Hospital Israelita Albert Einstein - Problem-Based Learning, Simulated Patient, Simulation Training, Evaluation Study - July 4th, 2025

Sep 20, 2026

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Clinical skills assessment in medical education increasingly uses Objective Structured Clinical Examination (OSCE) formats that rely on simulators and standardized patients in realistic scenarios. This qualitative study examined peer-based formative OSCE learning perceptions using internship-derived clinical scenarios designed, applied, and evaluated by students. Semi-structured interviews and a validated questionnaire informed Bardin’s content analysis. Findings showed impact on personal development through strengthened clinical reasoning, and on OSCE methodology via feedback and a safe learning environment, also highlighting teamwork outcomes.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Background

OSCE and active learning in medical education

Study design and methods

Peer-based formative OSCE and student-created scenarios

Data collection and analysis

Results

Impact on learning: personal development and OSCE methodology

Teamwork outcomes

Discussion and implications

Autonomy, active learning, teamwork, and safe simulation

Hospital Israelita Albert Einstein Hospital Israelita Albert Einstein Problem-Based Learning, Simulated Patient, Simulation Training, Evaluation Study July 4th, 2025 [https://doi.org/10.21203/rs.3.rs-6436931/v1](https://doi.org/10.21203/rs.3.rs-6436931/v1) 􀁱 􀅏 This work is licensed under a Creative Commons Attribution 4.0 International License. Read Full License No competing interests reported. : The assessment of clinical skills in medical education has evolved with the implementation of the Objective Structured Clinical Examination (OSCE), which utilizes simulators and standardized patients in realistic scenarios. : To analyze medical students’ learning perceptions in a peer-based formative OSCE, based on clinical scenarios created, applied, and assessed by the students themselves during their internships. : This qualitative study analyzed students' perceptions of learning in a peer-based formative OSCE, in which «fth-and sixth-year medical students design, apply, and evaluate clinical scenarios inspired by their internship experiences. Data collection was carried out through semi-structured interviews using a validated questionnaire, and data were analyzed using Bardin's content analysis technique. : The analysis revealed two categories regarding the impact on learning: (1) Personal development, highlighting the enhancement of clinical reasoning; and (2) OSCE methodology, emphasizing feedback and a safe learning environment. Regarding teamwork, the following emerged: (1) Cooperation and Challenges, improving communication and integration; and (2) Preparation for practice, simulating real-world challenges and supporting professional readiness. : This new assessment format fostered deeper student engagement, reinforcing the importance of formative evaluation and re¬ective feedback in the peer-learning process, with emphasis on teamwork. : The «ndings reinforce that the peer-based formative OSCE is an innovative methodology that promotes autonomy, active learning, and teamwork, simulating the real challenges of medical practice. Currently, medical schools are committed to training students with critical thinking, re¬ective abilities, and autonomy, positioning them as protagonists in clinical practice. Active learning methodologies place students at the center of the teaching-learning process and play a crucial role in their academic development¹. Given technological advancements and pedagogical innovations, it has become essential to optimize educational strategies through methods that enhance student performance. Medical education in Brazil is undergoing signi«cant transformations, demanding adaptations and the implementation of new teaching models². In this context, active learning methodologies stand out for promoting student autonomy and engagement, integrating knowledge and fostering critical and re¬ective thinking². Collaborative peer learning has been recognized as an effective strategy for developing knowledge and skills in medical education, contributing to academic engagement. However, there is still a lack of studies exploring this approach in medical training, especially in the context of simulation-based education—a methodology of increasing relevance in healthcare³. Peer-assisted learning (PAL) is widely documented in medical education, but its application in simulation-based education (SBE) remains underexplored. Various peer education models have been described, such as peer teaching, near-peer teaching, peer tutoring, and reciprocal peer learning. These approaches differ in how they emphasize the role of the tutor, the student, or both within the teachinglearning process⁴. To bridge theory and practice, contemporary education requires active methodologies that foster innovative and collaborative learning. These strategies place students at the center of the educational experience through pedagogical practices that promote active participation and direct engagement. Activ

FAQs

What teaching and assessment method does the study focus on?

The study focuses on a peer-based formative OSCE format that uses clinical simulations and standardized patient-style scenarios.

How were the clinical scenarios created for the OSCE?

Students created clinical scenarios inspired by their internship experiences, then applied and evaluated them as part of the peer-based formative OSCE.

What did the qualitative analysis find about learning impact?

The analysis identified categories related to learning impact, including enhanced clinical reasoning under personal development, and improved feedback and a safe learning environment under OSCE methodology, alongside teamwork benefits.

Sep 20, 2026

Upload by Adam