Peer assessment in the objective structured clinical examination: A scoping review

Abstract

Background: The objective structured clinical examination (OSCE), originally designed with experts assessing trainees’ competence, is more frequently employed with an element of peer assessment and feedback. Although peer assessment in higher education has been studied, its role in OSCEs has not reviewed.

Aims: The aim of this study is to conduct a scoping review and explore the role of peer assessment and feedback in the OSCE.

Methods: Electronic database and hand searching yielded 507 articles. Twenty-one full records were screened, of which 13 were included in the review. Two independent reviewers completed each step of the review.

Results: Peer-based OSCEs are used to assess students’ accuracy in assessing OSCE performance and to promote learning. Peer examiners (PE) tend to award better global ratings and variable checklist ratings compared to faculty and provide high-quality feedback. Participating in these OSCEs is perceived as beneficial for learning.

Conclusions: Peer assessment and feedback can be used to gauge PE reliability and promote learning. Teachers using these OSCEs must use methodology which fits their purpose. Competency-based education calls for diversification of assessment practices and asks how assessment impacts learning; the peer-based OSCE responds to these demands and will become an important practice in health professions education.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Glossary

Peer assessment: Peer assessment concerns the active participation of students in assessing their peers. Such assessment can be in the form of formative feedback in the course of study, but may also be part of summative assessment and contribute to the final score, particularly in a team-based or group-work situation. It is important that guidance is provided on learning outcomes, marking criteria and rating scales.

Assessment for learning: Assessment for learning is part of everyday practice by students, teachers, and peers that seeks, reflects upon, and responds to information from dialog, demonstration, and observation in ways that enhance ongoing learning.

Notes on contributors

Rishad Khan, BSc, is a medical student at the Schulich School of Medicine and Dentistry at Western University.

Saad Chahine, PhD, is an Assistant Professor in the Department of Medicine and Department of Education, as well as a Scientist in the Centre for Education Research and Innovation at the Schulich School of Medicine and Dentistry at Western University.

Michael W.C. Payne, MSc, MD, FRCPC, is an Associate Professor and Director of Undergraduate Medical Education in the Department of Physical Medicine and Rehabilitation at the Schulich School of Medicine and Dentistry at Western University.

Additional information

Funding

This work was supported by the Schulich School of Medicine and Dentistry through the Schulich Research Opportunities Program.