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. 2023 Feb 23;23(1):128.
doi: 10.1186/s12909-022-03970-y.

Enhancing medical students` confidence and performance in integrated structured clinical examinations (ISCE) through a novel near-peer, mixed model approach during the COVID-19 pandemic

Ravanth Baskaran  1 , Srinjay Mukhopadhyay  1 , Sashiananthan Ganesananthan  2 , Movin Peramuna Gamage  1 , Nishaanth Dalavaye  1 , Vincent Ng  1 , Richard Bennett  1 , Sripradha Srinivasan  1 , Parvathy Sureshkumarnair  1 , Robert Spencer  3   4 , Harsh Bhatt  3   4 , Susruta Manivannan  5 , Malik Zaben  6   7   8
Affiliations

Enhancing medical students` confidence and performance in integrated structured clinical examinations (ISCE) through a novel near-peer, mixed model approach during the COVID-19 pandemic

Ravanth Baskaran et al. BMC Med Educ. .

Abstract

Background: Near-peer medical education serves as an important method of delivering education to junior students by senior students. Due to the reduced clinical exposure because of the COVID-19 pandemic, we developed a mentorship scheme to help medical students with their Integrated Structured Clinical Examinations (ISCEs) by providing a combination of near-peer mentorship together with lecture-based teaching on a weekly basis for a 12-week period. Students attended a specialty-focused lecture every Tuesday followed by a small group teaching session organised by their tutor.

Methods: A longitudinal evaluative interventional study was undertaken by the international student led medical education organisation, OSCEazy. The teaching programme was organised and conducted by third year medical students to a recruited cohort of second year medical students. Students' perceptions of ISCEs (confidence, anxiety, and overall performance) were evaluated using 5-point Likert scales while their knowledge of the specialty was assessed using 10 single best answer questions which were distributed via Google® forms at the start and end of each week. In addition, we assessed tutor perceptions of their teaching and learning experience.

Results: Seventy-two tutees were enrolled in the programme (mean age: 24.4, female: 77.8%). 88.9% of the participants had not attended any online ISCE teaching prior to this. They preferred in-person ISCE teaching as compared to virtual sessions [median 4.5 (IQR 4-5) vs 3 (IQR 3-4), p < 0.0001), respectively]. There was a significant overall increase in knowledge when comparing pre-session and post-session performance [mean 53.7% vs 70.7%, p < 0.0001)]. There was a significant increase in student confidence [Confidence: median 3 (IQR:3-4) vs 4 (IQR 3-4), p < 0.0001] while no change was seen in the anxiety and perception of their overall performance in an ISCE. [Anxiety: median 3 (IQR 2-4) vs 3 (IQR 3-4), p = 0.37, Performance: median 3 (IQR 3-4) vs median 3 (IQR 3-4), p < 0.0001]. The tutors reported an increase in their confidence in teaching ISCEs online [median 3 (IQR 2-3.25) vs median 4 (IQR 4-5), p < 0.0001)].

Conclusion: Online near-peer teaching increases the confidence of both tutees and tutors involved while enhancing the tutees' knowledge of the specialty. Thus, medical schools should incorporate near-peer teaching in their curriculum to enhance the student learning experience.

Keywords: Clinical assessment; Medical education; Mixed modal; Near-peer; Near-peer; medical education; clinical; integrated/objective structured clinical examination (ISCE/OSCE); OSCEs.

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Conflict of interest statement

The authors report no competing or conflicting interests.

Figures

Fig. 1
Fig. 1
Flowchart of chronological event structure
Fig. 2
Fig. 2
Schematic of example teaching intervention workflow. Different specialties were covered over a 12-week period
See this image and copyright information in PMC

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