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Peers as OSCE assessors for junior medical students: a review of routine use$da mixed methods study

Peer-assisted learning is well established in medical education; however, peer tutors rarely act as assessors for the OSCE. In the compulsory, near-peer teaching programme covering basic medical skills at the University of Heidelberg, peer tutors serve as assessors on a formative OSCE. This study ai...

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Hauptverfasser: Schwill, Simon (VerfasserIn) , Fahrbach-Veeser, Johanna (VerfasserIn) , Möltner, Andreas (VerfasserIn) , Eicher, Christiane (VerfasserIn) , Kurczyk, Sonia (VerfasserIn) , Pfisterer, David (VerfasserIn) , Szecsenyi, Joachim (VerfasserIn) , Loukanova, Svetla (VerfasserIn)
Dokumenttyp: Article (Journal)
Sprache:Englisch
Veröffentlicht: 16 January 2020
In: BMC medical education
Year: 2020, Jahrgang: 20
ISSN:1472-6920
DOI:10.1186/s12909-019-1898-y
Online-Zugang:Verlag, kostenfrei, Volltext: https://doi.org/10.1186/s12909-019-1898-y
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Verfasserangaben:Simon Schwill, Johanna Fahrbach-Veeser, Andreas Moeltner, Christiane Eicher, Sonia Kurczyk, David Pfisterer, Joachim Szecsenyi and Svetla Loukanova
Beschreibung
Zusammenfassung:Peer-assisted learning is well established in medical education; however, peer tutors rarely act as assessors for the OSCE. In the compulsory, near-peer teaching programme covering basic medical skills at the University of Heidelberg, peer tutors serve as assessors on a formative OSCE. This study aimed to investigate the feasibility and acceptance of peer assessors and to survey the perceived advantages and disadvantages of their use.
Beschreibung:Gesehen am 25.03.2020
Beschreibung:Online Resource
ISSN:1472-6920
DOI:10.1186/s12909-019-1898-y

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