnell1,3  , Karima Khamisa1  , Debra Pugh1,4,5 
1Faculty of Medicine, University of Ottawa, Ottawa, ON, Canada
2Department of Medicine, McGill University, Montreal, QC, Canada
3Department of Anesthesiology and Pain Medicine, University of Ottawa, Ottawa, ON, Canada
4Department of Medicine, University of Ottawa, Ottawa, ON, Canada
5Medical Council of Canada, Ottawa, ON, Canada
Correspondence  Karima Khamisa ,Email:
Editor:  Sun Huh, Hallym University, Korea
Submitted: May 6, 2019  Accepted after revision: May 27, 2019
Student-led peer-assisted mock objective structured clinical examinations (MOSCEs) have been used in various settings to help students prepare for subsequent higher-stakes, faculty-run OSCEs. MOSCE participants generally valued feedback from peers and reported benefits to learning. Our study investigated whether participation in a peer-assisted MOSCE affected subsequent OSCE performance. To determine whether mean OSCE scores differed depending on whether medical students participated in the MOSCE, we conducted a between-subjects analysis of variance, with cohort (2016 vs. 2017) and MOSCE participation (MOSCE vs. no MOSCE) as independent variables and the mean OSCE score as the dependent variable. Participation in the MOSCE had no influence on mean OSCE scores (P=0.19). There was a significant correlation between mean MOSCE scores and mean OSCE scores (Pearson r=0.52, P<0.001). Although previous studies described self-reported benefits from participation in student-led MOSCEs, it was not associated with objective benefits in this study.
Keywords: Physical examination; Educational measurement; Medical education; Medical students; Canada
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