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Table 4 Disadvantages 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 assessorsPeer-assessed
CategorySubcategoryCode /descriptionSubcategoryCode /description
For AALplus (in general)Reduced obligation- Peer assessed students might not take the OSCE seriously enough.
- Peer assessors have a lack of authority compared to lecturers and might not be accepted.
- Hard to maintain conditions of a compulsory examination.
Reduced obligation- Peer-assessed students might not take the OSCE seriously enough.
- Peer assessors have a lack of authority compared to lecturers and might not be accepted.
Reduced professionalism- Peer assessors might not be as objective as doctors/professionals.
- Relaxed atmosphere misleads peer-assessed/assessor relationship.
Reduced professionalism- Peer-assessed students are more likely to know peer assessors from another or a negative situation.
- Peer assessors are less professional.
-Lack of objectivity
Benignity- Peer assessors might be more benign as they often know the peer-assessed students personally.Benignity- Peer assessors might be more benign as they often know the peer-assessed students personally.
- StrictnessStrictness- Peer assessors might be stricter.
For peer assessors:not mentionednot mentioned
For peer-assessed:Little experience as assessor- Peer assessors might have less experience in lecturing.
- Peer assessors are less self-confident.
Little experience as assessor- Peer assessors might have less experience in lecturing.
- Peer assessors do not have a doctor’s/professional’s speciality.
Reduced medical skills- Peer assessors have little clinical experience.
- Peer assessors have less clinical skill than lecturers and cannot give such good advice.
Reduced medical skills- Peer assessors have little clinical experience.
- Peer assessors do not know physical examination in reality.
- Peer assessors may be less experienced than peer-assessed students (e.g. who have previous paramedic training)
- Peer assessors cannot estimate clinical relevance.
Reduced value of feedback- Peer assessors’ feedback might be less relevant technically.
- Lecturers give feedback of higher quality.
Reduced value of feedback- Doctors/professionals have better knowledge of what is important in the future.
Less clinical/medical knowledgeLess clinical/medical knowledge-Peer assessors have a lack of medical knowledge.
- Peer assessors spread ignorance.
Personal relationshipPersonal relationship- Peer-assessed students may disgrace themselves because they know the peer assessor.
- Setting might be awkward.