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Although mock OSCEs support preparation, their high cost and administrative burden limit student opportunities. To address this gap, a series of regularly run, totally peer-led multi-role practice OSCEs (PrOSCEs) was developed. 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BMC Medical Education (2019) 19:126  \n[https://doi.org/10.1186/s12909-019-1571-5](https://doi.org/10.1186/s12909-019-1571-5)  \nRESEARCH ARTICLE Open Access   \nA new approach to OSCE preparationPrOSCEs  \n*  \nJames Bevan, Benjamin Russell  and Ben Marshall  \nAbstract  \nBackground: Objectively structured clinical examinations (OSCEs) are a stressful experience for many health care students and professionals in training. Mock OSCEs have been shown to be beneficial for student OSCE preparation. However, due to their expense and administrative burden students may only get a few opportunities to partake in these. To address this gap in student preparation a series of regularly run totally peer led multi-role practice OSCEs (PrOSCEs) was developed.  \nMethods: Fifteen PrOSCEs were run over five-months. A total of 32 second year medical students took part, all of whom were enrolled on the graduate-entry programme at the University of Southampton. In each PrOSCE, 18 participants rotated through the roles of ‘student’, ‘examiner’ and ‘ patient’ in six simulated stations designed by their peers. Peer feedback was provided after each station. At the end of the series of PrOSCEs students were asked to fill in an anonymous online feedback survey to assess the usefulness of the PrOSCEs in exam preparation.  \nResults: Twenty-two students responded to the survey. 100% of respondents deemed routine participation either‘very useful’ or ‘useful’ in preparing for their exam. PrOSCEs were found to improve confidence (mean = 7 . 9/10, 95% CI 7 .4–8. 3), expected performance (mean = 7 . 5/10, 95% CI 6 .8–8. 2) and help guide revision (mean = 8 . 3/10, 95% CI 7 . 6–9. 0) . Self-perceived teaching performance and confidence in providing feedback was also positively associated with participation. The most beneficial roles were ‘student’ and ‘station creator’. Free-text feedback suggests that the informal setting and regular practice were particularly beneficial.  \nConclusion: The peer-led nature of the PrOSCEs allows for a low cost, low administrative burden and easy to replicate adjunct or alternative to large scale mock OSCEs. In addition the multi-role aspect of this approach could enhance exam preparation and may also improve aptitude as a clinical teacher. Further studies are required to understand if repeated practice has beneficial implications on OSCE performance.  \nKeywords: OSCE, Revision, Medical education  \nBackground  \nObjectively structured clinical examinations (OSCEs) have become a source of dread for many in the allied health professions [1, 2]. Having been established as a reliable way to judge clinical aptitude and practical skills, OSCEsnow are a mainstay of medical education and professional training where the format is used to ensure that students achieve minimum clinical standards. In the case of UK medical schools, a student’s performance in summative OSCEs often contributes a significant proportion to their  \n* Correspondence: [br2n15@soton.ac.uk](br2n15@soton.ac.uk)  \nFaculty of Medicine, University of Southampton, Building 85, University Road, Southampton SO17 1BJ, UK  \nfinal ranking upon graduation which influences their post-graduate employment opportunities.  \nUnlike written examinations, for which students can access practice questions relatively easily through online or faculty resources, OSCEs present a unique challenge to students as simulated OSCE practice is difficult to organise. Mock OSCEs run by university faculties and societies are aimed at ameliorating this challenge. However, these are often costly and are a significant administrative burden [3]. As such only a few mock OSCEs are made available to most students. Therefore, the majority of healthcare students will have completed just a small number of simulated OSCE stations before taking the real exam. This, combined with the often high-stakes nature of summative  \n© The Author(s) . 2019 Open Access This article is distributed under the terms of the ","cbCairQpZCEPzTFv","https://ap.wps.com/l/cbCairQpZCEPzTFv","pdf",1468038,"English","# Abstract\n# Background\n# Methods\n# Results\n# Conclusion\n# Keywords","[{\"question\":\"Why were the peer-led PrOSCEs developed?\",\"answer\":\"Mock OSCEs were beneficial but limited by expense and administrative burden. The PrOSCEs were designed to provide more frequent practice with lower cost and less administration for students.\"},{\"question\":\"How were the PrOSCEs organized and what roles did students take?\",\"answer\":\"Fifteen PrOSCEs were run over five months. In each session, participants rotated through the roles of student, examiner, and patient across six simulated stations created by their peers.\"},{\"question\":\"What did participants report about the usefulness of PrOSCEs?\",\"answer\":\"Survey respondents reported that routine participation was very useful or useful for exam preparation (100%). Participation was also associated with improved confidence, expected performance, and guidance for revision, with the most beneficial roles being student and station creator.\"}]","A new approach to OSCE preparation - Research article | PDF",1789931618,15]