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Medical Teacher Volume 35, 2013 - Issue 1
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Senior medical students as peer examiners in an OSCE

Senior medical students as peer examiners in an OSCE

Annette BurgessSydney Medical School – Central, The University of Sydney, Australia; ANNETTE BURGESS, BBusStud, MBT, MEd, is an Executive Officer at Central Clinical School, Sydney Medical School, The University of Sydney.Correspondence[email protected]
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Tyler ClarkSydney Medical School – Central, The University of Sydney, Australia; TYLER CLARK, BA (Psych), MA (AppSci-Hlth Psych), obtained his Masters in Health Psychology from The University of Sydney, where he currently works as an Associate Lecturer within the Office of Medical Education.
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Renata ChapmanSydney Medical School – Central, The University of Sydney, Australia; RENATA CHAPMAN, MD PhD, is a Senior Lecturer at Central Clinical School, Sydney Medical School, The University of Sydney, and also a general practitioner.
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Craig MellisSydney Medical School – Central, The University of Sydney, Australia; CRAIG MELLIS, MD, FRACP, is an Associate Dean, and Head of Central Clinical School, Sydney Medical School, The University of Sydney. He is a Respiratory Paediatrician, and a trained Epidemiologist and Biostatistician. Recent interests include medical education and evidence-based medicine.
Pages 58-62 | Published online: 26 Oct 2012

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Jaideep S. Talwalkar, Kali D. Cyrus & Auguste H. Fortin. (2020) Twelve tips for running an effective session with standardized patients. Medical Teacher 42:6, pages 622-627.
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Harm Peters, Marko Zdravkovic, Manuel João Costa, Antonio Celenza, Kulsoom Ghias, Debra Klamen, Liz Mossop, Michael Rieder, Vishna Devi Nadarajah, Danai Wangsaturaka, Martin Wohlin & Margot Weggemans. (2019) Twelve tips for enhancing student engagement. Medical Teacher 41:6, pages 632-637.
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G.D. Everett, L. Albadin & Y. Du. (2019) The effect of demographic characteristics, Country of birth and country of medical training on the peer evaluations of internal medicine resident physicians. Journal of Community Hospital Internal Medicine Perspectives 9:2, pages 92-97.
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Rishad Khan, Michael W. C. Payne & Saad Chahine. (2017) Peer assessment in the objective structured clinical examination: A scoping review. Medical Teacher 39:7, pages 745-756.
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Silvia Allikmets & Jasper Vink. (2016) Importance of incorporating teaching of feedback skills into medical curricula. Advances in Medical Education and Practice 7, pages 257-259.
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Annette Burgess, Christie van Diggele & Craig Mellis. (2015) Students as facilitators in a teacher training program: motivation for leadership roles. Advances in Medical Education and Practice 6, pages 615-620.
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Annette Burgess & Craig Mellis. (2015) Feedback and assessment for clinical placements: achieving the right balance. Advances in Medical Education and Practice 6, pages 373-381.
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Annette Burgess & Debra Nestel. (2014) Facilitating the development of professional identity through peer assisted learning in medical education. Advances in Medical Education and Practice 5, pages 403-406.
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Pamela M. Basehore, Sherry C. Pomerantz & Matthew Gentile. (2014) Reliability and benefits of medical student peers in rating complex clinical skills. Medical Teacher 36:5, pages 409-414.
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Articles from other publishers (27)

Amy McKay, John McCall & Alison M. Cairns. (2022) Peer assessment: Development and delivery of the OSCE. European Journal of Dental Education 27:2, pages 234-239.
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Maha Abdulrazak Badawi, Hend Obad Hussain, Mazen Abdulrazak Badawi, Lana Adey Al Shawwa, Reda Abdullah Jamjoom, Yoon Soo Park & Ara Tekian. (2023) Learning transfusion medicine through scoring objective structured clinical examination. Transfusion 63:S1.
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Steven J Katz & Dennis Wang. (2022) Comparing Entrustable Professional Activity Scores Given by Faculty Physicians and Senior Trainees to First-Year Residents. Cureus.
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Ji Hye Yu, Mi Jin Lee, Soon Sun Kim, Min Jae Yang, Hyo Jung Cho, Choong Kyun Noh, Gil Ho Lee, Su Kyung Lee, Mi Ryoung Song, Jang Hoon Lee, Miran Kim & Yun Jung Jung. (2021) Assessment of medical students’ clinical performance using high-fidelity simulation: comparison of peer and instructor assessment. BMC Medical Education 21:1.
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Eve Cosker, Valentin Favier, Patrice Gallet, Francis Raphael, Emmanuelle Moussier, Louise Tyvaert, Marc Braun & Eva Feigerlova. (2021) Tutor–Student Partnership in Practice OSCE to Enhance Medical Education. Medical Science Educator 31:6, pages 1803-1812.
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Jian Hui Koo, Kim Yao Ong, Yun Ting Yap & Kum Ying Tham. (2020) The role of training in student examiner rating performance in a student-led mock OSCE. Perspectives on Medical Education 10:5, pages 293-298.
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Rhian Deslandes & Louise Hughes. (2021) Peer marking of OSCEs within a UK pharmacy undergraduate programme - student views. Pharmacy Education 21, pages 73-82.
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Annette Burgess, Christie van Diggele, Chris Roberts & Craig Mellis. (2020) Planning peer assisted learning (PAL) activities in clinical schools. BMC Medical Education 20:S2.
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Annette Burgess, Christie van Diggele, Chris Roberts & Craig Mellis. (2020) Feedback in the clinical setting. BMC Medical Education 20:S2.
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Annette Burgess, Christie van Diggele, Chris Roberts & Craig Mellis. (2020) Introduction to the Peer Teacher Training in health professional education supplement series. BMC Medical Education 20:S2.
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Simon Schwill, Johanna Fahrbach-Veeser, Andreas Moeltner, Christiane Eicher, Sonia Kurczyk, David Pfisterer, Joachim Szecsenyi & Svetla Loukanova. (2020) Peers as OSCE assessors for junior medical students – a review of routine use: a mixed methods study. BMC Medical Education 20:1.
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Simon Schwill, Jan Hundertmark, Johanna Fahrbach-Veeser, Christiane Eicher, Pencho Tonchev, Sonia Kurczyk, Joachim Szecsenyi & Svetla Loukanova. (2020) The AaLplus near-peer teaching program in Family Medicine strengthens basic medical skills—A five-year retrospective study. PLOS ONE 15:5, pages e0233748.
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Rishad Khan, Saad Chahine, Steven Macaluso, Ricardo Viana, Caitlin Cassidy, Thomas Miller, Debra Bartley & Michael Payne. (2020) Impressions on Reliability and Students’ Perceptions of Learning in a Peer-Based OSCE. Medical Science Educator 30:1, pages 429-437.
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Reime Marit Hegg, Kvam Fred Ivan, Johnsgaard Tone & Aarflot Morten. (2020) Comparison of peer assessment and faculty assessment in an interprofessional simulation-based team training program. Nurse Education in Practice 42, pages 102666.
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Jasmina Sterz, Bernd Bender, Svea Linßen, Maria-Christina Stefanescu, Sebastian Herbert Höfer, Felix Walcher, Julia Voss, Lukas Benedikt Seifert & Miriam Ruesseler. (2019) Effects and Consequences of Being an OSCE Examiner in Surgery—A Qualitative Study. Journal of Surgical Education 76:2, pages 433-439.
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Patrik Lyngå, Italo Masiello, Klas Karlgren & Eva Joelsson-Alm. (2019) Experiences of using an OSCE protocol in clinical examinations of nursing students - A comparison of student and faculty assessments. Nurse Education in Practice 35, pages 130-134.
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Trey C. Mullikin, Varun Shahi, Douglas Grbic, Wojciech Pawlina & Frederic W. Hafferty. (2019) First Year Medical Student Peer Nominations of Professionalism: A Methodological Detective Story about Making Sense of Non-Sense. Anatomical Sciences Education 12:1, pages 20-31.
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Lauren Chong, Silas Taylor, Matthew Haywood, Barbara-Ann Adelstein & Boaz Shulruf. (2018) Examiner seniority and experience are associated with bias when scoring communication, but not examination, skills in objective structured clinical examinations in Australia. Journal of Educational Evaluation for Health Professions 15, pages 17.
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Sumit Grover, Neena Sood & Anurag Chaudhary. (2018) Student perception of peer teaching and learning in pathology: A qualitative analysis of modified seminars, fishbowls, and interactive classroom activities. Indian Journal of Pathology and Microbiology 61:4, pages 537.
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Osamu Nomura, Hirotaka Onishi & Hiroyuki Kato. (2017) Medical students can teach communication skills – a mixed methods study of cross-year peer tutoring. BMC Medical Education 17:1.
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Anne Herrmann-Werner, Regina Gramer, Rebecca Erschens, Christoph Nikendei, Annette Wosnik, Jan Griewatz, Stephan Zipfel & Florian Junne. (2017) Peer-assisted learning (PAL) in undergraduate medical education: An overview. Zeitschrift für Evidenz, Fortbildung und Qualität im Gesundheitswesen 121, pages 74-81.
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Antonia J. Clarke, Annette Burgess, Audrey Menezes & Craig Mellis. (2015) Senior students’ experience as tutors of their junior peers in the hospital setting. BMC Research Notes 8:1.
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Maria Syl D. de la Cruz, Michael T. Kopec & Leslie A. Wimsatt. (2015) Resident Perceptions of Giving and Receiving Peer-to-Peer Feedback. Journal of Graduate Medical Education 7:2, pages 208-213.
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Annette Burgess & Craig Mellis. (2015) Receiving feedback from peers: medical students’ perceptions. The Clinical Teacher 12:3, pages 203-207.
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Ching-Mao Chang, Wen-Hsiang Wu, Benjamin Ing-Tiau Kuo, Tzung-Yan Lee, Chia-Yu Liu & Hen-Hong Chang. (2014) Using a questionnaire among patient, resident doctor and senior supervisor: Are their answers the same?. Complementary Therapies in Medicine 22:2, pages 296-303.
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Annette W Burgess, Chris Roberts, Kirsten I Black & Craig Mellis. (2013) Senior medical student perceived ability and experience in giving peer feedback in formative long case examinations. BMC Medical Education 13:1.
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Annette Burgess, Tyler Clark, Renata Chapman & Craig Mellis. (2013) Medical student experience as simulated patients in the OSCE. The Clinical Teacher 10:4, pages 246-250.
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