Table 3 Advantages of peer-tutors as assessors in the OSCE: Categories used to code the content of qualitative data (peer-assessors n = 74, peer-assesses n = 307)
From: Peers as OSCE assessors for junior medical students – a review of routine use: a mixed methods study
Peer assessors | Peer-assessed | |||
|---|---|---|---|---|
Category | Subcategory | Code /description | Subcategory | Code /description |
For AALplu (in general) | Reduction of costs | - Peer assessors are cheaper than trained doctors/professionals. | Reduction of costs | - Peer assessors are cheaper than trained doctors/professionals. - Peer assessors are available in high numbers. - Peer assessors support doctors/professionals (economy of time) - Relaxed atmosphere increases the efficiency of the OSCE. |
Quality control | - Peer assessors as OSCE assessors learn which teaching and learning material can be adjusted because they have previously taught the students. | Quality control | – | |
Quality improvement | - Peer assessors receive more training in teaching and giving feedback than the average academic lecturer. - Peer assessors know exactly what was taught in the programme because they teach it. As a result, they are much more attuned to student expectations (e.g. OSCE checklists). - Peer assessors have better knowledge of the curriculum and content of AaLplus. - Peer assessors can more easily estimate a student’s level of knowledge. - Peer assessors do know how to answer student’s questions better. | Quality improvement | - Peer assessors receive more training in the perfect physical examination than the average academic lecturer. - Peer assessors know what has been previously taught in the programme. - Peer assessors may be more interested in keeping the OSCE and the programme up to date. - Learning is more important than the examination. Peer assessors are up-to-date and refer to current standards. | |
For peer assessors: | Benefits for own studies | - By assuming an assessor’s point of view, peer assessors prepare and train for their own future OSCEs/examinations. - Peer assessors receive a sense of transparency regarding their own OSCEs. | Benefits for own studies | – |
Improvement of feedback skills | - Peer assessors gain experience in giving structured feedback. - Peer assessors improve their skills in giving feedback. - Peer assessors learn how to structure and give feedback properly. | Improvement of feedback skills | – | |
Personal benefits | - Peer assessors are enabled to take responsibility. | Personal benefits | - Peer assessors improve their social skills. | |
Improvement of clinical skills | - While testing the student, peer assessors reinforce their own skills (e.g. physical examination of the heart and lungs). | Improvement of clinical skills | - While testing the student, peer assessors reinforce their own skills (e.g. physical examination of the heart and lungs). | |
Improvement of teaching skills | - Peer assessors receive feedback themselves about their general performance as a teacher during the previous 2 years. | Improvement of teaching skills | - Peer assessors improve their competencies as an assessor. | |
For peer-assessed: | High-quality feedback | - Students accept peer assessors’ feedback more easily since they are at eye level. - Students receive feedback from the peer assessors who have previously trained them. - Students receive better feedback from peer assessors because they are more mindful of the students’ situations and perspectives. - Peer assessors take more time while giving feedback. - Peer assessors are more open to student questions. - Peer assessors can give better recommendations. | High-quality feedback | - Students accept peer assessors’ feedback more easily since they are at eye level. - Students take peer assessors’ feedback more seriously. - Students receive a better feedback from peer assessors because they are more mindful of the students’ situations and perspectives. - Peer assessors are more open to student questions. - Peer assessors can give better recommendations because they better understand why a student is making mistakes. - Peer assessors focus more on the student while giving feedback (student-focused feedback). - Students find it easier to ask questions about the feedback. - Peer assessors have better knowledge of students’ perspectives and feelings. - Peer assessors know the pitfalls regarding the learning content. |
For peer-assessed: | Additional valuable information | - Peer assessors provide valuable information on further OSCEs. - Peer assessors inform about the typical OSCE pitfalls from a student perspective. | Additional valuable information | - Peer assessors provide more valuable and more helpful recommendations. - Peer assessors can remove fears of failure, both on the OSCE and in medical studies. Peer assessors give feedback for future OSCEs and for medical studies. |
Stress reduction | - Students show lower levels of stress when tested by peer assessors in general. - Peer assessors are more trustworthy. - Students have a reduced inhibition threshold to share information. - Peer assessors can remove apprehensions | Stress reduction | - Students show lower levels of stress when tested by peer assessors in general. - Students have a reduced inhibition threshold to share information. - Students can focus on the exam more easily with less distraction by lecturers. | |
Comfortable atmosphere | There is a flatter hierarchy. - Students feel more comfortable if tested by peers. - Students accept peer assessors’ feedback more easily in a comfortable atmosphere. | Comfortable atmosphere | - Peer assessors establish a comfortable atmosphere. - Comfortable because of same eye level - Comfortable atmosphere results in fun while learning. - Peer assessors behave more cooperatively. - Peer assessors have better access to students. - Personal relationships result in fun while learning. | |
Appreciation | – | Appreciation | - Peer assessors are more focused and are not bored during the examination. | |
Knowledge gain during the OSCE | - Peer assessors create a learning atmosphere in the OSCE. - Students feel free to ask assessors for adjustments and, as a result, better understand their personal performance | Knowledge gain during the OSCE | – | |