Peer-based formative OSCE: impacts on learning and teamwork in medical education

Introduction : 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. Objective : 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. Method : This qualitative study analyzed students' perceptions of learning in a peer-based formative OSCE, in which fifth- 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. Results : 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. Discussion : This new assessment format fostered deeper student engagement, reinforcing the importance of formative evaluation and reflective feedback in the peer-learning process, with emphasis on teamwork. Conclusion : The findings 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.